In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.4,
D
ece
mbe
r
201
8,
pp.
2
9
4
~
2
9
8
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7
i
4.15
4
4
6
294
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
Orientation to Happiness as Pred
i
c
tor of University Studen
ts’
Engage
ment
Mari
a
Fern
an
d
a
Du
r
ón
-R
amos
1
,
Fer
n
an
d
a
Gar
cí
a-V
á
zq
u
e
z
2
1
De
pa
rtme
nt
of
Pshy
c
o
lo
gy
,
In
st
itu
t
o
Te
c
n
ológ
ic
o d
e
S
o
n
o
ra
,
Me
x
i
co
2
Department of
E
ducati
on, Ins
titu
to
T
ecnol
ógico de
Sonora,
Mex
i
co
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Sep 8,
2018
Re
vise
d O
c
t
2,
2018
Ac
ce
p
t
ed
Oc
t
1
6
,
2
018
There
is
e
mpir
ical
e
vidence
f
o
r
a
close
l
i
nk
b
et
ween
positive
p
ers
onal
com
p
onents
and
s
t
udent
s
'
engagem
e
nt
i
n
acade
m
ic
acti
v
ities.
P
er
sonal
well
-
b
e
i
n
g
i
s
a
c
o
n
s
t
r
u
c
t
t
h
a
t
c
a
n
b
e
s
t
u
d
i
e
d
f
r
o
m
a
v
a
r
i
e
t
y
o
f
a
n
g
l
es.
Recent
st
udies
p
oi
n
t
t
o
t
h
e
relev
a
nc
e
of
o
ri
en
t
a
tio
n
t
o
hap
p
i
n
ess
exa
m
ining
three
ty
pes
of
w
ell
-
b
e
in
g.
T
h
e
m
ain
ob
jecti
v
e
o
f
t
h
i
s
st
ud
y
w
a
s
t
o
t
e
st
t
h
e
relat
i
onship
t
ha
t
or
i
e
ntation
to
h
a
p
p
i
n
e
s
s
h
a
s
w
i
t
h
u
n
i
v
e
r
s
i
t
y
stu
d
e
n
ts
'
eng
a
gem
e
nt
a
t
a
p
u
b
lic
i
nstit
u
tio
n
in
n
orthern
M
e
xi
co.
A
strat
i
fied
pro
b
ab
ili
s
t
i
c
sam
p
le
o
f
266
s
tuden
t
s
was
em
p
l
oyed
.
T
he
i
n
t
ernal
c
o
n
s
i
stency
of
t
h
e
s
c
a
l
e
s
wa
s
anal
yzed
u
sin
g
t
h
e
S
PS
S
p
ackag
e
and
a
m
o
d
e
l
o
f
structura
l
equ
a
ti
ons
i
n
the
EQ
S
pro
g
ram
.
R
es
ult
s
i
ndicat
ed
d
irect
a
n
d
s
ig
n
ificant
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
t
h
e
o
r
i
e
n
t
a
ti
on
t
o
h
a
p
p
in
e
s
s
and
the
s
t
ud
e
nts'
eng
a
gem
e
nt
.
T
h
i
s
s
up
po
rts
th
e
im
po
rt
ance
of
p
rom
o
tin
g
p
o
s
i
t
ive
f
act
ors
in
st
ud
ents t
o im
pro
v
e t
h
eir
ac
ad
em
ic an
d
p
erso
na
l
devel
opm
ent.
K
eyw
ord
:
Eu
daim
on
ic
H
e
do
nic
O
r
ienta
t
io
n t
o
ha
p
p
i
ne
ss
S
t
ude
n
t
s’
e
nga
ge
me
nt
We
ll-be
ing
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Maria
F
e
rnand
a
D
urón-
Ra
mo
s,
D
e
pa
rtme
nt
o
f
P
s
hyco
l
o
gy,
Tec
h
nol
og
ica
l
I
nst
i
t
u
te
o
f S
o
nora
G
u
aym
a
s,
S
onor
a,
M
exic
o.
Em
ail:
ma
ria.dur
o
n
@
i
t
s
o
n
.e
d
u
.
m
x
1.
I
N
TR
OD
U
C
TI
O
N
The
aca
dem
i
c
pe
rfor
ma
nce
o
f
u
n
i
vers
i
t
y
st
ude
n
t
s
is
a
p
ri
m
a
ry
i
n
dic
a
t
o
r
of
s
ucce
ss
i
n
t
h
e
c
u
rre
nt
educ
a
t
i
o
na
l
r
eali
t
y
,
w
h
ic
h
m
a
y
a
cco
u
n
t
for
t
h
e
i
n
cr
easi
n
g
numbe
r
of
s
tu
die
s
t
ha
t
perfo
r
m
a
n
ce.
A
cc
ordi
n
g
t
o
Ca
s
t
a
ñ
o a
n
d P
á
ez,
how
e
v
er,
i
t
is a
l
so
i
m
p
ort
a
nt
t
o
inve
st
iga
t
e
t
h
e
re
l
a
tio
n
s
h
i
p
b
e
t
w
e
e
n
a
cad
e
m
i
c
p
erf
o
rma
n
ce
and
the
em
ot
i
ona
l s
t
ates o
f t
h
ese
st
u
d
e
n
ts
[1]
.
In
t
he
lit
era
t
u
r
e,
a
c
a
d
e
mi
c
p
e
rf
o
r
ma
n
ce
i
s
u
su
all
y
m
ea
su
red
qu
a
nt
ita
ti
ve
ly
[
2]
.
H
o
w
e
ver
,
Mor
o
co
e
t
a
l
.
pr
esent
the
st
u
d
e
n
t
s
'
en
ga
ge
me
n
t
c
on
str
u
ct
a
s
a
n
al
t
e
rn
ati
v
e
va
ri
abl
e
f
o
r
t
h
e
s
t
u
d
y
o
f
un
ive
r
si
t
y
s
t
u
d
e
nts’
p
erform
ance
[3]
.
S
t
ude
n
t
e
n
g
a
g
em
ent
ca
n
ser
v
e
t
o
p
re
ve
nt
l
ow
a
ca
de
mic
pe
rform
a
nc
e
,
d
r
o
p
o
u
t
a
n
d
o
t
h
e
r
n
e
g
a
t
i
v
e
fa
ct
ors
f
o
r
stu
d
e
n
ts
i
n
h
i
g
h
e
r
e
duc
at
i
on
[3
]
.
T
his
e
nga
g
e
m
e
nt
i
s
de
fin
e
d
b
y
F
r
e
dric
ks
e
t.
a
l
[4]
a
s
t
he
w
illi
n
gne
ss
o
f
s
t
ude
n
t
s
t
o
p
artic
i
p
a
t
e
in
i
n
s
t
itu
t
i
o
n
a
l
a
c
t
i
v
it
ie
s
a
nd
is
f
orm
e
d
b
y
t
hre
e
d
i
m
ensi
ons:
be
ha
vi
o
r
,
em
otio
n,
and
cog
n
iti
on.
A
c
ade
m
ic
p
e
rform
a
n
c
e
i
s
det
e
r
m
ined
by
m
u
l
tip
le
f
act
ors,
how
e
v
er
,
t
h
re
e
ma
i
n
c
at
ego
r
i
e
s
a
r
e
of
ten
ide
n
tif
i
e
d
:
i
ns
ti
tu
tio
na
l,
s
oc
i
a
l,
a
nd
perso
n
al
c
har
acte
r
ist
i
cs
[
5]
,
[6].
T
his
rese
arc
h
f
o
c
use
s
o
n
pe
rs
ona
l
f
actors
[7].
P
eterson
e
t
a
l
.
[
8]
,
c
l
aim
the
r
e
i
s
a
n
"
o
rien
tat
i
on
t
o
h
a
p
piness"
that
i
ncludes
3
t
ypes
of
w
ell-being:
t
he
h
e
don
i
c
o
r li
f
e
o
f
pl
ea
su
re
, t
h
e
e
u
d
a
i
m
oni
c wel
l
-
b
e
i
ng
o
r l
i
fe
of
m
eanin
g a
nd t
h
e
flow
or
l
i
fe of en
ga
ge
m
e
nt.
The
ma
i
n
o
b
j
e
c
t
i
v
e
of
t
he
s
tu
dy
w
a
s
t
o
d
et
e
r
mine
t
he
r
ela
t
io
nsh
i
p
b
et
ween
o
ri
en
t
a
tio
n
t
o
h
ap
pin
e
ss
and
un
ive
r
s
i
t
y
st
ude
n
t
s’
e
nga
ge
me
n
t
o
f a
pu
bl
ic h
ig
her
edu
c
atio
n
inst
i
t
ut
i
on i
n
S
on
ora,
Me
x
ic
o.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
O
r
ie
n
t
at
i
on t
o
H
a
p
p
i
n
ess as
a
Predic
to
r of U
n
iv
e
rsity
S
t
ud
e
n
ts’
… (
M
ari
a
Fern
an
d
a
D
u
r
ón-R
a
m
o
s)
29
5
1.1.
U
n
i
v
e
r
sity S
tu
d
e
n
t
s’
E
n
gage
me
n
t
A
c
ade
m
ic
a
c
h
i
e
vem
e
nt
i
s
c
o
m
m
onl
y
m
eas
ure
d
a
s
a
fu
nc
ti
o
n
o
f
n
u
mb
e
r
o
f
d
e
g
r
e
e
s
,
ce
rt
i
f
i
c
at
es
o
r
qua
l
i
fica
ti
o
n
s
obta
i
ne
d
[9],
[
10].
A
n
u
mbe
r
,
how
e
v
er,
d
o
e
s
n
o
t
fu
lly
d
e
t
e
r
m
i
ne
t
he
s
t
ude
n
t
’s
c
om
mit
m
e
n
t
to
the
ac
a
d
em
i
c
a
cti
v
i
t
ies of
t
he
i
r
i
ns
t
i
t
u
t
i
o
n
.
Thus, the
st
ud
y o
f
ac
ad
emi
c
p
erf
o
rma
n
ce
c
a
n
b
e
mi
si
nt
erp
r
et
ed
by
foc
u
s
i
n
g
o
nl
y on
o
n
e n
u
m
b
er
o
r ratin
g [11]
.
Mor
o
c
o
e
t
a
l
.
[
3
]
su
gges
t
s
t
u
d
y
i
n
g
t
h
e
fa
ct
or
calle
d
s
t
ude
n
t
s'
e
nga
ge
me
n
t
,
de
fi
ned
as
t
he
w
il
lin
gne
ss
of
s
t
ude
n
t
s
to
p
art
i
ci
pa
te
i
n
ac
adem
ic
a
c
t
i
v
i
t
ies
[4],
[
12]
,
[1
3].
It
i
s
a
l
so
i
mpor
ta
nt
t
o
hi
ghl
i
g
h
t
t
he
n
e
e
d
to
stud
y
stude
nt
e
nga
ge
me
n
t
i
n
a
holis
t
i
c
w
a
y.
The
r
e
a
r
e
three
t
y
pe
s
o
f
e
n
g
a
gem
e
nt
i
n
th
e
un
iver
sit
y
s
tude
nt
[
3]
.
Behav
ior
a
l com
m
i
tm
en
t
i
s
t
h
e
ac
t
i
ve
p
ar
tic
ip
ati
o
n
or
a
c
t
i
o
n
of
s
t
ude
n
t
s
i
n
aca
dem
i
c
a
n
d
e
x
tr
acur
r
i
c
u
lar
ac
tiv
i
t
i
e
s
o
f
t
he
u
ni
versi
t
y.
Em
ot
ion
a
l
co
m
m
itm
en
t
i
s
th
e
po
si
t
i
v
e
a
nd
n
e
g
at
iv
e
re
ac
t
i
on
s
th
at
o
c
c
u
r
i
n
th
e
sc
hoo
l
c
o
nte
x
t,
d
ir
ec
t
e
d
to
eit
h
er
p
e
o
p
l
e
or
s
i
t
ua
tio
ns.
F
i
nal
l
y
,
c
o
g
n
i
t
iv
e
c
o
m
m
i
tm
e
n
t
i
nc
lude
s
t
h
e
proce
s
se
s
th
a
t
a
re
i
nv
o
l
ve
d
i
n
t
h
e
stude
n
t
's le
a
rn
i
ng,
t
ha
t
is, th
o
s
e
t
ho
u
g
h
t
s t
h
a
t
e
nco
u
ra
ge t
he
ac
t
i
o
n
s of t
he s
tu
de
nt
s.
1.2.
Orien
t
ation
to h
app
i
ness
The
litera
ture
p
re
se
n
t
s
va
ri
ou
s
w
a
ys
o
f
a
p
proac
h
i
n
g
per
s
o
n
a
l
w
e
l
l
-be
i
ng.
I
n
ge
ner
a
l
ter
m
s,
i
t
c
a
n
b
e
defi
ne
d
as
e
m
o
t
i
on
s
o
f
h
a
p
pine
ss,
s
at
isfac
t
i
on
w
i
t
h
life
a
n
d
pe
rs
ona
l
gro
w
th
[
1
4
].
I
n
th
e
presen
t
r
e
sear
ch,
i
t
w
a
s
dec
i
de
d
t
o
w
or
k
s
p
e
c
i
fi
call
y
o
n
orie
n
t
ati
o
n
t
o
h
ap
p
i
ne
ss,
w
here
t
h
r
e
e
d
iffer
e
nt
t
ype
s
of
w
el
lbe
i
n
g
a
r
e
prese
n
t
e
d.
F
i
r
st,
t
h
e
tw
o
class
i
c
fa
ce
ts
o
f
we
ll
-
b
ei
n
g
,
the
h
e
d
o
n
i
c
a
n
d
the
euda
im
on
i
c
,
c
o
mplem
e
n
t
e
d
by
th
e
th
i
r
d com
p
o
n
e
n
t ba
se
d o
n
flo
w
theory
[
8].
H
e
do
ni
c
w
e
l
l
-
b
e
i
n
g
i
s
the
s
u
m
of
m
o
o
d
s,
f
eel
i
ngs,
a
n
d
sensa
t
i
o
n
s
rel
a
te
d
t
o
t
he
p
l
e
a
s
ur
e
o
f
a
n
in
div
i
dua
l
[
1
5
]
.
Thi
s
w
ell-
bei
ng
is
n
o
t
a
"
fina
l
goa
l".
It
i
s
r
at
h
e
r
t
h
e
p
r
oce
ss
t
h
at
i
nd
ivi
d
u
a
l
s
g
en
e
r
a
t
e
o
n
a
dai
l
y
b
a
s
is,
wh
e
r
e
po
sit
i
ve
a
n
d
n
e
g
at
i
v
e
e
x
p
e
rience
s
a
r
e
en
ga
ge
d.
I
n
ge
ne
r
a
l,
h
ed
o
n
ic
w
ell-
be
in
g
is
r
e
l
a
t
ed
t
o
fa
vor
ab
le
s
h
o
r
t
t
e
r
m e
xperie
n
c
e
s in t
he
i
n
d
iv
id
ua
l [1
6].
Eu
da
i
m
o
n
i
c
w
e
ll-
bei
n
g
has
its
f
o
u
nda
t
i
o
n
i
n
t
h
e
m
e
a
n
i
n
g
of
l
i
f
e
a
n
d
goe
s
b
e
yo
nd
m
ere
t
r
an
si
en
t
hap
p
i
ne
ss
[1
7].
It
i
s
a
pr
oces
s
tha
t
r
e
cei
ve
s
pos
i
t
i
ve
r
e
w
ards
i
n
t
he
l
on
g
term
,
since
i
t
f
ocu
s
es
o
n
in
d
i
vid
u
a
l
deve
l
opm
en
t.
I
t
pro
d
u
ce
s
t
h
e
impr
essio
n
t
ha
t
al
l
t
a
le
n
t
s
an
d
a
b
ili
tie
s
are
impr
o
v
ed,
an
d
tha
t
t
he
y
se
rv
e
a
s
a
bas
i
s for
the
rea
l
iz
a
t
ion
o
f
go
od
th
in
gs i
n o
n
e
's
o
w
n
l
ife
or t
ha
t o
f
ot
h
ers
[18].
F
i
nal
l
y,
t
he
w
ell-
bei
n
g
of
f
l
o
w
is
d
e
t
er
mine
d
b
y
t
h
e
i
n
d
i
v
i
dua
l
,
si
nce
i
t
c
ome
s
from
a
n
acti
v
ity
t
hat,
w
h
en
c
arr
i
e
d
out,
prod
uces
pos
iti
ve
s
e
n
sa
tio
ns
i
n
the
subje
c
t
t
ha
t
m
a
y
e
v
e
n
a
l
t
er
t
he
i
r
s
pa
tio
te
m
poral
perc
ep
ti
o
n
.
Th
ese
act
io
ns
m
a
y
b
e
re
la
te
d
t
o
a
rts,
s
por
t
s
,
work,
e
tc.
This
t
ype
o
f
w
e
ll-
be
in
g
depe
n
d
s
o
n
e
ac
h
su
bj
ect
.
So
me
c
an
f
i
n
d
po
si
tiv
e
s
t
a
t
es
w
h
e
n
en
g
a
g
e
d
i
n
a
ct
iv
iti
e
s
t
ha
t
do
n
o
t
ge
nera
t
e
p
o
s
iti
ve
s
ta
tes
in
o
thers
and
m
a
y
eve
n
g
e
n
era
t
e
ne
ga
t
i
ve
f
e
e
l
i
ngs.
T
h
ere
is
e
m
p
iric
al
e
v
i
d
e
nce
o
f
t
he
r
ela
t
io
nshi
p
be
t
w
een
f
l
o
w
and
e
x
ce
pti
o
n
a
l
work
p
erf
o
rman
c
e
[
1
9
]
.
The
c
l
ose
r
e
la
t
i
ons
h
i
p
t
h
a
t
e
x
i
s
t
s
be
tw
e
e
n
t
h
e
tw
o
fa
ce
ts
o
f
w
e
ll
-
b
e
i
n
g
c
ont
i
nue
s
to
b
e
d
e
m
ons
t
r
ated
in
r
e
cen
t
st
u
d
i
es.
A
c
c
o
rding
to
G
a
llag
h
e
r
e
t
al.
[2
0]
t
h
e
re
i
s
a
close
corre
lat
i
on
bet
w
ee
n
hed
o
n
i
s
m
and
em
otio
ns
r
ela
t
e
d
t
o
e
uda
im
o
n
ic
w
e
ll-
bei
n
g
i
n
b
ot
h
a
d
u
lts
a
nd
u
n
ive
r
sit
y
s
tude
n
t
s.
I
n
a
d
dit
i
o
n
,
re
cent
t
h
eor
i
es
esta
bl
ish
th
e li
nk be
tw
e
e
n
the
s
e
tw
o ty
pes
o
f
w
e
l
l
-
bei
n
g an
d
po
si
t
i
ve e
mo
ti
o
n
s fr
om
t
he
fl
o
w
[2
1].
2.
RESEARCH
M
ETH
O
D
2.1.
Part
i
c
ipant
s
The
sam
p
l
e
w
as
s
tra
tifie
d
proba
b
ilis
t
i
cal
l
y
,
tak
i
ng
i
n
t
o
a
c
c
o
u
n
t
a
re
liab
i
l
ity
o
f
9
5
%
an
d
a
n
e
rr
or
o
f
6
%
,
w
i
t
h
a
t
o
t
a
l
o
f
2
6
6
s
t
u
d
e
n
t
s
d
r
a
w
n
f
r
o
m
a
l
l
c
a
r
e
e
r
t
r
a
c
t
s
t
a
u
g
h
t
a
t
t
h
e
Tec
h
n
o
lo
gi
ca
l
I
n
st
i
t
u
t
e
o
f
S
onora
,
G
u
aym
a
s
u
n
i
t
(Table
1
),
i
nc
lud
i
ng
t
he
m
u
n
i
ci
pa
l
i
t
i
es
o
f
E
m
pa
l
m
e
a
nd
G
u
a
y
m
as
.
Th
ey
a
re
5
1
%
f
emal
e
a
n
d
49
%
are
m
a
le.
The
a
v
era
g
e
a
g
e
repor
t
e
d
w
a
s
20.38
(S
D
=
2.
76).
M
ajor
it
y
(92%
)
r
e
por
ted
be
i
n
g
a
re
gular
stude
n
t
w
hen
p
a
rtic
ipa
t
in
g i
n
t
he
r
esea
rch.
2.2.
Instrument
s
To eva
lua
t
e
ori
e
nt
a
tio
n t
o
ha
p
pi
ness, the
S
pa
ni
sh ver
si
on b
y
D
u
rón et
a
l. [2
2
] of the ori
gi
n
a
l
sca
l
e i
n
En
glis
h
fr
om
P
e
t
e
r
son
e
t
a
l.
[
8]
w
a
s
u
se
d.
I
t
c
o
nta
i
ns
1
8
i
t
em
s
d
i
v
i
d
ed
e
q
u
a
l
l
y
i
nt
o
3
subs
c
a
les
to
a
ssess
hed
o
n
ic
w
e
l
l-
be
i
ng,
e
uda
i
m
on
ic
w
e
ll-be
ing,
a
nd
f
l
ow
.
The
answ
er
s
we
re
g
i
v
en
u
si
n
g
a
Lik
e
rt
-typ
e
s
cale
(
Com
p
l
e
tely
opp
ose
d
to
m
e
u
p
t
o
Very si
m
i
lar to
me
).
T
he
a
ut
h
o
rs
r
ep
orte
d
acc
e
p
ta
b
l
e
l
e
ve
ls
o
f
rel
i
ab
i
lit
y
(.
61
-
.
82)
i
n
ea
ch
o
f
t
h
e
c
o
mp
one
n
t
s,
a
s
w
e
l
l
as
a
c
onf
irma
tory
f
a
c
t
o
r
a
n
a
l
y
s
i
s
t
o
e
s
t
a
b
l
i
s
h
t
h
e
v
a
l
i
d
i
t
y
o
f
t
h
e
in
strum
e
n
t
.
The
st
ude
n
t
s
'
e
nga
gem
e
n
t
w
a
s
e
va
lua
t
e
d
u
si
ng
t
he
S
pa
n
i
sh
v
ersi
o
n
of
t
he
U
S
E
I
(U
ni
ve
r
s
ity
S
tu
de
nt
En
gagem
e
n
t
I
nve
n
t
or
y)
o
f
D
u
ró
n
et
a
l
.
[
23
].
I
t
con
s
ists
o
f
1
5
i
tem
s
a
nd
i
s
di
v
i
de
d
in
t
o
c
og
ni
t
i
ve
,
affect
i
v
e
and
beha
v
i
ora
l
di
m
ens
i
ons, eac
h c
o
mp
ose
d
of f
i
ve
i
tem
s
. Par
t
i
c
i
pa
n
t
s co
u
l
d re
sp
ond
usin
g a Li
ke
r
t
-t
ype
sc
a
le
w
ith
o
pt
io
ns
f
rom
never
t
o
a
l
w
ays.
A
c
c
ordi
ng
to
a
na
lyz
e
s
pr
esen
ted
b
y
a
uth
o
r
s
,
t
h
e
i
n
s
t
rume
nt
i
s
va
l
i
d
in
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
29
4
–
298
29
6
Me
xica
n
p
o
p
u
l
at
ion,
w
ith
a
g
o
o
d
i
n
t
er
nal
con
s
i
s
te
nc
y
i
n
e
a
c
h
co
m
p
one
nt
(
.70
-
.75).
Co
nfirm
a
tor
y
f
a
c
t
o
r
ana
l
ys
is i
nd
i
c
a
t
es
t
ha
t
t
h
e t
h
re
e
fac
t
or
s
be
lo
n
g
to t
h
e
sam
e
c
o
ns
t
r
uc
t.
2.3.
Pro
c
ed
ure a
nd Da
ta
Ana
lysis
The
n
u
m
b
er
o
f
par
tic
ipa
n
ts
f
o
r
t
he
p
r
o
b
a
b
ilis
ti
c
sa
mp
le
w
as
e
st
a
b
li
she
d
w
i
t
h
95%
r
e
l
i
a
b
i
l
i
t
y
a
nd
6%
err
o
r.
T
hen
th
e
n
u
m
b
er
o
f
p
a
rti
c
i
p
a
n
t
s
w
as
d
iv
i
d
ed
p
r
o
po
r
t
i
ona
l
l
y
u
sin
g
t
h
e
p
ercen
t
a
ge
o
f
stud
e
n
t
s
i
n
ea
ch
ca
ree
r
t
ra
ck.
S
ubseq
ue
n
t
l
y
,
the
in
st
r
u
me
nts
w
e
re
a
ppl
ied
i
n
d
i
vi
du
al
ly
o
r
in
g
ro
ups,
d
e
p
e
ndi
ng
o
n
th
e
p
a
rticip
an
ts.
A
d
a
tab
a
se
w
as
e
stab
lish
ed
u
sin
g
th
e
SPSS
a
n
d
EQS
p
r
ogram
s
wher
e
the
s
t
u
d
e
n
ts
'
a
n
swers
wer
e
r
ecor
d
ed.
F
o
r
the
a
n
al
ys
is
o
f
t
h
e
da
ta
,
th
e
in
ter
n
a
l
c
ons
i
s
te
nc
y
o
f
t
he
s
ca
l
e
s
w
a
s
firs
t
ve
r
i
fied,
and
t
h
e
n
a
n
in
de
x
w
a
s
co
m
pute
d
f
or
eac
h
var
i
a
b
le
u
s
i
n
g
t
he
m
ean,
a
f
ter
w
h
ic
h
t
h
e
descr
i
p
t
ive
sta
tis
t
i
c
s
o
f
t
h
e
t
w
o
varia
b
l
e
s
w
i
t
h
t
he
ir
c
om
po
ne
nt
s
w
e
re
a
na
ly
z
e
d.
U
si
ng
t
he
E
Q
S
p
r
ogram
,
a
M
ode
l
o
f
S
t
r
uct
u
ral
E
q
u
a
tio
ns
w
a
s
m
a
de
t
o
tes
t
t
h
e
r
elat
i
ons
h
i
p
betw
e
e
n
h
a
p
p
i
ness
o
r
ien
t
at
i
o
n
a
nd
aca
dem
i
c
perform
ance
[
24]
;
Th
i
s
st
a
t
i
s
t
i
ca
l
proc
edure
w
a
s
c
h
o
s
e
n
t
o
a
v
o
i
d
t
h
e
b
i
a
s
t
ha
t
c
o
u
l
d
a
rise
d
ue
t
o
t
h
e
v
a
ria
b
les
t
h
at
w
e
r
e
n
o
t
r
e
t
ake
n
w
ithi
n
t
he
p
r
e
sen
t
i
nves
tig
a
tio
n.
I
t
i
s
d
e
c
i
ded
to
u
se
t
he
s
cqu
are
d
m
ult
i
pl
e
co
rre
l
a
t
i
on
R
2
t
o
e
s
t
i
m
a
t
e
t
h
e
in
flue
nce
t
h
at
O
r
i
e
n
t
a
t
i
o
n
t
o
H
a
pp
ine
ss ha
s
on t
h
e
u
n
ive
r
si
t
y
s
t
u
de
nt
's e
n
g
agem
en
t [
25].
3.
RESULT
S
A
N
D
ANALY
S
IS
The
i
n
tern
a
l
c
ons
is
t
e
ncy
an
d
de
scri
p
tive
st
ati
s
tic
s
o
f
t
he
s
c
a
l
es
a
re
p
r
e
sen
t
ed
on
Ta
ble
1.
I
t
is
impor
ta
nt
t
o
n
o
te
t
ha
t
b
o
th
t
he
d
im
e
n
si
o
n
s
a
n
d
t
h
e
co
ns
truct
s
o
b
t
a
i
ne
d
a
c
cepta
ble
rel
i
a
b
i
l
i
t
y
i
n
di
c
e
s
[24]
.
I
n
the
e
n
gage
me
n
t
r
epor
ted
b
y
t
he
s
t
u
den
t
s,
t
h
e
t
hree
t
y
p
e
s
p
r
e
sen
t
v
e
r
y
s
i
m
i
l
a
r
m
e
a
n
s
,
p
l
a
c
i
n
g
t
h
e
m
s
e
l
v
e
s
i
n
a
me
dium-h
ig
h
range
.
The
or
ie
nta
t
io
n
to
h
a
p
p
i
ne
ss
prese
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t
s
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espo
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se
a
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ge
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t
h
a
t
a
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e
a
t
a
m
e
dium-
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ig
h
leve
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as w
ell, in
t
h
e thre
e wel
l
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ei
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a
re
a
s
.
Ta
b
l
e 1.
D
e
s
c
r
i
p
t
i
ve
sta
tist
i
cs
a
nd r
e
l
i
a
b
ili
t
y
of
scale
s
a
nd
c
ompo
ne
nts.
M
i
n
Ma
x
Me
a
n
SD
Alpha
St
ud
e
n
ts' e
ngage
m
e
nt
0
4
2.
82
0
.
5
8
.
84
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e
h
a
vi
or
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ng
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g
e
m
ent
0
4
2.
97
0
.
6
3
.
72
E
mo
tio
n
a
l
e
n
g
a
g
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t
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4
2
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2
0
.
7
4
.
6
9
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o
g
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tive
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g
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g
e
m
e
nt
0
4
2
.
6
8
0.
78
.
76
O
r
ie
ntation to hapine
ss
1
5
3.
71
0
.
5
3
.
84
Hedonic well
-
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e
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ng
1
5
3
.68
0.68
.
75
Eu
d
aim
o
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l
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g
1
5
3
.
8
3
0
.6
6
.7
2
Flo
w
w
e
ll-b
e
in
g
1
5
3
.
6
1
0
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9
.6
1
T
a
b
l
e
2
d
i
s
p
l
a
y
s
c
o
r
r
e
l
a
t
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n
m
a
t
r
i
x
o
f
t
h
e
6
d
i
m
e
n
t
i
o
n
s
t
h
a
t
c
o
ns
tit
ute
th
e
2
c
onstru
t
s
o
f
t
his
s
t
ud
y.
Al
l
co
rrel
a
t
i
ons
w
e
r
e
hi
gh
a
nd
s
ig
ni
fi
c
a
nt
.
Th
e
f
a
c
t
o
r
o
f
u
n
i
v
e
r
s
it
y
s
t
ude
nts'
e
nga
ge
me
nt
h
a
s
v
a
l
ue
s
b
e
tw
e
e
n
.43
an
d
.55,
w
hi
le
t
he
o
rie
n
t
a
ti
on
t
o
h
a
p
p
i
ne
ss
b
e
t
w
e
en
.
46
a
n
d
.
5
6
(p
<
.01
)
.
Th
e
r
e
i
s
a
l
s
o
an
a
ssoci
ati
o
n
betw
ee
n
t
h
e
s
e
tw
o
c
o
ns
t
u
c
t
s,
b
eca
use
t
h
e
com
p
one
n
t
s
of
eac
h
are
s
i
g
n
i
f
i
c
a
n
t
l
y
a
s
s
o
c
i
a
t
e
d
w
i
t
h
v
a
l
u
e
s
betw
ee
n .
16 an
d
.42 (
p
<.05).
Th
is is c
o
nsi
s
t
e
nt w
i
t
h o
t
her
stu
dies
i
n
thi
s
a
rea [1],
[
16].
Ta
b
l
e
2.
Corre
la
t
i
o
n
m
atr
i
x.
BE
E
E
CE
H
W
EW
F
W
Be
h
a
vior
e
ng
a
g
em
e
n
t
1
E
mo
tio
n
a
l
en
g
a
g
e
men
t
.
5
0
**
1
C
ognit
i
ve
e
ng
a
g
e
m
ent
.55
**
.
4
3
**
1
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c
w
e
ll-being
.16
*
.
1
6
**
.
2
0
**
1
Eu
d
ai
m
o
n
i
c-W
e
l
l
-b
ein
g
.
4
2
**
.
3
6
**
.
4
0
**
.
5
4
**
1
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lo
w
w
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ll-
b
e
i
n
g
.
3
6
**
.
3
3
**
.
3
8
**
.
4
6
**
.
5
6
**
1
**
p
<
.01;
*
p
<
.
05
F
i
gure
1
e
x
hi
bit
the
m
o
d
e
l
of
s
tr
uc
tur
a
l
e
qua
tio
ns
w
he
re
it
ca
n
b
e
o
b
s
er
v
e
d
t
h
a
t
or
ien
t
at
ion
to
h
app
i
n
ess
i
s
a
fa
ct
or
c
o
m
pos
ed
o
f
the
3
ty
p
e
s
o
f
w
e
ll-
bei
n
g,
a
n
d
fl
o
w
p
rese
nt
s
th
e
h
i
ghe
st
f
a
c
t
o
ri
al
w
e
i
ght
.
Th
e
u
n
iv
e
r
sit
y
s
t
u
d
e
nt
s'
e
ng
ag
emen
t
fa
ct
o
r
w
as
f
o
r
me
d
by
t
h
e
t
h
r
ee
t
ype
s
in
d
i
ca
ted
b
y
t
he
t
heor
y
[
3
]
.
T
he
re
is
a
p
os
iti
ve
a
nd
s
i
gn
i
f
ica
n
t
relat
i
o
n
s
h
i
p
b
e
t
w
e
en
t
he
o
r
i
e
n
ta
t
i
o
n
to
h
a
p
p
i
ne
ss
a
nd
the
s
t
u
d
e
n
ts
'
en
ga
g
e
m
e
nt,
in
dic
a
t
i
n
g
t
ha
t
bet
t
e
r
c
on
d
i
t
i
ons
o
f
w
e
l
l
-
b
ein
g
i
n
s
t
u
d
e
n
ts
c
an
p
r
e
d
i
c
t
t
he
c
omm
itm
ent
t
h
e
y
i
nv
e
s
t
in
ac
adem
ic
act
iv
ities,
re
s
ults t
h
a
t
agre
e w
ith f
ind
i
ng
s ob
ta
ine
d
i
n
s
i
m
ilar
st
u
d
ie
s [1
6],
[26].
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
O
r
ie
n
t
at
i
on t
o
H
a
p
p
i
n
ess as
a
Predic
to
r of U
n
iv
e
rsity
S
t
ud
e
n
ts’
… (
M
ari
a
Fern
an
d
a
D
u
r
ón-R
a
m
o
s)
29
7
F
i
gure
1. O
r
i
entat
i
on
t
o
ha
p
pi
ness a
n
d its
r
ela
t
i
o
n w
i
t
h
U
ni
ve
r
sity
s
tu
de
nt
s’ e
ngage
me
nt.
F
a
ctoria
l
w
e
i
g
ht
s
a
nd
s
i
g
n
i
fi
ca
nt
s
truc
tura
l
c
o
e
f
fic
i
e
n
t
s
(
p
<.
05
).
G
o
odn
e
ss
of
f
it
:
X
2
=
1
8
.
67
(
7
G
L
)
p
<
.
0
0
0
5
;
BBN
F
I
= .
95, CF
I
= .97
; IF
I = .
97; R
M
S
EA
= .
079;
R
2
U
niver
s
it
y st
ude
n
t
s’ e
ng
agem
ent
=
.35.
4.
CONCL
U
S
ION
The
r
e
su
l
t
s
o
b
ta
ine
d
e
m
p
h
a
s
i
z
e
t
he
i
m
porta
nc
e
of
p
romo
t
i
n
g
t
h
e
de
ve
lo
p
m
ent
of
s
tu
de
nts
i
n
v
ar
i
o
us
are
a
s
of
t
he
i
r
l
i
v
es,
no
t
o
n
l
y
t
he
a
c
a
de
mic.
T
hi
s
i
s
o
fte
n
p
ro
m
ote
d
i
n
e
l
em
entar
y
e
d
u
ca
t
i
on,
b
ut
i
ns
t
itu
ti
ons o
f
hi
ghe
r
e
duc
a
t
i
on
ty
pica
lly
f
ocu
s
p
r
i
ma
rily
o
n
aca
dem
i
c
issue
s
,
th
e
assu
mp
ti
o
n
b
e
i
n
g
t
h
a
t
a
st
ud
ent
body
c
o
mp
ose
d
o
f
ad
ult
s
s
u
ppo
rt
i
n
non
-a
ca
d
e
mic
a
r
ea
s.
T
h
i
s
re
sea
r
ch
s
upp
o
r
t
s
t
h
e
c
l
a
i
m
t
ha
t
co
ll
e
g
e
st
uden
t
s
perform
bet
ter
w
h
en
t
h
e
y ha
ve
pos
iti
ve
m
ent
a
l sta
t
es.
The
s
e
fin
d
i
n
g
s
are
o
f
g
r
eat
i
m
porta
nce
bec
a
use
t
h
ey
s
up
p
o
rt
t
he
u
se
o
f
stra
t
e
gie
s
t
o
prom
ot
e
w
e
l
l
-
b
e
ing
i
n
uni
v
e
rsit
y
s
t
ud
e
n
t
s
,
no
t
onl
y
to
h
el
p
t
h
em
i
n
t
h
e
i
r
p
e
rson
a
l
p
e
r
fo
rma
n
c
e
,
b
u
t
i
t
i
s
a
di
re
c
t
s
uppo
rt
t
o
p
e
rfo
rma
n
c
e
i
n
a
c
t
i
vit
i
es
r
el
at
ed
t
o
th
ei
r
pro
f
e
s
si
o
n
a
l
t
r
a
i
nin
g.
I
t
is
r
ecom
m
e
nded
t
o
e
xte
n
d
t
h
is
t
y
p
e
o
f
stud
ies
i
n
d
i
f
f
e
re
nt
u
n
i
vers
it
i
e
s,
i
n
orde
r
to
c
orrob
o
ra
t
e
t
he
ver
y
c
l
o
se
r
elati
o
nsh
i
p
t
h
a
t
e
xists
b
e
t
w
een
t
h
e
orie
nta
t
io
n t
o
h
app
i
ness
an
d st
ude
n
t
s
'
e
n
g
age
m
e
n
t
.
ACKNOW
LEDG
E
MEN
T
S
P
ublic
a
tio
n
fu
nde
d
w
i
t
h
r
es
ourc
e
s
from
P
F
C
E
20
1
8
(
P
r
ogra
m
a
F
o
r
t
al
e
c
i
m
i
e
n
to
d
e
l
a
C
al
id
ad
Ed
uca
t
i
v
a)
and
P
rogr
am
for
the
P
rom
o
tio
n
an
d S
upp
ort o
f
R
e
s
ear
c
h P
r
ojec
ts
(
P
R
O
F
AP
I
201
8).
REFE
RENCES
[1]
P
áez
M
L
,
Casta
ñ
o
J
J
.
“
E
m
o
tio
n
a
l
i
n
t
e
lli
g
en
ce
a
n
d
acad
emi
c
p
er
fo
rm
ance
in
u
n
i
v
e
rsit
y
s
t
ud
ents
”
.
Psi
c
ol
og
ía
desde
el Car
i
be
;
32
(2):
2
6
8
-2
85,
2
0
15.
[2]
Ley
v
a
H.
“
Im
pacto
d
e
l
u
s
o
de
i
ns
trum
entos
d
e
e
valu
ació
n
e
n
el
r
en
di
m
i
ento
acad
ém
i
c
o.
C
aso
estu
di
an
t
e
s
un
iv
ersitario
s
d
e
la
L
i
cenciat
ura
en
T
u
r
ism
o
”.
Revista
Ib
eroamer
ica
na de
Prod
ucci
ón Aca
d
ém
ica y
G
e
stió
n
Educat
i
v
a
. 4(7
),
2
01
7
.
[3]
M
a
r
o
c
o
J
,
M
a
r
o
c
o
A
L
,
C
a
m
p
o
s
J
A
,
F
r
e
d
r
i
c
k
s
J
A
.
“
U
n
i
v
e
r
s
i
t
y
s
t
u
d
e
nt
’s
e
n
g
ag
emen
t:
d
ev
e
l
op
m
e
n
t
o
f
t
h
e
Un
iv
ersi
ty
S
tu
dent
En
g
ag
em
e
n
t
Inven
t
o
r
y
(U
SEI)”.
P
s
ic
o
l
og
ia
:
R
e
f
l
e
x
ã
o
e
C
r
ít
ic
a
,
2
9(1
)
:
2
1
-3
3,
201
6.
[4]
F
r
edri
cks
JA
,
B
l
um
enf
e
ld
P
C,
P
ari
s
A
H
.
“
S
c
h
o
ol
e
n
g
agem
en
t:
P
o
t
e
n
tia
l
of
t
he
c
on
ce
p
t
,
sta
t
e
of
t
h
e
e
vide
n
c
e”
.
Revi
ew of Ed
ucati
onal
Resea
r
ch
, 7
4(1):
59
-10
9
,
2
0
0
4
.
[5]
Vél
ez
A,
R
oa
C
N.
“
F
acto
r
s
ass
o
ci
ated
w
it
h
academ
ic
p
erfo
rm
ance
in
m
ed
ical
s
tu
den
t
s
”
.
E
d
u
c
ac
i
ón m
é
dica
,
8
(
2)
:
24
-32
,
2
005
.
[http:
/
/s
c
i
el
o.i
s
c
i
ii.
e
s/
pdf/edu
/v
8n
2
/
o
r
ig
in
a
l
1
.
pd
f]
[6]
Du
ran P,
V
i
v
el
M
,
M
a
s
i
d
e
J
M,
L
ad
o
R.
“
An
alysis
o
f
vari
ous
d
eter
m
i
n
a
nt
s
o
f
acad
emi
c
f
ail
u
re
i
n
th
e
deg
r
ees
o
f
t
h
e
un
iv
ersity
o
f
sa
n
t
i
a
go
d
e
c
om
p
o
st
ela
(USC)”.
P
r
o
ceedin
gs
del XI Fo
ro
In
ter
n
a
c
io
nal
so
b
r
e Eval
ua
ció
n
de l
a
Cal
i
d
ad de
l
a
Invest
i
g
a
ció
n
y la
Ed
uca
c
ión
Su
per
i
o
r
. B
ilbao
-E
sp
aña: 1-6
.
[7]
Herrera
L
,
Bui
t
r
a
go
R
E
,
P
eradones
T
M
.
“
Pos
itive
psychology
a
nd
emo
t
i
o
n
a
l
i
n
telig
ence
o
n
e
d
u
cat
io
n”.
De
d
i
c
a
.
Revi
st
a
d
e
Ed
uca
ç
ão
e Hu
man
i
dad
es,
8
:1
39
-15
3
;
20
15.
[8]
P
e
ters
on
C,
P
a
rk
N
,
S
eligm
a
n E
.
“
O
r
ient
ati
o
n
s
t
o
h
a
pp
in
ess
and
life
sat
i
sfaction:
t
he
f
ull l
i
fe versu
s the em
pty
l
i
f
e”.
J
o
urna
l o
f
Hap
p
i
ne
ss
S
t
u
d
ie
s
, 6
(
1): 25
-41
;
2
00
5
.
[9]
Gu
ti
érrez
M
,
T
o
m
ás
J
,
Barrica
J,
R
om
ero
I.
“
Infl
uence
of
t
h
e
m
o
t
i
vati
ona
l
c
limate
in
c
lass
on
t
he
s
cho
o
l
com
m
i
t
m
e
nt of ado
l
escen
ts
and
th
e
ir acad
emi
c
a
chi
e
vem
e
nt
”.
E
n
s
e
ñan
za
&
T
e
ac
h
i
n
g
,
35(1
)
:
2
1
-37;
2
0
17.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
29
4
–
298
29
8
[10]
Meijs
N
,
C
illess
en
A
,
S
c
hol
t
e
R
,
S
egers
E,
S
pij
k
erman
R.
“
Soc
i
a
l
Intellig
ence
and
A
cadem
ic
A
ch
ievem
e
n
t
a
s
P
r
edi
c
to
rs
of
Adol
e
s
cent
P
o
p
u
l
a
rity
”.
Jo
ur
na
l
Yo
uth
Ad
ol
escen
c
e
,
3
9
:
62
–7
2;
20
1
0
.
[11]
De
M
i
g
u
e
l
CR.
“
F
a
mil
y
f
acto
r
s
li
nk
ed
t
o
po
or
p
erf
o
rm
ance”.
R
evist
a Co
mp
l
u
t
e
ns
e de Ed
uca
c
ión
,
12
(1):
81-1
1
3
;
20
01
.
[12]
Nyst
rand
M
,
Gam
o
ran
A.
“
Instr
u
ct
io
na
l
d
i
sc
ou
rse
,
s
tu
d
e
nt
e
ng
a
g
e
m
e
n
t
,
an
d
lit
e
r
a
t
ure
ach
ievem
e
n
t
”.
Re
s
e
a
r
c
h
i
n
the
Te
a
c
hing
o
f
En
gl
ish
,
2
5
(
3):
2
6
1-2
9
0
;
1
991.
[13]
Resch
l
y
AL,
Christen
so
n
S
L
.
“
J
i
ngl
e,
j
an
gl
e,
a
nd
c
on
c
e
ptu
a
l
h
a
z
ines
s:
E
v
o
l
u
ti
on
a
nd
f
u
t
ure
di
rectio
ns
o
f
t
h
e
e
n
ga
g
e
me
nt
c
on
struc
t
”
.
I
n
:
Ch
ri
sten
so
n
S,
Reschl
y A
,
W
y
lie C.
E
d
s.
H
andb
ook
of
R
e
sea
r
ch
o
n
Stu
d
en
t
En
ga
gem
e
nt
, US
A
, Bo
s
ton
. S
prin
g
e
r 20
12
;
p
p
. 3
-
1
9
.
[14]
Val
l
eran
d
R.
“
Th
e
ro
le
o
f
p
a
ssion
i
n
su
stai
nable
psy
c
ho
lo
gical
we
ll-
b
e
i
ng
”
.
Ps
ychol
og
y o
f
W
e
ll-Bein
g:
T
h
eo
ry,
Re
se
a
r
c
h
an
d
Pra
c
tic
e
, 2(1
)
;
2
01
2.
[15]
F
i
erro
A
.
“P
e
r
son
a
l
w
e
ll
-bein
g
,
soci
al
a
d
a
pt
ation
and
perso
n
al
i
ty
f
acto
r
s:
s
t
udies
w
i
t
h
th
e
ed
u
d
em
on
s
cal
es”.
Revi
st
a
C
l
ínica y salud
, 17
(3):
2
97-318;
2006.
[16]
Durón
MF,
Garcí
a
F
I,
Z
uñ
i
g
a
MI.
“Orient
a
t
i
o
n
t
o
happiness
and
a
c
a
d
e
m
i
c
p
e
rf
orm
a
n
c
e
in
uni
vers
it
y
stu
d
ents
:
Em
piri
cal
s
t
u
d
y
i
n
ITS
O
N
cam
p
u
s
Guay
m
a
s”.
In
:
P
iz
á RI,
Cabr
era
M
J
,
Or
duño
B
E
Ed
s.
E
s
tim
acio
nes
en
el
Aprendizaje en
l
a
Fo
r
m
ación
Pr
ofesiona
l
.
M
é
xico
:
In
stitu
to
T
ecn
ol
ógi
co
d
e S
o
n
o
ra
2
01
7;
pp.
1
08-120
.
[17]
Ryan
R
,
D
eci
E
.
“On
H
a
ppi
nes
s
a
n
d
H
um
an
P
otenti
als
:
A
r
ev
i
e
w
of
r
esearch
o
n
hed
o
n
i
c
an
d
eu
daim
o
n
i
c
w
ell-
bei
n
g
”
.
An
nu
a
l
Revi
ews P
s
ych
olo
g
y
,
52
(1
):
41-66;
2
0
01.
[18]
F
e
rnán
dez
O
,
M
u
r
atori
M
,
Z
ubiet
a
E
.
“
Eu
da
i
m
on
ic
w
ell-b
e
in
g
and
em
ot
ion
a
l
and
so
cial
l
o
n
elines
s”.
Bolet
í
n d
e
Psicolog
í
a
,
10
8:
1
-2
3; 20
1
3
.
[19]
Dubreuil
P
e
t
a
l.
“
Facil
i
tat
i
ng
well-be
ing
a
n
d
Per
f
ormance
thr
o
ug
h
th
e
Dev
e
lo
p
m
ent
of
S
tren
gt
h
s
a
t
W
o
rk
:
Result
s
f
r
o
m
an
Interven
ti
on
P
rogram
”.
Inter
n
a
t
i
o
n
a
l Journa
l of Appli
e
d
Positive
Psych
olo
g
y
,
1
(1
-3):
1
-19;
201
6
.
[20]
Gal
l
ag
her
MW
,
L
o
p
ez
S
J
,
P
r
eacher
KJ.
“
Th
e
Hierarchi
c
al
S
tructur
e
of
W
e
l
l
-
Bei
n
g”.
Jo
ur
na
l of
per
s
o
n
a
l
it
y
,
77(
4
):
10
25
-10
5
0
;
2
009.
[21]
No
bl
e
T,
M
cGra
t
h
H
.
“P
ROSP
ER:
A
New
F
r
amewo
r
k
f
o
r
P
o
sitiv
e
E
du
c
at
i
o
n
”
.
Ps
ychol
og
y o
f
Well
-Be
i
n
g
.
5(2
)
:
2-
17
;
201
5
.
[22]
Du
rón
M
F
,
Garcí
a
F
I,
G
á
l
vez
M
K
.
“Trans
lation
an
d
val
i
d
a
ti
on
of
a
s
cale
to
m
easu
r
e
ori
e
n
t
at
ion
t
o
h
appi
ness
in
M
e
xi
can
p
o
pul
ati
o
n
”
.
R
evista M
exi
can
a
de P
s
i
c
ol
ogía
20
16
;
M
e
mo
ria
s
de
l
Co
ngr
eso
M
exica
n
o
de Ps
icolog
ía
:
20
16
;
4
6
8
-
46
9
.
[23]
Du
rón
M
F
,
G
a
rcía
F
I,
R
od
ríg
u
ez
J
E
y
R
o
d
rí
guez
D.
“
Trans
l
at
io
n
a
n
d
v
ali
d
atio
n
o
f
t
he
u
ni
v
e
rsi
t
y
stud
ent
’
s
e
n
ga
g
e
me
nt in
v
e
ntory
in
t
h
e
Me
x
ic
a
n
p
op
ula
t
io
n”
. In
p
r
e
s
s.
Wí
mb
L
u
1
3 (2
)
.
[24]
Corral
V,
F
rías
M
,
Gonzál
ez
D
.
“Anális
i
s
c
uant
itativo
de
v
ar
i
a
b
l
e
s
l
a
t
e
nt
e
s
”
.
H
erm
o
si
ll
o,
S
o
n
o
r
a
:
U
ni
v
e
r
s
i
d
ad
d
e
S
o
n
o
ra;
20
01.
[25]
Bent
ler
PM
.
EQS
6
S
tru
c
tu
ral E
q
u
a
tio
ns
P
rog
r
am
M
anual
.
E
nc
i
no,
C
A
:
Mu
l
t
i
varia
t
e So
ft
ware Inc.
[26]
Sa
la
no
va
M
,
Ma
rtíne
z
IM
,
E
s
te
v
e
E
B,
G
u
m
b
a
u
SL
.
“
P
sy
c
h
olog
ic
a
l
w
e
l
l-be
ing
in
u
niversity
s
tudents:
f
aci
lit
a
t
or
s
and
im
p
e
d
i
ng
academ
ic p
erf
o
rm
ance”.
An
ales
de
Psicol
ogía
,
2
1
(1
):
1
7
0
;
20
05.
Evaluation Warning : The document was created with Spire.PDF for Python.