2026 IJRSE – Volume 15 Issue 16
Available Online: 24 June 2026
Author/s:
Gagolinan, Niko Marco G.*
De La Salle University, Manila, Philippines (niko.gagolinan@dlsu.edu.ph)
Macaraan, Maryrose C.
De La Salle University, Manila, Philippines (maryrose.macaraan@dlsu.edu.ph)
Bayot, Anna Marie S.
De La Salle University, Manila, Philippines (anna.bayot@dlsu.edu.ph)
Ledesma, Maureen Antonette B.
De La Salle University, Manila, Philippines (maureen.b.ledesma@dlsu.edu.ph)
Abstract:
Law students experience higher levels of psychological distress than their peers in other disciplines, particularly during the first year of legal education. This study examined the relationship between psychological well-being (PWB) and student engagement (SE) among first-year law students in the Philippines, using Ryff’s multidimensional model of well-being and Maroco’s conceptualization of engagement. A descriptive–correlational design was employed, with data collected from 39 students at a private urban university through an online survey. PWB was measured using the Psychological Well-Being Scale, while SE was assessed with the University Student Engagement Inventory. Descriptive statistics and Pearson correlations revealed moderate to high levels of PWB and SE, with the highest scores in personal growth and cognitive engagement. Overall PWB was positively associated with overall SE (r = .586, p < .001), with environmental mastery and self-acceptance emerging as the strongest predictors across behavioral, emotional, and cognitive domains, while autonomy showed no significant associations. These findings suggest that adaptive functioning and positive self-regard are central to sustaining law students’ engagement, whereas the structured nature of legal education may constrain autonomy. The study recommends embedding autonomy-supportive practices in the curriculum, implementing stress management and resilience programs, and strengthening peer mentoring and counseling systems. Future research should adopt longitudinal and mixed method approaches with larger and more representative samples to capture the evolving dynamics of well-being and engagement in legal education.
Keywords: psychological well-being, student engagement, legal education, law students
DOI: https://doi.org/10.5861/ijrse.2026.26863
Cite this article:
Gagolinan, N. M. G., Macaraan, M. C., Bayot, A. M. S., & Ledesma, M. A. B. (2026). Exploring the relationship between psychological well-being and student engagement among first-year law students. International Journal of Research Studies in Education, 15(16), 27-36. https://doi.org/10.5861/ijrse.2026.26863
* Corresponding Author