<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-5469</journal-id>
<journal-title><![CDATA[Revista Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. psicol.]]></abbrev-journal-title>
<issn>0121-5469</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-54692024000200085</article-id>
<article-id pub-id-type="doi">10.15446/rcp.v33n2.99606</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Presence of Meaning in Life and Subjective Well-being as Mediators of Association Between Sense of Community and Academic Engagement]]></article-title>
<article-title xml:lang="es"><![CDATA[Presencia de significado en la vida y bienestar subjetivo como mediadores de la asociación entre sentido de comunidad y el compromiso académico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chukwuorji]]></surname>
<given-names><![CDATA[John Bosco Chika]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agbo]]></surname>
<given-names><![CDATA[Aaron Adibe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ajaero]]></surname>
<given-names><![CDATA[Chukwuedozie K.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ifeagwazi]]></surname>
<given-names><![CDATA[Chuka Mike]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Nigeria, Nsukka  ]]></institution>
<addr-line><![CDATA[Nsukka ]]></addr-line>
<country>Nigeria</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>85</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-54692024000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-54692024000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-54692024000200085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We examined the associations between sense of community (SoC) and multidimensional academic engagement, including whether meaning in life and subjective well-being mediate the relationships. Participants were Nigerian students who completed the Classroom Sense of Community Inventory-School Form (CSCI-SF), Meaning in Life Questionnaire's (MLQ) Presence subscale, Brief Adolescent Subjective Well-being in School Scale (BASWBSS), and Utrecht Work Engagement Scale - Student Version (UWES-S-9). Data was analysed using Model 6 of Hayes' regression-based PROCESS module. Results showed that both presence of meaning and subjective well-being mediated the effects of aspects of SoC on vigour, dedication and overall academic engagement. The effects of SoC on absorption was only mediated by subjective wellbeing. Mediation pathways were not significant for the effects of learning SoC on absorption. In all cases, the strongest mediation existed in the paths linking social SoC to academic engagement through subjective wellbeing. Promotion of classroom SoC may facilitate presence of meaning in life and subjective wellbeing thereby enhancing academic engagement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se examinaron las asociaciones entre el sentido de comunidad (SoC) y el compromiso académico multidimensional, incluyendo si el sentido de la vida y el bienestar subjetivo median en las relaciones. Los participantes fueron estudiantes nigerianos que completaron el Inventario de Sentido de Comunidad en el Aula-Formulario Escolar (CSCI-SF), la subescala de Presencia del Cuestionario de Sentido de Vida (MLQ), la Escala Breve de Bienestar Subjetivo del Adolescente en la Escuela (BASWBSS), y la Escala de Compromiso con el Trabajo de Utrecht - Versión Estudiantil (UWES-S-9). Los datos se analizaron mediante el modelo 6 del módulo PROCESS de Hayes basado en regresión. Los resultados mostraron que tanto la presencia de significado como el bienestar subjetivo mediaron los efectos de los aspectos de la SoC sobre el vigor, la dedicación y el compromiso académico general. Los efectos de la SoC sobre la absorción sólo estaban mediados por el bienestar subjetivo. Las vías de mediación no fueron significativas para los efectos del aprendizaje de la SoC sobre la absorción. En todos los casos, la mediación más fuerte existió en las vías que vinculan la SoC social con el compromiso académico a través del bienestar subjetivo. La promoción de la SoC en el aula puede facilitar la presencia de sentido en la vida y el bienestar subjetivo, mejorando así el compromiso académico.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Adolescence]]></kwd>
<kwd lng="en"><![CDATA[catholic church]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[mediation]]></kwd>
<kwd lng="en"><![CDATA[seminary]]></kwd>
<kwd lng="en"><![CDATA[well-being]]></kwd>
<kwd lng="es"><![CDATA[Adolescencia]]></kwd>
<kwd lng="es"><![CDATA[iglesia católica]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[mediación]]></kwd>
<kwd lng="es"><![CDATA[seminario]]></kwd>
<kwd lng="es"><![CDATA[bienestar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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