LAUSR

Existing studies have demonstrated that well-being catalyzes key learning outcomes. However, previous investigations concentrated on examining the link of subjective well-being dimensions such as positive affect and life satisfaction to academic achievement, motivation, and engagement. Also, limited research has been done to examine how flourishing may relate to positive academic outcomes. The present research filled this gap through assessing the extent to which flourishing may be associated with various types of achievement goal-orientation (i.e., mastery-approach goals, mastery-avoidance goals, performance-approach, and performance-avoidance goals) and academic delay of gratification among 487 undergraduate students in the Philippine setting. Results of structural equation modeling showed that flourishing was associated with higher levels of academic delay of gratification and mastery approach goals. Flourishing was also linked to higher degree of performance-approach, mastery-avoidance, and performance avoidance goals. The theoretical and practical implications are discussed.