Previous research examined the importance of flourishing in promoting optimal outcomes in academic settings. However, no empirical research has been done on the relationships of flourishing with personal best (PB) and the four aspects of student engagement. The current study addresses this gap by investigating PB goals as the mediating variable in the relationship between flourishing and the four aspects of student engagement (behavioral, emotional, cognitive, and agentic). The data were collected from a total sample of 617 undergraduate students in Malaysia. The hypothesized model was tested using structural equation modeling (SEM). The results reveal that flourishing significantly predicted PB goals, behavioral, emotional, cognitive, and agentic engagement. Except for agentic engagement, significant indirect relationships were found from flourishing to behavioral, emotional, and cognitive engagement through PB goals. The results offer meaningful insights into the role of PB goals as one of the mechanisms by which flourishing may associate with the aspects of student engagement. The implications for theory and practices are discussed.

先前的研究检验了繁荣在促进学术环境中取得最佳成果方面的重要性。但是，关于蓬勃发展与个人最好成绩（PB）和学生敬业度四个方面之间的关系，尚未进行任何实证研究。当前的研究通过调查PB目标作为繁荣与学生参与的四个方面（行为，情感，认知和行动）之间的中介变量来解决这一差距。数据是从马来西亚617名本科生的总样本中收集的。使用结构方程模型（SEM）对假设的模型进行了测试。结果表明，蓬勃发展显着预测了PB目标，行为，情感，认知和代理商参与。除了代理人参与外，通过PB目标，从蓬勃发展到行为，情感和认知参与，发现了重要的间接关系。结果为PB目标的作用提供了有意义的见解，因为PB目标的发展是繁荣与学生参与方面相关的一种机制。讨论了对理论和实践的影响。