This article describes a study that was conducted with a sample of 266 university students and which was guided by two objectives: (a) applying a three-dimensional model of commitment to the academic area, while therein including new motivational considerations and, (b) exploring the nature of the psychological mechanisms by which academic commitment and self-determination interact to predict students’ personal well-being. Exploratory factor analyses allowed the validation of a first version of the Academic Commitment Scale. Correlational and multiple regression analyses permitted the corroboration of the hypothesis pertaining to the positive relationship between academic commitment and personal well-being amongst students. Exploratory and confirmatory analyses led to the corroboration of the hypothesis pertaining to the mediating role of academic commitment in the association between students’ self-determination and personal well-being. The worth of using academic commitment, self-determination, and personal well-being as main targets of investigation while trying to elaborate a model of optimal academic functioning is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
