Abstract
The view of the school as a enviromental promoter of personal well-being has raised great interest in the study of variables related to positive development of students in the field of psychoeducational research. This study aims to test a structural model which posits both direct and indirect influence of perceived teacher support through school engagement on satisfaction with life. The study comprised 1250 students of compulsory secondary education aged between 12 and 15 years (Mage=13.72; SD=1.09) randomly selected in the Basque Country, of whom 612 (49%) were male and 638 (50 %) female. The results confirm the influence exerted by perceived teacher support on satisfaction with life through school engagement (²(51)=219.743, p<.001; GFI=.972; CFI=.965; TLI=.954; SRMR=.031; RMSEA=.051). Finally, the results and their implications, as well as the future research perspectives are discussed.