International Journal of Evaluation and Research in Education (IJERE) Vol. 12, No. 4, December 2023, pp. 1954~1963 ISSN: 2252-8822, DOI: 10.11591/ijere.v12i4.25670  1954 Journal homepage: http://ijere.iaescore.com An analysis of factors affecting student wellbeing: Emotional intelligence, family and school environment Ahmad Muhibbin 1 , Patmisari Patmisari 1 , Noor Banu Mahadir Naidu 2 , Wibowo Heru Prasetiyo 1 , Muhammad Luthfi Hidayat 3 1 Civic Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia 2 Department of Moral, Civics and Character Building Studies, Sultan Idris Education University, Tanjong Malim, Malaysia 3 Department of Information Systems, Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, Saudi Arabia Article Info ABSTRACT Article history: Received Oct 10, 2022 Revised Sep 9, 2023 Accepted Sep 22, 2023 This research aims to identify the role of family and school environments in predicting emotional intelligence and student well-being. It also examines whether or not emotional intelligence acts as a mediator. A total of 500 senior high school students from 16 private high schools in Pemalang District, Indonesia, completed this survey in the 2020-2021 academic year. Data analysis was carried out using Structural Equation Modeling (SEM) analysis with Partial Least Square (SEM-PLS). The results show that family environment affects the fulfilment of student well-being. Emotional intelligence was not an essential mediator in the relationship between the family environment and student well-being. The school environment also had a decisive role in fulfilling student well-being. Emotional intelligence was an essential mediator between the school environment and student well- being. Student well-being should be realized. It is necessary to address the welfare of teachers in the school environment and the awareness of parents in the family to assist students. Teachers’ and students’ interests are closely related. When the welfare of teachers is prioritized, it will improve harmonious relationships in the school environment. Likewise, when parents accompany their children at home, the children will feel more prosperous. Keywords: Emotional intelligence Family School environment Student wellbeing This is an open access article under the CC BY-SA license. Corresponding Author: Ahmad Muhibbin Civic Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta Jalan A. Yani Tromol Pos I, Pabelan, Kartasura, Surakarta, Central Java, Indonesia Email: am215@ums.ac.id 1. INTRODUCTION School is an institution from which students obtain formal education. The excellent experience the school gives will make students feel prosperous (student well-being). Well-being is the primary function of education in Indonesia, as adopted from a public school in England quoted in Morris’s article, that teaches ‘happiness’ through a cyclical process of self-management characterized as ‘awareness’, ‘intervention’, and ‘action’, delivered through a curriculum that includes: caring for the body; philosophy and wellbeing; emotions; resilience; strength and flow; relationships [1]. Therefore, all schools need to develop student well- being in the learning process. Creating a pleasant learning environment makes students feel happy to take part in learning activities, including intracurricular, curricular, and extracurricular activities, which can be assumed to realize student well-being. Some important factors influencing children’s well-being are family, friends, health, appearance, free time, future, home, money, ownership, school, and choices in life [2].