Progress in education has involved, to a large extent, a focus on individuals' well-being experiences at school (ACU and Erebus International, 2008; Fraillon, 2004). This line of inquiry has produced extensive findings, highlighting the diverse coverage and scope of this psychosocial theoretical orientation. We recently developed a theoretical framework (Phan, 2015-In press-c; Phan & Ngu, 2014) with its corresponding measure, titled the Academic Well-Being Experience Questionnaire, to assess and evaluate differing components of personal well-being at school, for example: appreciation and value, relating to others, academic striving, daily functioning, emotional well-being, and personal functioning. Our conceptualization, in contrast to existing conceptualized frameworks, is innovative as it emphasizes a number of personal and achievement-related attributes--for example: affective response, interpersonal skills, and academic outcomes. This study, correlational in design, situated six major components of personal well-being (e.g., academic striving) within the framework of social cognition (Bandura, 1986, 1997). We used causal modeling procedures to analyze the data (N = 230), testing a hypothesized "a priori" model that postulated the following: (i) enactive learning experience as an antecedent, (ii) academic self-efficacy and the six components of personal well-being as central mediators, and (iii) school experience as an adaptive outcome. Evidence obtained provided moderate support for our hypothesized model, which we discuss in detail.