The focus of inquiry pertaining to quality learning and student well-being experiences at school has involved numerous studies, utilizing complex quantitative methodological approaches. In a similar vein, for consideration of research advancement, there has been extensive progress made regarding motivational tenets of effective learning and enriched schooling experiences. We recently developed a model of student learning and school experiences (Phan in "Progress in Education", vol. 33. Nova Science Publishing, New York, pp 101-121, 2015; Phan and Ngu in "Int J Pedag Curric" 22(4):1-19, 2015a), detailing a number of personal, cognitive, motivational, and emotional components for validation and implementation. The present study, situated within the self-systems framework, explored the central roles and differential influences of three major components on adaptive outcomes: "emotional well-being," "daily functioning," and "relating to others." Structural equation modelling analyses of 258 year 8 secondary school students produced some notable evidence for potential educational-social practices: (1) the positive influences of self-esteem on daily functioning and motivation towards schooling and learning, (2) the inverse association between self-efficacy and emotional well-being, and (3) the positive influences of relating to others on motivation towards schooling and learning, and liking for school. We also noted, however, some unexpected and inconclusive findings for discussion--for example, the negative influence of daily functioning on motivation towards schooling and learning.