Student Well-Being and Academic Success in Higher Education
DOI:
https://doi.org/10.54518/nes.2.1.2024.1260Keywords:
Student Well-Being, Academic Success, Higher Education, Psychological Well-Being, Student Engagement, ResilienceAbstract
Student well-being has become an important determinant of academic success in higher education by influencing students' psychological health, engagement, resilience, and learning experiences. This study examines the relationship between student well-being and academic success through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published between 2019 and 2023 were systematically collected from major academic databases and analyzed using thematic analysis. The findings indicate that positive student well-being contributes to improved academic achievement, stronger engagement, greater resilience, and higher learning satisfaction. Social support, institutional support, and supportive learning environments further strengthen students' psychological well-being and educational success. However, academic stress, burnout, anxiety, and mental health challenges continue to affect students' learning experiences. The study concludes that promoting student well-being is essential for improving academic success and fostering sustainable educational development in higher education.
References
Alsubaie, M. M., Stain, H. J., Webster, L. A. D., & Wadman, R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth, 24(4), 484–496.
Aguayo, R., Cañadas, G. R., Assbaa-Kaddouri, L., Cañadas-De la Fuente, G. A., Ramírez-Baena, L., & Ortega-Campos, E. (2019). A risk profile of sociodemographic factors in the onset of academic burnout syndrome in a sample of university students. International Journal of Environmental Research and Public Health, 16(5), 707.
Buttazzoni, A. (2022). Pedagogical approaches to support student resilience in higher education settings: A systematic literature review. Compass: Journal of Learning and Teaching, 15(1), 1–24.
Casuso-Holgado, M. J., Moreno-Morales, N., Labajos-Manzanares, M. T., & Montero-Bancalero, F. J. (2019). The association between perceived health symptoms and academic stress in Spanish higher education students. European Journal of Education and Psychology, 12(2), 109–123.
Chen, C., Bian, F., & Zhu, Y. (2023). The relationship between social support and academic engagement among university students: The chain mediating effects of life satisfaction and academic motivation. BMC Public Health, 23(1), 2368.
Daddow, A., Cronshaw, D., Daddow, N., & Sandy, R. (2020). Hopeful cross-cultural encounters to support student well-being and graduate attributes in higher education. Journal of Studies in International Education, 24(4), 474–490.
Douwes, R., Metselaar, J., Pijnenborg, G. H. M., & Boonstra, N. (2023). Perceived educators' roles in student well-being in higher education. Cogent Education, 10(2), 2272630.
Ferrari, M., Allan, S., Arnold, C., Eleftheriadis, D., Alvarez-Jimenez, M., Gumley, A., & Gleeson, J. F. (2022). Digital interventions for psychological well-being in university students: Systematic review and meta-analysis. Journal of Medical Internet Research, 24(9), e39686.
Hanawi, S. A., Saat, N. Z. M., Zulkafly, M., Hazlenah, H., Taibukahn, N. H., Yoganathan, D., et al. (2020). Impact of a healthy lifestyle on the psychological well-being of university students. International Journal of Pharmaceutical Research and Allied Sciences, 9(2), 1–7.
Holzer, J., Bürger, S., Lüftenegger, M., & Schober, B. (2022). Revealing associations between students' school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95, 102140.
King, N., Pickett, W., McNevin, S. H., Bowie, C. R., Rivera, D., Keown-Stoneman, C., et al. (2021). Mental health need of students at entry to university: Baseline findings from the U-Flourish Student Well-Being and Academic Success Study. Early Intervention in Psychiatry, 15(2), 286–295.
Linnenluecke, M. K., Marrone, M., & Singh, A. K. (2020). Conducting systematic literature reviews and bibliometric analyses. Australian Journal of Management, 45(2), 175–194.
Ling, X., Chen, J., Chow, D. H., Xu, W., & Li, Y. (2022). The "trade-off" of student well-being and academic achievement: A perspective of multidimensional student well-being. Frontiers in Psychology, 13, 772653.
Liu, X., Ping, S., & Gao, W. (2019). Changes in undergraduate students' psychological well-being as they experience university life. International Journal of Environmental Research and Public Health, 16(16), 2864.
Maymon, R., Hall, N. C., & Harley, J. M. (2019). Supporting first-year students during the transition to higher education: The importance of quality and source of received support for student well-being. Student Success, 10(3), 64–75.
Morales-Rodríguez, F. M., Espigares-López, I., Brown, T., & Pérez-Mármol, J. M. (2020). The relationship between psychological well-being and psychosocial factors in university students. International Journal of Environmental Research and Public Health, 17(13), 4778.
Morinaj, J., & Hascher, T. (2022). On the relationship between student well-being and academic achievement. Zeitschrift für Psychologie.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Rahmatpour, P., Chehrzad, M., Ghanbari, A., & Sadat-Ebrahimi, S. R. (2019). Academic burnout as an educational complication and promotion barrier among undergraduate students: A cross-sectional study. Journal of Education and Health Promotion, 8(1), 201.
Reyes-de-Cózar, S., Merino-Cajaraville, A., & Salguero-Pazos, M. R. (2023). Avoiding academic burnout: Academic factors that enhance university student engagement. Behavioral Sciences, 13(12), 989.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
Sun, Y., & Liu, L. (2023). Structural equation modeling of university students' academic resilience, academic well-being, personality and educational attainment in online classes with Tencent Meeting application in China: Investigating the role of student engagement. BMC Psychology, 11(1), 347.
Teixeira, R. J., Brandão, T., & Dores, A. R. (2022). Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education. Current Psychology, 41(11), 7618–7627.
Upadyaya, K., & Salmela-Aro, K. (2021). Positive youth development through student engagement: Associations with well-being. In Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts (pp. 361–374).
Ye, Y., Huang, X., & Liu, Y. (2021). Social support and academic burnout among university students: A moderated mediation model. Psychology Research and Behavior Management, 335–344.
Zandvliet, D. B., Stanton, A., & Dhaliwal, R. (2019). Design and validation of a tool to measure associations between the learning environment and student well-being: The Healthy Environments and Learning Practices Survey (HELPS). Innovative Higher Education, 44(4), 283–297.
