Student well-being in higher education : mapping academic demands & resources through the SD-R framework

Abstract

The mental well-being of university students has become a significant concern due to its substantial impact on academic achievement and personal growth. Our study examines the well-being of university students using the Study Demands-Resources (SD-R) framework, focusing on the balance between academic demands and the resources available to them. The research used a mixed-methods approach, gathering data from 201 students across various disciplines through standardised questionnaires that evaluate demographics, academic workload, social and institutional support, and well-being.

A quantitative analysis using Ordinary Least Squares regression identifies the key factors that influence student well-being, such as discipline-specific difficulties, faculty support, extracurricular participation, and academic selfperception. Qualitative thematic analysis identifies workload and time management as significant stressors. Predictive modelling indicates that resources exhibit a higher impact on well-being than demands.

The results highlight the importance of social support networks, instructor involvement, and tailored digital interventions in promoting student resilience and well-being. Our study concludes with the building of an application prototype, designed to address identified resources, thus enhancing students’ overall well-being and academic success. These findings offer practical guidance for educational institutions to create data-informed, individualized well-being initiatives.