University student Well-being

Abstract: 

Student mental health has emerged as a significant public health concern, marked by increased psychological distress and decreased well- being in university settings. Despite increasing research on the theme, a clear description and conceptualization of university student well-being as a distinct construct is still needed, especially considering contextual changes brought about by the Covid-19 pandemic that may have altered how well-being is understood and experienced among student populations. This study addresses these gaps by investigating student well-being at the University of V. through a qualitative approach, considering both abstract conceptualizations of well-being and well-being as experienced at university. Using a constructivist perspective, researchers conducted semi-structured interviews with 29 privileged observers, including faculty members, administrative staff, psychologists, and student representatives. Data were analyzed using inductive quali-quantitative content analysis to clarify conceptual boundaries and explore the current state of well- being.

Findings indicate that observers define well-being in abstract terms through three core categories: Satisfaction (hedonic), A Full and Complete Educational Experience (eudaimonic), and Social Relations and Support. However, a discrepancy exists between these abstract definitions and students current lived experiences. References indicating a state of being not well accounted for 77.8% of the data evidencing distress, characterized by high levels of academic anxiety, loneliness, peer competition and peer competition. Furthermore, perceptions of Time emerged as a central experiential factor, with students expressing significant uncertainty and negative expectations about their future careers.

The study also highlights generational differences: students emphasize the need for student-centered services and institutional support, while adults focus on students’ perceived lack of satisfaction and social isolation. Overall, the findings suggest that students often perceive the university experience as a hostile challenge marked by exhaustion rather than the joy of personal growth.
A context-sensitive understanding of student well-being is crucial to designing responsive support services and intervening proactively with students.