Factors Affecting the Well-being of University Students in Sichuan Province, China
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Abstract
This study examined factors influencing the well-being of university students in Sichuan Province, China, with a focus on family support, self-efficacy, university environment, and teaching quality. The study aimed to analyze the extent to which these factors affect student well-being. The population consisted of approximately 16,000 university students in Sichuan Province. A sample of 200 students from four universities was selected using cluster sampling. Data were collected through a validated and reliable questionnaire (IOC = 0.67–1.00; Cronbach’s α = 0.914–0.948) and analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis with Jamovi software.
The results indicated that students reported a high overall level of well-being (M = 4.28, SD = 0.808). The regression model was statistically significant (F = 63.2, p < .001), explaining 45.4% of the variance in student well-being. Teaching quality emerged as the strongest predictor (M = 4.21, SD = 0.856; β = 0.4773, p < .001), followed by self-efficacy (M = 4.20, SD = 0.762; β = 0.3251, p < .001). Family support showed a positive but relatively weaker influence (M = 4.24, SD = 0.918; β = 0.1193), while the university environment, although highly correlated with well-being (M = 4.11, SD = 0.883), was not a statistically significant predictor (β = 0.0932, p = 0.074).
The findings suggest that universities should prioritize improving teaching quality through interactive and student-centered instruction, as well as implement programs that strengthen students’ self-efficacy, such as mentoring and experiential learning activities. Families should focus on emotional and psychological support, while policymakers and mental health organizations should integrate well-being indicators into educational systems and expand context-sensitive support services.
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