Well-being and College Success of Undergraduate Students

Abstract

Background:  In order to build a culture of well-being among students in post-secondary academic communities, an assessment of current well-being and related factors is necessary. Common barriers to optimal well-being may include stress, anxiety, and depression in college students. Low levels of well-being have been associated with higher levels of impaired academic performance.
Aim: Explore the relationship between academic success and time spent performing well-being activities.
Methods:  Seligman’s Well-Being Theory was used to guide this study. The relationship between well-being and academic success of undergraduate students at a large Midwestern university (N = 5008) was evaluated using data from a 278 item 2018 Student Experience at a Research University (SERU) survey. Measures of academic success included late assignments, going to class unprepared, and skipping class. Measures of well-being included time spent in: physical exercise, spiritual practice, community service, and club participation; time with family and friends were also included.
Results: Pearson Chi-Square analysis revealed a total of five significant relationships between well-being activities and late assignments, being unprepared for class, and skipping class at α=.05.
Conclusions:  Further research is needed to understand the relationship between well-being and academic success to guide development of strategies to support well-being in university students.