Silvina Maria Zapata*
Cristian Céspedes-Carreño
Sergio Fuentealba-Urra
Maritza Rosas-Maldonado
Benjamín Sánchez- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, Santiago, Chile
Introduction: The COVID-19 pandemic disrupted higher education globally, intensifying concerns over student wellbeing, especially in Latin America. This study explores how family support, academic engagement, and perceptions of the learning environment interact to influence life satisfaction among Chilean university students in a post-pandemic context, drawing on Bronfenbrenner's ecological systems theory.
Methods: A cross-sectional survey was administered to 2,338 undergraduate students from a Chilean private university. Validated instruments measured family support, academic engagement and supportive academic climate, and life satisfaction. Mediation analyses were conducted using Hayes's PROCESS macro, with gender and age as covariates.
Results: Family support was linked to life satisfaction in both direct and indirect ways, such as through university involvement and the quality of the learning environment. Mediation analyses showed a strong indirect path, which means that emotionally supportive home environments make students more interested in academics and make them feel like they are getting more help from the university, which makes them happier with their lives. The last model explained more than 32% of the differences in how happy people were with their lives.
Discussion: These results support an ecological view of wellbeing by showing how family (microsystemic) and academic (mesosystemic) aspects affect each other. This dual road highlights how crucial it is to design culturally relevant, all-encompassing programs that connect home and school settings in Latin America, where family ties usually continue strong until maturity.
Conclusion: Improving both family and institutional support networks may be very important for helping university students who have ongoing social and academic problems after the epidemic to be happier and more resilient.
Introduction
The return to in-person learning has not marked a simple recovery, but rather a complex transition that continues to expose gaps in digital infrastructure, financial stability, and emotional support systems (Funk, 2021; Keenan, 2020; Rodrigues et al., 2021; Romero Alonso et al., 2021). The present landscape of higher education reflects deep and lasting consequences of institutional fragility, mental health challenges, and economic uncertainty exacerbated by the COVID-19 crisis (Funk, 2021; Rodrigues et al., 2021; UNESCO, 2022). In Latin America, these challenges were particularly acute. Indeed, the mental health and life satisfaction of university students have emerged as central concerns, drawing increasing attention from scholars and policymakers alike (Becchetti and Conzo, 2022; Calderón et al., 2023; Milovanska-Farrington and Farrington, 2022; Organización Mundial de la Salud (OMS), 2020).
This transitional period is especially critical for emerging adults, typically aged between 18 and 25, who are navigating a formative life stage marked by identity exploration, instability, and growing autonomy (Arnett, 2000). Unlike adolescence or full adulthood, emerging adulthood is characterized by ambiguity and fluidity in roles, responsibilities, and social identities. While these processes occur globally, they are shaped by specific sociocultural contexts. In Latin America, for instance, many university students remain financially and emotionally dependent on their families during their academic trajectories, resulting in a prolonged interdependence that shapes their psychosocial adjustment and wellbeing (Arató et al., 2022; Schnettler et al., 2015; Schnettler Morales et al., 2016). In such contexts, family support may be not only beneficial but essential for maintaining emotional balance, managing stress, and sustaining academic motivation. In this sense, students from lower- and middle-income homes in Chile exhibit this tendency the most, frequently being the first in their family to pursue higher education (Bautista et al., 2023). The family remains the main source of monetary and emotional support, which is crucial for students to persevere and succeed in the university system (Barreto Colichi et al., 2021; Schnettler et al., 2015; Schnettler Morales et al., 2016). This is reinforced by the continued existence of socioeconomic inequality and the scarcity of public support networks.
Bronfenbrenner's ecological systems theory (1979) provides a valuable framework for understanding these dynamics by conceptualizing human development as the result of interactions between nested environmental systems (Bronfenbrenner, 2005). The microsystem—comprising close interpersonal relationships such as those with family—plays a critical role in shaping individual outcomes. Within this framework, strong family relationships and emotional support constitute protective factors that bolster psychological health, resilience, and subjective wellbeing. Conversely, the mesosystem, which includes interactions between various microsystems such as the home and educational environments, further influences individual development (Bronfenbrenner and Evans, 2000). A positive academic climate, encompassing both institutional support and peer relationships, can enhance students' engagement and capacity to cope with stressors (Chmitorz et al., 2021; Ngui and Lay, 2018; Shapiro et al., 2020). This ecological viewpoint is particularly pertinent in Chile, where students frequently deal with demanding academic requirements while navigating social and economic disparities (Schmitt and Santos, 2013). Strong ties between the home and academic contexts are crucial in this situation for encouraging wellbeing and perseverance in the classroom, particularly in public and regional universities with constrained funding (Montano, 2024; Ortiz, 2023; Ortiz et al., 2020).
Empirical research supports these theoretical propositions. Family support has been consistently associated with greater life satisfaction in emerging adults, especially when familial bonds provide emotional security and guidance during transitional periods (Schnettler et al., 2015). Likewise, university environments that foster autonomy, offer constructive feedback, and promote a sense of belonging contribute to academic engagement and overall wellbeing (Barreto Colichi et al., 2021; Gómez and Rivas, 2022). Engaged students who feel emotionally supported are more likely to report satisfaction with their educational experiences and their lives as a whole. This is in line with Seligman's PERMA model of wellbeing—which identifies positive emotions, engagement, relationships, meaning, and achievement as key pillars of flourishing—with “engagement” and “relationships” being particularly relevant in academic contexts (González-Moreno and del Mar Molero-Jurado, 2023; Lester et al., 2022). Emotional support from classmates and family is a key predictor of academic persistence and subjective wellbeing in Chilean university populations, particularly for students from socioeconomically challenged families (Herbell et al., 2020; Hurtubia Toro et al., 2021).
Life satisfaction, defined as a cognitive appraisal of one's life circumstances in relation to personal standards (Harms et al., 2018; Milovanska-Farrington and Farrington, 2022), is one of the core components of subjective wellbeing. Among university students, life satisfaction is influenced by both intrapersonal resources (e.g., self-efficacy, emotional regulation) and external support such as family and institutional environments. A growing body of research indicates that social support—particularly from family—is a significant predictor of life satisfaction, as it enhances perceived stability and emotional connectedness (Cladellas Pros et al., 2018; Moyano Díaz and Ramos Alvarado, 2007; Muñoz Campos et al., 2018; Veenhoven, 2015; Yáñez-Cancino et al., 2023). A recent ecological study further demonstrated that the impact of family support on life satisfaction is moderated by living arrangements, underscoring the importance of physical and emotional proximity to caregivers during periods of adjustment (Jeong and Lee, 2022; Jia et al., 2020; Zaborskis et al., 2022). Strong family ties, whether through cohabitation or remote communication, have been shown to be crucial for preserving life satisfaction and lowering stress during university years in Chile, where many students study away from home and must adjust to new social and academic environments (Calderón et al., 2023; Gempp and González-Carrasco, 2021; Samman and Santos, 2013).
However, while considerable research has examined the separate contributions of family and academic contexts to student wellbeing, few studies have explored their combined or mediated effects within a Latin American context. This gap is especially relevant given the regional disparities in higher education quality, accessibility, and psychosocial support infrastructure. Drawing on Bronfenbrenner's ecological model, the present study seeks to examine how a supportive learning environment and academic engagement mediate the relationship between family support and life satisfaction in university students which in turn aids in shaping students' subjective wellbeing (SWB). We consider SWB from an hedonic perspective focusing on positive affect and life satisfaction (Diener et al., 1999).
We hypothesize that strong family relationships and emotional support—which form part of Bronfenbrenner's microsystem—will be positively associated with higher student life satisfaction, both directly and indirectly, through their impact on perceptions of academic support and engagement—a context that forms part of the mesosystem. Specifically, we propose that students who perceive high levels of family support are more likely to experience positive learning environments, demonstrate greater academic involvement, and consequently report higher levels of life satisfaction. By elucidating these pathways, this research aims to inform post-pandemic educational interventions and policies that prioritize student wellbeing. Understanding how microsystemic and mesosystemic factors interact to shape students' subjective wellbeing is essential for developing comprehensive support strategies that foster flourishing among emerging adults in higher education.
Methodology
The study followed a quantitative correlational design. Data were drawn from a cross-sectional survey of 2,338 students at a Chilean private university (details as provided). Participants ranged from 18 to 47 years old (M ≈ mid-20s, 80% under 25), and the sample was approximately 50% female. The majority (85%) lived with family or a partner, and students came from diverse faculties and regions.
Measures
Life satisfaction was assessed using the Satisfaction With Life Scale (Diener, 1984), a widely validated instrument designed to measure the cognitive-evaluative component of subjective wellbeing. The scale consists of five statements (e.g., “In most ways my life is close to my ideal”), with responses rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). This instrument has been extensively used in higher education research and has demonstrated cross-cultural validity (Pavot and Diener, 2008; Diener et al., 2013; Schnettler et al., 2021). In the current sample, the SWLS showed excellent internal consistency, with a Cronbach's alpha of.91, indicating a high degree of reliability in capturing students' global life satisfaction.
Family support was assessed using the Family Relationships and Emotional Support Scale (FRES), originally composed of 12 items designed to measure emotional closeness, instrumental support, and quality of family interactions. The scale development followed a multi-step process. First, a content validity evaluation was conducted by a panel of experts in psychology and education, who assessed the items for relevance, clarity, and theoretical alignment. Following this step, a Confirmatory Factor Analysis (CFA) was conducted with the current sample, which led to the retention of the six items with the strongest loadings and best psychometric performance. These included statements such as “I have a good relationship with my immediate family” and “I consider my closest friends as part of my family because of the support they offer.” Items were rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). The CFA demonstrated adequate model fit (CFI = 0.90, TLI = 0.88, RMSEA = 0.08) (Hooper et al., 2008), and the scale showed good internal consistency (α = 0.87) (George and Mallery, 2019).
Academic engagement and perceptions of a supportive academic climate were evaluated using the Academic Engagement and Supportive Learning Environment (AESLE) scale, specifically developed for this study. The original item pool consisted of 42 items, intended to assess two core dimensions: (1) academic engagement, encompassing vigor, dedication, and absorption in learning activities (Schaufeli et al., 2002), and (2) supportive learning environment, including instructor support, peer collaboration, and perceptions of classroom psychological safety (Allen et al., 2021; Hofstadler et al., 2020). Examples of items include: “I study in an inclusive environment,” “Teachers show a good disposition toward students,” and “I feel safe and free from danger at my university.”
The scale development included a rigorous content validation process by subject-matter experts, who evaluated item relevance and clarity. Following a pilot study, an Exploratory Factor Analysis (EFA) was performed, leading to the retention of 15 items with strong factor loadings and conceptual alignment. A Confirmatory Factor Analysis (CFA) supported the unidimensional structure of the final version, with excellent model fit indices [CFI = 0.92, TLI = 0.91, RMSEA = 0.07, 90% CI [0.064–0.078], PCLOSE = 0.984]. The scale also showed high internal reliability (Cronbach's α = 0.89), supporting its psychometric soundness in assessing both behavioral engagement and perceived academic support.
Overall, all three scales demonstrated robust psychometric properties in this sample of Chilean university students, supporting their use in the mediation analysis examining the relationship between family support, academic engagement, and life satisfaction.
Analysis
We first examined descriptive statistics, reliabilities, and Pearson correlations among variables. Pearson's correlation coefficient was used to examine the associations between the study variables. The strength of these correlations was interpreted according to Hopkins' guidelines, categorizing them as trivial (< 0.1), small (0.1–0.3), moderate (0.3–0.5), large (0.5–0.7), very large (0.7–0.9), or nearly perfect (>0.9) (Hopkins et al., 2009).
Before conducting the mediation analysis, we evaluated the assumptions of linear regression to ensure the validity of the model estimates. Specifically, the assumptions of linearity, normality of residuals, homoscedasticity, and absence of multicollinearity were tested. Linearity was assessed via scatterplots of standardized predicted values vs. residuals, while normality was examined using Q-Q plots and the Shapiro–Wilk test. Homoscedasticity was verified by inspecting the distribution of residuals, and multicollinearity was ruled out based on variance inflation factors (VIF). All assumptions were met, confirming the suitability of the data for regression-based mediation analysis. Collinearity diagnostics were conducted for both regression models involved in the mediation analysis. Variance inflation factors (VIF) were all well below the recommended threshold of 5, indicating no multicollinearity issues among predictors. Specifically, in the first model predicting the mediator (AESLE), family support (FRES) significantly predicted academic engagement and perceptions of the learning environment (B = 0.253, SE = 0.014, p < 0.001), with a standardized coefficient of β = 0.349. The model accounted for 12.2% of the variance in AESLE (R2 =0.122). All VIF values in this model ranged from 1.001 to 1.004. In the second model predicting life satisfaction (SWLS), VIF values ranged from 1.002 to 1.143, again indicating no concerns regarding multicollinearity.
Then, we tested the hypothesized mediation model using Hayes's PROCESS macro (model 4) in SPSS (Hayes, 2017). In this model, family support (FRES) was the independent variable (X), life satisfaction (SWLS) the outcome (Y), and the academic environment/engagement measure (AESLE) the mediator (M). We controlled for age and gender. Significance of indirect effects was tested using 5,000 bootstrap samples (95% confidence intervals not containing zero indicate mediation). We also tested moderated mediation (PROCESS models 7 and 15) to examine whether gender or age moderated any paths. However, no significant moderation effects were found, suggesting that the mediation model was consistent across subgroups.
Results
Table 1 shows descriptive statistics. On average, students reported moderately high family support (M ≈ 4.01 of 5, SD ≈ 0.88) and learning environment quality/engagement (AESLE M ≈ 3.99, SD ≈ 0.64), whereas life satisfaction was somewhat lower (SWLS M ≈ 3.28, SD ≈ 1.08). The SWLS scores also showed the greatest variability (CV ≈ 33%), indicating diverse levels of life satisfaction among students. All three variables were significantly intercorrelated (p < 0.001): Family support correlated moderately with AESLE (r ≈ 0.35) and with life satisfaction (r ≈ 0.51), and AESLE was positively correlated with life satisfaction (r ≈ 0.42). As shown in Table 2, better family relationships co-occurred with perceiving a more supportive academic environment and with greater life satisfaction.
Table 1. Descriptive statistics for key study variables (N = 2,338).
Table 2. Correlations between academic engagement and supportive learning environment, family relationships and emotional support, and satisfaction with life scale.
Mediation analyses supported our hypothesized model. Family Relationships and Emotional Support (FRES) significantly predicted Academic Engagement and Supportive Learning Environment (AESLE) (path a: B = 0.251, SE = 0.014, t = 17.86, p < 0.001), explaining 12% of the variance (R2 = 0.120). When predicting life satisfaction (SWLS), both FRES and AESLE were significant predictors: FRES → SWLS (direct effect, c′): B = 0.504, SE = 0.022, p < 0.001; AESLE → SWLS: B = 0.468, SE = 0.031, p < 0.001. The model accounted for 32.2% of the variance in SWLS (R2 = 0.322). The total effect of FRES on SWLS (c path) was B = 0.621 (p < 0.001), and the inclusion of AESLE in the model reduced the direct effect to B = 0.504, indicating partial mediation. The bootstrapped indirect effect (FRES → AESLE → SWLS) was statistically significant: B = 0.117, SE = 0.011, 95% CI [0.095, 0.140], with a completely standardized indirect effect of β = 0.095, SE = 0.009, 95% CI [0.078, 0.113]. As presented in Table 3, both the direct and indirect effects of family relationships on life satisfaction were significant, confirming a partial mediation model. Since the confidence intervals did not include zero, this supports a significant partial mediation effect, where family support influences life satisfaction both directly and indirectly through students' engagement and perception of their academic environment.
Table 3. Total, direct, and indirect effects of FRES on SWLS.
Discussion
This study examined the relationship between family support and academic environment for life satisfaction among Chilean university students. The findings demonstrated a substantial association between familial relationships and emotional support and students' overall life satisfaction, both directly and indirectly through academic engagement and perceived learning climate. Students who reported higher levels of family support also perceived their academic environment as more sympathetic, and they exhibited higher levels of engagement in their studies. These two academic factors—engagement and perceived learning climate—functioned as partial mediators, contributing significantly to students' overall satisfaction with life. This dual pathway is consistent with Bronfenbrenner's ecological-systems theory. It emphasizes that students' wellbeing is shaped by the dynamic interaction of diverse contexts in which they co-exist, that is to say, from their immediate interpersonal relationships (microsystems) to institutional settings such as schools and universities (mesosystem) (Crawford, 2020; Navarro and Tudge, 2023; Soyer, 2019). This study addresses calls for more nuanced, context-sensitive frameworks by testing a mediation model in a post-pandemic Latin American environment, illustrating how overlapping support networks collectively influence student wellbeing during societal disturbance (UNESCO, 2022; Funk, 2021). This analysis provides new insights into the interplay between familial and academic influences, filling a significant empirical and theoretical vacuum in the regional literature, despite prior research examining their independent effects (Barreto Colichi et al., 2021; Gómez and Rivas, 2022; Schnettler et al., 2015).
The direct positive link between family support and life satisfaction is consistent with empirical findings across other cultural contexts. This reveals that relationships with parents and other family members are among the most influential predictors of university students' subjective wellbeing (Andreou et al., 2020; Arnett, 2018; Guevara et al., 2021; Krys et al., 2021; Nikitin and Freund, 2021) Family support, emotional closeness, and guidance are all signs of a strong family bond that helps students deal with the stress and uncertainty related to academic pressures. This family bond and support is even more relevant in Latin America, where collectivist values and living with family members from different generations are common (Hechler et al., 2024; López-Angulo et al., 2021; Torrejon and Martin-Matthews, 2022). Familism is an important cultural value that promotes loyalty, shared responsibility, and a sense of belonging. This makes family bonds more protective than just providing money support (Diaz Dumont et al., 2020; Mazo González et al., 2019). In conclusion, this cultural orientation situates family as even more crucial at the microsystem level within the Latin American sociocultural context because it provides emotional stability, motivation, and long-term identity formation (Mellado Yáñez et al., 2021; Ventocilla-Aquino, 2019; Wright et al., 2021). Indeed, the shift to university life—characterized by heightened independence and ambiguity—might intensify students' dependence on familial support as a foundation for psychological stability and goal-oriented actions (López-Angulo et al., 2021; Zaborskis et al., 2022). Family interactions not only make people happy, but they also help them build internal coping skills, self-control, and meaning-making processes that help them stay healthy even when they are going through tough times in school or in their personal lives.
Our findings contribute to the extended literature by revealing that family support does not operate exclusively as a direct factor to wellbeing. Instead, its effect also functions through academic mediators such as students' perceptions of a supportive learning environment and their academic engagement. This mediation pathway is conceptually consistent with Bronfenbrenner's understanding of the interrelations occurring in individuals' mesosystem in the sense that interactions between home and university collaboratively shape individual's developmental outcomes. For example, an emotionally supportive family can increase students' internal and personal resources (e.g., self-efficacy, motivation, stability). This enhances students' chances to effectively navigate and positively interpret their academic surroundings, increasing their engagement and improving their subjective life satisfaction. Consistent with this ecological reasoning, the mesosystem functions as a dynamic interface where reciprocal expectations, norms, and values are negotiated across time (Bronfenbrenner and Evans, 2000; Crawford, 2020). This perspective is especially pertinent in Latin American higher education, where the convergence of familial engagement and institutional support has received limited empirical attention, notwithstanding its evident theoretical significance (Schnettler Morales et al., 2016; Barreto Colichi et al., 2021). This study illustrates that familial support influences students' perceptions and interactions within their academic environment, highlighting the significance of considering cross-contextual dynamics in comprehending the developmental pathways of emerging adults.
Academic engagement, defined as vigor, dedication, and absorption, emerged as a crucial psychological mechanism connecting family support to life satisfaction. This aligns with evidence suggesting that engaged students exhibit superior academic performance, enhanced identity development, and improved psychological wellbeing (Jeong and Lee, 2022; Jia et al., 2020; Schnettler Morales et al., 2016). This study further corroborates the tenets of Seligman's (2011) PERMA model, which delineates “engagement” and “relationships” as fundamental aspects of flourishing. Students who receive emotional support at home and engage actively at school are more likely to express elevated sense of purpose, satisfaction, and resilience. These dynamics are bidirectional and mutually reinforcing, that is to say, students who receive encouragement are more motivated to engage academically, while engaged students tend to perceive their environments more positively and experience higher levels of life satisfaction. Furthermore, academic engagement in vulnerable contexts may serve as a sustained emotional experience that not only promotes achievement, but also activates internal beliefs such as self-efficacy and competence—key mediators of subjective wellbeing (Gómez and Rivas, 2022; González-Moreno and del Mar Molero-Jurado, 2023; Cabezas, 2014). These findings suggest that the combination of supportive family dynamics and deep academic involvement fosters not only short-term satisfaction, but also long-term personal growth and psychological resilience.
Moreover, the present findings resonate with recent empirical research on academic resilience that indicate that university students who show high levels of academic resilience typically evidence enhanced engagement and psychological wellbeing, despite the challenges they face (Cabezas, 2014; Chuented et al., 2023; Gómez and Rivas, 2022). This indicates that when students are immersed in supportive family and educational contexts, they are more equipped to confront academic pressures and to enjoy their learning journeys, experiencing higher levels of satisfaction. Resilience, in this context, is not merely a reactive response to adversity but a sustained capacity to preserve motivation, regulate emotions, and maintain a sense of personal agency—capabilities that are fostered through emotionally secure and socially responsive environments (Chmitorz et al., 2021; Ngui and Lay, 2018).
The identification of partial mediation, as opposed to full mediation, underscores the intricacy of the underlying dynamics. Family support not only aids academic adjustment but also directly impacts students' overall assessment of their lives. These results indicate that emotional security and identity continuity derived from robust familial connections may yield intrinsic satisfaction and alleviate stress, independent of the academic setting (Zaborskis et al., 2022; Yáñez-Cancino et al., 2023). This direct path suggests that subjective wellbeing is not only shaped by academic achievement or institutional climate, but also by relational anchors that offer stability and meaning (Moyano Díaz and Ramos Alvarado, 2007; Muñoz Campos et al., 2018). Consequently, these findings highlight the necessity of examining both independent and interaction effects when evaluating the factors influencing student wellbeing.
From a practical standpoint, these findings have direct implications for designing interventions and support strategies in higher education. Universities should consider developing integrative models that involve students' families—particularly during the early stages of their academic journeys. Orientation programs that include family components, parent-student communication initiatives, and psychoeducational workshops could enhance emotional continuity across microsystems. Simultaneously, educators and administrators must be trained to create engaging, supportive, and inclusive learning environments that promote active student participation and foster meaningful relationships with peers and faculty. In doing so, institutions can mobilize both familial and institutional resources to optimize student wellbeing in a holistic manner. Furthermore, institutional strategies should be culturally responsive and sustained over time. Recognizing the enduring role of family and collectivist values in Latin American societies is essential for developing equity-oriented policies that genuinely support student wellbeing and academic persistence (López-Angulo et al., 2021; González-Moreno and del Mar Molero-Jurado, 2023).
However, several limitations should be noted. First, the cross-sectional design of this study precludes causal inferences. Although mediation pathways were statistically supported, longitudinal research is necessary to verify the directionality and stability of these relationships over time. Second, all variables were assessed through self-report measures, raising the possibility of common method bias and social desirability effects. Triangulation with teacher reports or behavioral data could offer a more robust understanding of engagement and learning environments. Third, the study was conducted with students from a single private university in Chile, which may limit the generalizability of the findings. Future research should include more diverse samples across regions, institutional types (e.g., public universities, technical institutes), and countries in Latin America to assess the broader applicability of the model.
Additionally, sociocultural variables warrant closer examination. Cultural constructs such as familism, which emphasizes loyalty, solidarity, and interdependence within the family unit, are particularly salient in Latin American societies and may influence both the perception and impact of family support (Diaz Dumont et al., 2020; Jaramillo, 2022; Mazo González et al., 2019) Further exploration of how such cultural values interact with academic engagement and institutional support could deepen our understanding of the ecological dynamics of student wellbeing.
In conclusion, this study contributes to the growing body of literature that integrates ecological and positive psychology frameworks to understand student wellbeing. By demonstrating that family support is both a direct and indirect predictor of life satisfaction—mediated through academic engagement and climate—we underscore the importance of considering nested environmental influences on emerging adults' development. In the context of ongoing educational disruptions and emotional challenges following the COVID-19 pandemic, this research highlights the urgency of fostering supportive networks at home and in universities. Investing in these dual contexts can promote resilience, academic success, and long-term flourishing for students.
Conclusion
In sum, this study demonstrated that among Chilean university students, stronger family relationships and higher levels of emotional support within their family environment were significantly associated with greater life satisfaction. Notably, this association was both direct and indirect, operating through students' perceptions of a more supportive learning environment and increased academic engagement. These results offer empirical support for Bronfenbrenner's ecological-systems theory by illustrating how interactions across the microsystem (family) and mesosystem (academic context) jointly shape subjective wellbeing during the developmental stage of emerging adulthood (Bronfenbrenner and Evans, 2000; Crawford, 2020).
The findings underscore the need for holistic, context-sensitive interventions aimed at promoting student wellbeing. Specifically, higher education institutions should consider strategies that simultaneously strengthen family support mechanisms and foster academically engaging and psychologically safe learning environments. For instance, counseling and student support services may benefit from involving families in psychoeducational initiatives, particularly during the early stages of their academic journeys (Barreto Colichi et al., 2021). In parallel, faculty development programs should emphasize the cultivation of emotionally supportive, motivating, and autonomy-enhancing classroom climates, which have been shown to improve both academic performance and life satisfaction (Lester et al., 2022; González-Moreno and del Mar Molero-Jurado, 2023).
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethics statement
The studies involving humans were approved by COMITÉ DE BIOÉTICA VICERRECTORIA DE INVESTIGACIÓN Y DOCTORADOS UNIVERSIDAD ANDRÉS BELLO. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.
Author contributions
SZ: Conceptualization, Funding acquisition, Investigation, Project administration, Supervision, Validation, Writing – original draft, Writing – review & editing. CC-C: Conceptualization, Formal analysis, Investigation, Methodology, Validation, Writing – original draft, Writing – review & editing. SF-U: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Validation, Writing – review & editing, Writing – original draft. MR-M: Conceptualization, Investigation, Writing – review & editing. BS: Conceptualization, Data curation, Writing – review & editing.
Funding
The author(s) declare that financial support was received for the research and/or publication of this article. This research was funded by the Youth Studies Center – Universidad Andrés Bello, under grant number P2023.6.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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Keywords: life satisfaction, family support, academic engagement, ecological systems theory, university students, post-pandemic wellbeing, Latin America
Citation: Zapata SM, Céspedes-Carreño C, Fuentealba-Urra S, Rosas-Maldonado M and Sánchez B (2025) Family support, learning environment, and life satisfaction among Chilean university students in a post-pandemic context: a mediation analysis. Front. Educ. 10:1675127. doi: 10.3389/feduc.2025.1675127
Received: 28 July 2025; Accepted: 04 September 2025;
Published: 22 September 2025.
Edited by:
Paitoon Pimdee, King Mongkut's Institute of Technology Ladkrabang, ThailandReviewed by:
Yang Wang, Hebei Normal University, ChinaGeovanny Genaro Reivan Ortiz, Catholic University of Cuenca, Ecuador
Edwin Ramirez-Asis, National University Santiago Antunez de Mayolo, Peru
Copyright © 2025 Zapata, Céspedes-Carreño, Fuentealba-Urra, Rosas-Maldonado and Sánchez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Silvina Maria Zapata, c3phcGF0YUB1bmFiLmNs