BRIEF RESEARCH REPORT article
Front. Psychol.
Sec. Positive Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1585058
This article is part of the Research TopicPositive Higher Education: Empowering Students through Learning and WellbeingView all 18 articles
The Prediction of Student Wellbeing and Flourishing from University Learning Experiences
Provisionally accepted
- The University of Hong Kong, Pokfulam, Hong Kong, SAR China
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
Student wellbeing and flourishing are becoming increasingly essential in the evolving landscape of higher education. The current study explores the relationship between university students' learning experiences and their hedonic, eudaimonic, and social wellbeing.Employing structural equation modelling and regression analyses, the study involves a total of 5,505 undergraduate students from a Hong Kong university, spanning junior to senior years and a wide range of academic disciplines. Findings reveal that students' hedonic, eudaimonic, and social wellbeing are significantly predicted by their learning experiences.Notably, internal factors of students' learning experiences including cognitive, social, and value developments demonstrate a stronger prediction, while external factors of students' learning experiences like clear goals and standards, good teaching, feedback, and assessment also significantly contribute to students' wellbeing. The study extends the current literature and offer new insights into the wellbeing benefits of student learning experiences and underscores the need for holistic strategies and tailored approaches to nurture student flourishing in higher education.
Keywords: Student wellbeing, flourishing, Learning experience, hedonic wellbeing, eudaimonic wellbeing, Social wellbeing
Received: 28 Feb 2025; Accepted: 30 Jun 2025.
Copyright: © 2025 Zhao and Hua. 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) or licensor 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: Yue Zhao, The University of Hong Kong, Pokfulam, Hong Kong, SAR China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.