Editorial: The Impact of Psychological Well-Being on University Students

Cristina Torrelles-Nadal^1*Yun-Chen Chang²

• ¹National Institute of Physical Education of Catalonia, University of Lleida, Lleida, Spain
• ²China Medical University, Taichung, Taiwan

Editorial The Impact of Psychological Well-Being on University Students University life represents a critical period of transition and transformation. While it offers opportunities for intellectual and personal growth, it also presents a wide range of psychological stressors that can affect academic performance, social functioning, and long-term mental health. In recent years, growing concern over university students' well-being has promoted researchers and institutions to explore proactive strategies to support mental health in academic settings, recognizing that psychological well-being influences not only academic performance but also social adjustment and long-term mental health. This Research Topic brings together empirical and theoretical contributions that deepen our understanding of how psychological well-being can be supported, maintained, and enhanced in university students through diverse perspectives and methodologies, identifying risk factors, protective mechanisms, and evidence-based interventions that promote mental health and resilience among university populations. The contributions cover a wide range of themes and are synthesized here into key areas, beginning with those addressing the pervasive impact of stress, academic pressure, and emotional distress. Stress, Academic Pressure, and Emotional Distress A recurring theme across the contributions is the pervasive impact of stress on university students. Academic pressures, financial concerns, and social isolation are consistently associated with elevated levels of anxiety and depression. Beroíza-Valenzuela (2024) offers a Chilean perspective, showing how sociopolitical events and the pandemic have intensified academic stress and widened mental health disparities. Kotnik et al. (2024) demonstrate that academic stress and mental fatigue impair student engagement. Wang et al. (2024) apply the Health Belief Model to identify psychological barriers to help-seeking among Chinese undergraduates. Alsalman et al. (2024) report the stigma and attitudinal barriers limit the use of mental health services among Saudi medical students. Torrelles-Nadal et al. (2024) demonstrate how emotional intelligence and gratitude can buffer stress and foster adaptive coping strategies. Chen et al. (2024) find that positive emotion protect deaf students from the negative effects of perceived stress on academic engagement. Picker-Roesch et al. (2024) reveal that early academic stress predicts reduced career ambitions, especially in women. Heumann et al. (2024) document high rates of depression and anxiety among German students during the later stage of the COVID-19 pandemic, with financial strain and low social support as key contributing factors. Parrello et al. (2024) link reduced confidence in the future to higher distress, while optimism and sense of meaning buffer these effects. Cui et al. (2024) highlight resilience as both a mediator and a moderator between personality, self-esteem, and well-being. Bekesiene (2023) links conscientiousness, openness, and extraversion to higher academic and military performance through self-efficacy. Wu et al. (2024) demonstrate that self-acceptance bridges social support and meaning in life, acting as a protective factor. Moussa-Chamari et al. (2024) associate poor sleep, depression, and low physical activity with reduced quality of life. Guo (2024) proposes arts education as a pathway to enhance self-efficacy, resilience, and emotional intelligence. Güler Öztekin (2024) identifies internet addiction as a risk factor for school engagement, mediated by depression, anxiety, and stress. Beyond individual coping mechanisms, the contributions also highlight the role of broader protective factors that can mitigate the negative impact of stress. Among these, social support consistently emerges as a key determinant of psychological well-being. Campus Environment, Social Support and Student Well-being The university experience is shaped not only by academic demands but also by the broader campus environment. Zou et al. (2024) show that autonomy, social interactions, and supportive facilities are central to the well-being of mid-achieving students, highlighting the value of inclusive policies that meet diverse student needs. Social support emerges as a critical protective factor. Research consistently demonstrates that students embedded in strong peer networks, family connections, and institutional support services exhibit greater resilience and more effective coping strategies. These relationships buffer the effects of psychological distress and contribute to enhanced well-being. While social connections provide a powerful buffer against psychological distress, other contributions focus on targeted interventions designed to actively strengthen resilience and enhance mental health. Mindfulness-Based and Strengths-Oriented Interventions Emerging research highlights the value of mindfulness-based and strengths-oriented approaches as integral components of student mental health promotion in higher education. González-Martín et al. (2023), through a systematic review and meta-analysis, reaffirm the effectiveness of these mindfulness programs in enhancing resilience and reducing distress in university students. Chim et 3 al. (2024) show that embedding positive psychology practices within university curricula fosters posttraumatic growth, psychological flexibility, and socio-emotional competencies. Liu et al. (2024) show that trait mindfulness predicts prosocial behaviour mediated by psychological capital and moderated by moral identity. Merlin and Soubramanian (2024) identify intricate links between intra-and interpersonal dimensions of emotional intelligence, suggesting targeted pathways for skill development. Chang et al. (2024) associate structured nature-based experiences with reductions in physiological stress and self-reported anxiety. Hu et al. (2024) propose a positive clinical psychology framework for campus mental health services, integrating preventive, remedial, and strength-based strategies. Qiu et al. (2023) reveal that labour education participation enhances subjective well-being via self-efficacy and healthy lifestyle adoption. Huang et al. (2024) evaluate a Nintendo Switch–based exergame for students with subthreshold depression, aiming to boost mental health and engagement. Digital Technology and Well-being The role of digital technology is complex and multifaceted. While online platforms can increase access to mental health resources and social connection, some patterns of digital media use are linked to psychological distress. Mei et al. (2024) and Ruan et al. (2025) report that self-objectification and body-related discourse on social media increase appearance-related anxiety. Ruini et al. (2024) introduce the "DigiWell" protocol, combining online positive psychology program and virtual reality in a stepped-care model for varying distress levels. Schaab et al. (2024) find that a self-compassion-based mobile app yields mental health benefits and high acceptability among Brazilian students. Liu et al. (2024) suggest that digital behavior patterns, such as timing and duration of online activity, may serve as early indicators for mental health screening. Xu and Li (2024) identify upward social comparison as a predictor of social anxiety mediated by relative deprivation and rumination. Cultural and demographic perspectives A global approach is evident in studies examining well-being across diverse socio-cultural and demographic contexts. Xu and Li (2025) investigate the impact of perceived discrimination on psychological crisis among Chinese college students, identifying life meaning and self-esteem as mediators. Kwok et al. (2025) employ a longitudinal person-centered approach to explore stability and change in meaning-in-life profiles, finding that meaning-oriented profiles are associated with higher well-being and lower distress. Lv et al. (2024) demonstrate that personal values are related to life satisfaction through the mediating effects of resilience and emotional intelligence. Moving beyond psychological resources to labor market perceptions, Zheng and Yan (2024) compare Chinese university students' employment psychology between the initial and normalization stages of COVID-19 control, showing how shifts in employment attitudes influence job intentions and preferences. Lee et al. (2024) validate the Self-Consciousness Type Scale, identifying four distinct profiles with different mental health patterns, offering a novel tool for targeted well-being interventions. In this line, Yang et al. (2024) show that self-control predicts learning engagement, with resilience and positive emotions mediating this relationship. Similarly, Zhang (2024) finds that academic self-concept and teacher support foster well-being, with engagement as a partial mediator and teacher support retaining a direct positive effect. Looking ahead: Toward holistic mental health in higher education Collectively, the studies included in this Research Topic underscore the need for holistic, multi-level approaches to improve psychological well-being in university settings. Integrating mental health education into curricula, expanding counseling accessibility, fostering community connections, and promoting balanced digital engagement can create healthier university environments. Ongoing research to optimize these interventions and evaluate their cost-effectiveness and adapt them to diverse socio-cultural contexts will be pivotal for large-scale implementation. In conclusion, the contributions within this Research Topic deepen our understanding of the dynamic factors shaping psychological well-being in higher education. These findings offer valuable guidance for educators, policymakers, and mental health professionals striving to enhance student mental health outcomes amid increasingly complex educational challenges.