Psychological determinants and mechanisms of student well-being in educational settings: a systematic literature review

Abstract

Student well-being has become a central concern in educational research because of its strong association with academic achievement, psychological adjustment, learning engagement, and long-term personal development. Although numerous studies have examined individual psychological determinants of student well-being, a comprehensive synthesis of the available empirical evidence remains limited. This systematic literature review aimed to synthesize current evidence on the psychological determinants and underlying mechanisms influencing student well-being across educational settings by addressing two research questions: (1) What psychological determinants have been identified as influencing student well-being? and (2) Through what mechanisms do these determinants enhance or hinder student well-being? The review followed the PRISMA 2020 guidelines. A structured search was conducted in Google Scholar using predefined keywords related to student well-being and psychological factors. Peer-reviewed journal articles published between 2021 and 2026 in English and Indonesian were screened according to predetermined inclusion and exclusion criteria. Following title, abstract, and full-text screening, 59 studies met the eligibility criteria and were included in the final synthesis. Data were extracted using a standardized protocol, critically appraised for methodological quality, and synthesized through thematic analysis. The review identified twelve major psychological determinants of student well-being: self-efficacy, academic resilience, learning motivation, self-regulated learning, emotional intelligence, academic engagement, social support, growth mindset, mindfulness, academic burnout, academic anxiety, and school connectedness. These determinants influence student well-being through interconnected mechanisms, including enhanced emotional regulation, improved academic adaptation, greater learning persistence, stronger interpersonal relationships, and reduced psychological distress. Academic resilience and social support consistently emerged as central factors linking multiple psychological processes. Overall, the findings indicate that student well-being is shaped by interacting psychological determinants rather than isolated factors, emphasizing the importance of integrated interventions that strengthen multiple protective psychological resources. Future research should employ longitudinal, experimental, and cross-cultural designs to validate these relationships across diverse educational contexts and populations.