Abstract

Maintaining the well-being of university students is crucial for their success both academically and in the labor market. Therefore, the aim of our study was to investigate the factors influencing psychological well-being and its impact on academic performance, using a structural equation model. We conducted an empirical analysis of the instrument’s reliability and validity with a sample of 248 university students from two universities, of whom 75.5 percent were women, aged between 18 and 40 years old. After performing exploratory and confirmatory factor analyses, as well as item analysis and assessing the internal consistency of the scale, the results suggest that the reliability and validity of the Questionnaire on University Students’ well-being are satisfactory. We examined and evaluated a theoretical-conceptual framework using structural equation modeling. Subsequent analyses using structural equation modeling provided moderate support for the hypothesized model. Regression results indicated that loneliness adversely affects both students’ psychological well-being and academic performance. Conversely, we anticipated that a higher level of resilience would positively impact psychological well-being, thereby enhancing academic achievement. Additionally, heightened levels of stress were expected to negatively affect students’ psychological well-being, consequently leading to a decrease in academic achievement.