Diana Rahmasari, Mutimmatul Faidah, Wiryo Nuryono, Aghus Sifaq, Charli Sitinjak
Student well-being has become a central issue in higher education as universities confront rising concerns about academic stress, mental health, and student resilience. While well-being is often linked to external supports such as campus climate or lecturer recognition, less attention has been given to balancing internal psychological resources and extrinsic conditions, particularly in non-Western contexts. This study sought to validate a multidimensional model of student well-being and to test the hypothesis that intrinsic factors exert a stronger influence on overall well-being than extrinsic factors. A cross-sectional survey was conducted with Indonesian undergraduates using a 17-item instrument adapted to the academic context. The scale encompassed intrinsic dimensions such as autonomy, responsibility, and perceived achievement, as well as extrinsic dimensions such as time management, campus environment, and lecturer recognition. Items were rated on a 5-point Likert scale. Data were analyzed using confirmatory factor analysis (CFA) to evaluate the measurement model, establish construct validity, and assess reliability through composite reliability (CR) and average variance extracted (AVE). The results supported the hypothesized structure. Intrinsic factors demonstrated consistently stronger loadings and more robust associations with overall well-being than extrinsic factors. Notably, two extrinsic indicators—fairness in evaluation and faculty appreciation failed to meet statistical thresholds and were removed during model refinement. This suggests that external conditions, while relevant, function primarily as enabling supports rather than as central determinants of well-being. The findings highlight the primacy of internal psychological resources in sustaining student well-being and academic functioning. By positioning well-being as both a driver and an outcome of learning, the validated model provides a foundation for proactive institutional strategies. Universities are encouraged to design interventions that cultivate responsibility, autonomy, and a sense of achievement, thereby fostering sustainable resilience and long-term academic success. © The Author(s) 2025.
Faculty of Psychology, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia; S1 Cosmetology Education, Faculty of Engineering, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia; Department of Non-Formal Education, Faculty of Education, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia; Department of Sport Management, Faculty of Sport Science and Health, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia; Psychology Department, Faculty of Humanities, Bina Nusantara University, Jakarta, 11480, Indonesia
