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Education Sciences
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Stress Management and Student Well-Being
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Stress Management and Student Well-Being

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (31 December 2024) | Viewed by 25050

Special Issue Editors

Dr. Valerie Sotardi

E-Mail Website
Guest Editor
School of Educational Studies, University of Canterbury, Christchurch 8041, New Zealand
Interests: youth mental health; coping strategies; wellbeing
Dr. Jinjing Fang

E-Mail Website
Guest Editor
School of Educational Studies, University of Canterbury, Christchurch 8041, New Zealand
Interests: motivation; emotion; stress management; student wellbeing
Dr. Xin Ren

E-Mail Website
Guest Editor
School of Educational Studies, University of Canterbury, Christchurch 8041, New Zealand
Interests: stress and coping; academic emotions; burnout; learning environment; students’ wellbeing

Special Issue Information

Dear Colleagues,

The international education landscape, spanning from early childhood to post-secondary institutions, has witnessed a surge in the prevalence of stress and mental health challenges among students. Historically, academic pressures, psychosocial dynamics, and transitional phases have been recognized as inherent stressors in the educational journey. However, with the advent of technology, changing societal expectations, and global challenges, students today face a multifaceted array of stressors that can significantly impact their mental health and overall wellbeing. The importance of this research area lies in its potential to shape educational policies, pedagogical approaches, and institutional support systems. By understanding the nuances of student stress and mental health, educators and policymakers can foster environments that prioritize not only academic excellence but also the holistic wellbeing of students.

The primary aim of this Special Issue is to better understand the complexities of student stress management and mental health across various educational stages, from early childhood to post-secondary settings. We seek to identify the myriad stressors students encounter, the coping mechanisms they (attempt to) employ, and the pivotal role that educators and institutions play in facilitating effective stress management strategies.

Original research articles and review are welcome. These may include (but are not limited to):

  • The evolving nature of stressors in the educational realm;
  • The interplay between individual coping strategies and institutional support;
  • The role of educators in recognizing, addressing, and mitigating student stress;
  • Best practices and interventions that promote mental health and resilience among students.

Themes include:

  • Types of student stress: understanding the nature of stress experienced by students, including everyday micro-stressors to life events;
  • Digital age and student wellbeing: the impact of technology, social media, and online learning on student mental health;
  • Transition-induced stress: challenges faced during transitions, such as from primary to secondary education or from high school to college;
  • Role of educators: pedagogical strategies, training, and awareness initiatives for teachers to support student wellbeing;
  • Cultural and societal influences: the role of societal expectations, peer pressures, and cultural norms in shaping student stress;
  • Innovative coping strategies: exploring both traditional and novel approaches students adopt to manage stress.

Dr. Valerie Ann Sotardi
Dr. Jinjing Fang
Dr. Xin Ren
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • stress
  • coping strategies
  • mental health
  • wellbeing
  • students

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Published Papers (13 papers)

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26 pages, 1768 KiB  
Article
Managing Stress During Long-Term Internships: What Coping Strategies Matter and Can a Workbook Help?
by Hanna-Sophie Homann and Timo Ehmke
Educ. Sci. 2025, 15(5), 532; https://doi.org/10.3390/educsci15050532 (registering DOI) - 25 Apr 2025
Viewed by 97
Abstract
The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote [...] Read more.
The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote them. This study examines pre-service teachers’ coping strategies during a long-term internship and evaluates a low-threshold intervention to enhance stress management and self-care. Three seminar groups were randomly assigned to the experimental group (n = 54), while the remainder formed the control group (n = 119). The experimental group received a self-directed workbook at the start of their internship and three brief face-to-face sessions during accompanying seminars. The workbook modules and seminars guided the pre-service teachers in identifying stressors, developing coping skills, and utilizing personal resources. Data were collected before and after the 18-week internship, measuring well-being, internship-related stressors, and coping strategies. Structural equation modeling showed that positive self-instruction and rumination significantly predicted well-being at the internship’s end, reducing or increasing stress from the internship. Despite the positive response of the pre-service teachers, the workbook did not have an impact. However, the results provide clear implications for the design of future interventions in this area. This study highlights the need for universities to integrate stress management into their curricula. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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22 pages, 333 KiB  
Article
Can Social Support Protect the Mental Health of College Students Who Experienced Bullying in High School?
by Reagan S. Breitenstein, Sandra G. Gagnon, Rose Mary Webb, Emie Choquette, India Horn, Mollie Bollinger, Mary Margaret Watson, Kellie Honeycutt, Casey Jo Gough and Pamela Kidder-Ashley
Educ. Sci. 2025, 15(3), 388; https://doi.org/10.3390/educsci15030388 - 20 Mar 2025
Viewed by 587
Abstract
Transitioning from high school to college can be challenging and put young adults at risk for problematic mental health, particularly for those with bullying victimization histories. Bullying detrimentally impacts psychological well-being and mental health, both concurrently and in the future. Social support positively [...] Read more.
Transitioning from high school to college can be challenging and put young adults at risk for problematic mental health, particularly for those with bullying victimization histories. Bullying detrimentally impacts psychological well-being and mental health, both concurrently and in the future. Social support positively influences college students’ emotional, social, and academic performance. However, few studies have examined the extent to which different types of bullying, as well as different sources of social support, may interact to predict mental health symptoms. Further, few studies examine associations between bullying victimization and mental health symptoms across the transition from high school to college. We examined three sources of social support (and their composite) measured during college as moderators between high school bullying victimization (traditional, cyberbullying) and college mental health (anxiety, depressive symptoms) in a sample of young adults from the Southeast United States (n = 329). Thus, we hypothesized that social support may protect college students from the harmful effects of bullying on mental health. Multivariate linear regressions revealed that higher levels of both traditional and cyberbullying during high school predicted worse mental health during college, and higher levels of social support in college predicted better concurrent mental health. However, social support did not moderate links between either type of bullying victimization in high school and mental health in college. Our findings provide evidence for institutions and educators regarding the importance of fostering social support (e.g., developing new friendships, maintaining existing support systems with close family or friends) for young adults as they transition to college. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
18 pages, 287 KiB  
Article
Exploring Academic Stress and Coping Experiences Among University Students During the COVID-19 Pandemic
by Xin Ren, Valerie A. Sotardi and Cheryl Brown
Educ. Sci. 2025, 15(3), 314; https://doi.org/10.3390/educsci15030314 - 4 Mar 2025
Viewed by 2423
Abstract
The COVID-19 pandemic has significantly impacted and disrupted higher education worldwide, creating unprecedented challenges for university students. In New Zealand, universities operated under varying pandemic restrictions, requiring students to frequently transition between online and in-person learning. This distinctive context provides a valuable opportunity [...] Read more.
The COVID-19 pandemic has significantly impacted and disrupted higher education worldwide, creating unprecedented challenges for university students. In New Zealand, universities operated under varying pandemic restrictions, requiring students to frequently transition between online and in-person learning. This distinctive context provides a valuable opportunity to examine students’ academic stress and coping strategies during these transitions. Grounded in the transactional model of Stress–Appraisal–Coping, this research investigates sources of academic stress, coping strategies, and their effectiveness among university students during the pandemic. A mixed-methods approach was employed, with 193 university students completing an online survey incorporating qualitative and quantitative components. The thematic analysis results indicate eight major sources of academic-related stress and three types of coping strategies. Hierarchical regression analysis revealed that proactive and assistance-seeking strategies were associated with effective stress management, while avoidant strategies were linked to poorer outcomes. However, the study is limited by a low response rate (39.68%), which may affect the generalisability of findings. The results underscore the importance of fostering adaptive coping mechanisms in university settings and highlight the need for targeted institutional support to enhance student wellbeing and resilience in the post-pandemic academic landscape. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
20 pages, 251 KiB  
Article
Postgraduate Psychology Students’ Perceptions of Mental Wellbeing and Mental Health Literacy: A Preliminary Mixed-Method Case Study
by Helen Payne and Kristen Leslie
Educ. Sci. 2025, 15(3), 311; https://doi.org/10.3390/educsci15030311 - 3 Mar 2025
Viewed by 691
Abstract
This preliminary study aimed to explore postgraduate students’ perceptions of mental wellbeing and mental health literacy at a university in the East of England. Due to government widening participation initiatives, more students from minority groups are attending universities, most of which have expanded [...] Read more.
This preliminary study aimed to explore postgraduate students’ perceptions of mental wellbeing and mental health literacy at a university in the East of England. Due to government widening participation initiatives, more students from minority groups are attending universities, most of which have expanded their wellbeing support offers to students through dedicated Student Wellbeing Services and student success teams. This study employed mixed methods with two stages. The first stage, quantitative data collection, employed an online survey (designed by the first author), analysed by Qualtrics with resulting data used to select themes for the second stage, a focus group discussion, analysed by inductive thematic analysis. Five themes and eight sub-themes were identified: 1. Expectations: The university and students. 2. Judgement: Personal perceptions and mental health stigma. 3. Stress: University disorganisation and how stress feels. 4. International Students: Difficulties with studying and healthcare. 5. The National Health Service. The data shed further light on students’ levels of understanding of mental wellbeing (mental health literacy), providing important information for HE policymaking on students’ expectations of support for mental wellbeing. Participants advocated for more promotion of real student experiences of dealing with mental health issues and clearer signposting of support services to further tackle stigma. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
20 pages, 313 KiB  
Article
The Impact of a Peer Support Program on the Social and Emotional Wellbeing of Postgraduate Health Students During COVID-19: A Qualitative Study
by Jinal Shashin Parmar, Poshan Thapa, Sowbhagya Micheal, Tinashe Dune, David Lim, Stewart Alford, Sabuj Kanti Mistry and Amit Arora
Educ. Sci. 2025, 15(3), 273; https://doi.org/10.3390/educsci15030273 - 21 Feb 2025
Viewed by 2025
Abstract
Peer support is a widely adopted strategy in higher education, facilitating student engagement in socially safe groups to enhance knowledge and social skills. While its benefits are recognized during in-person education, evidence supporting these benefits in an online format of study, especially among [...] Read more.
Peer support is a widely adopted strategy in higher education, facilitating student engagement in socially safe groups to enhance knowledge and social skills. While its benefits are recognized during in-person education, evidence supporting these benefits in an online format of study, especially among postgraduate health students, remains scarce. This study explored the impact of a peersupport program on the social and emotional well-being of postgraduate health students who were studying online during the COVID-19 pandemic. Peer support groups were implemented for a mixed group of local and international students enrolled in a postgraduate health subject delivered online in 2021 at Western Sydney University, Australia. Data were collected using four focus group discussions conducted via Zoom, transcribed verbatim, translated (as required), and analyzed through inductive thematic analysis. Three major themes were identified: (i) emotional well-being and social support; (ii) social interactions and forming friendships; and (iii) facilitators and barriers to engagement. This study highlights the positive impact of the peer support program in enhancing social and emotional well-being among post-graduate health students, with most being international students. Despite the challenges posed by online learning during COVID-19, students experienced significant social, emotional, and cultural benefits from participating in the peer support program. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
13 pages, 245 KiB  
Article
The Reciprocal Relationship Between Vocational Indecision and Academic Stress, and How to Cope with It Through Resilience
by Raquel Flores-Buils and Rosa Mateu-Pérez
Educ. Sci. 2025, 15(2), 222; https://doi.org/10.3390/educsci15020222 - 11 Feb 2025
Viewed by 1027
Abstract
Vocational indecision refers to the difficulty students face when making decisions about their future careers. It can increase academic stress due to the pressure adolescents feel when having to make important decisions. Resilience is a crucial skill for coping with and adapting to [...] Read more.
Vocational indecision refers to the difficulty students face when making decisions about their future careers. It can increase academic stress due to the pressure adolescents feel when having to make important decisions. Resilience is a crucial skill for coping with and adapting to these challenges and stressful situations. This study aims to analyse the relationship between different dimensions of academic stress and vocational indecision, including the influence of resilience factors. This study included 345 students in their final year of compulsory secondary education who completed a Resilience Scale, an Academic Stress Inventory, and a Vocational Indecision questionnaire. The findings indicate that the vocational indecision variables most related to academic stress are information-seeking and psycho-emotionality. The stress symptoms dimension (concentration problems and anxiety) best explains vocational indecision. Persistence, tenacity, and self-efficacy are resilience variables that significantly explain both academic stress and vocational indecision. The reciprocal relationship between vocational indecision and academic stress highlights how uncertainty about the future can increase pressure in school. Resilience helps adolescents face these challenges by developing coping strategies and maintaining a positive attitude. An integrated program is proposed for secondary education to improve vocational decision-making, reduce academic stress, and foster resilience in students. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
25 pages, 654 KiB  
Article
Examining the Association of Personality Traits and Grit on Greek Students’ Wellbeing in Higher Education
by Eirene Katsarou and Paraskevi Chatzipanagiotou
Educ. Sci. 2025, 15(1), 57; https://doi.org/10.3390/educsci15010057 - 8 Jan 2025
Viewed by 1137
Abstract
University student wellbeing, viewed as a crucial factor for academic achievement, has become a significant concern for educational systems worldwide due to the growing incidence of students with increased stress and emotional health problems. Adopting a cross-sectional research design, this study seeks to [...] Read more.
University student wellbeing, viewed as a crucial factor for academic achievement, has become a significant concern for educational systems worldwide due to the growing incidence of students with increased stress and emotional health problems. Adopting a cross-sectional research design, this study seeks to explore undergraduate students’ academic wellbeing within a Greek academic context by identifying profiles of academic wellbeing as reported by participants in our sample, examine the extent to which these profiles differ by their demographic characteristics, personality traits, and grit, and determine the effects of the big five personality traits and grit on student wellbeing. Data were collected using a convenience sampling method with 206 first-year Greek undergraduate students majoring in Agriculture and Forestry completing an online survey questionnaire. Cluster analysis revealed three distinct academic wellbeing profiles, i.e., low (‘the overwhelmed’), medium (‘the balanced’), and high (‘the resilient’), that statistically differed by gender, age, field of academic studies, grit level, and personality traits. No statistically significant association was found between overall student wellbeing, self-reported grit levels, and personality traits. However, stepwise multiple regression results showed that the grit subscale of consistency of interests negatively predicts certain aspects of student wellbeing outcomes leading to a decline in self-reported levels of wellbeing and increasing levels of negative emotions and meaninglessness. This study further discusses potential initiatives and interventions adopted to enhance student wellbeing in higher education. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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13 pages, 778 KiB  
Article
Influence of Self-Efficacy, Anxiety and Psychological Well-Being on Academic Engagement During University Education
by Emilio Jesús Lizarte Simón, José Gijón Puerta, María Carmen Galván Malagón and Meriem Khaled Gijón
Educ. Sci. 2024, 14(12), 1367; https://doi.org/10.3390/educsci14121367 - 13 Dec 2024
Cited by 6 | Viewed by 3104
Abstract
For many students, the start of a university course is a positive experience, as it is a challenge that involves academic commitment and the achievement of a university degree. However, for other students, access to university becomes a stressful experience that manifests itself [...] Read more.
For many students, the start of a university course is a positive experience, as it is a challenge that involves academic commitment and the achievement of a university degree. However, for other students, access to university becomes a stressful experience that manifests itself in signs of anxiety. Previous studies have shown the influence of high levels of anxiety on the degree of academic engagement for good study performance, with positive or negative moderators such as psychological well-being or self-efficacy. The overall aim of this study is to analyse self-efficacy and psychological well-being as moderators between anxiety and academic engagement, as well as the relationships between the variables. In the present study, 751 first-year students of the Faculty of Education Sciences of the University of Granada (Spain), of whom 90.7% are women and 9.3% are men, all aged between 18 and 47 years old (M = 21.05, SD = 3.57), completed the Utrecht Work Engagement Scale-Student questionnaires (UWES-S), Maslach Burnout Inventory-Student Survey (MBI-SS), State–Trait Anxiety Inventory (STAI) and Psychological Well-being Scale. The correlations between scales were studied using Pearson’s correlation coefficient. To assess the moderating effect of self-efficacy and psychological well-being on the relationship between anxiety and academic engagement, structural equations were used with the maximum likelihood method. In relation to the analysis carried out, the findings show the importance of self-efficacy and psychological well-being as moderators between anxiety and academic engagement. Self-efficacy showed a moderating effect on the relationship between anxiety and academic engagement, so the interaction between anxiety and self-efficacy meant that in situations of high anxiety and high efficacy, academic engagement was virtually unaffected. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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11 pages, 466 KiB  
Article
An Exploration of the Relationships between Emotional Well-Being, Learning Behaviour, and Academic Success in Postgraduate Students Who Combine Work with Study
by Susan Geertshuis and Qian Liu
Educ. Sci. 2024, 14(8), 868; https://doi.org/10.3390/educsci14080868 - 9 Aug 2024
Viewed by 2166
Abstract
There is a growing demand for advanced education from mature learners who seek postgraduate qualifications whilst maintaining career and family responsibilities, but recent research has identified concerns regarding their well-being. This study assesses students’ emotional well-being and examines how well-being is associated with [...] Read more.
There is a growing demand for advanced education from mature learners who seek postgraduate qualifications whilst maintaining career and family responsibilities, but recent research has identified concerns regarding their well-being. This study assesses students’ emotional well-being and examines how well-being is associated with the way students learn and the grades they receive. In a survey of 206 part-time postgraduate students who worked for 30 or more hours a week, we assessed activated aspects of affective well-being (in the form of self-reported anxiety and enthusiasm), learning behaviour, and grades. We observed positive relationships between anxiety, enthusiasm, and learning behaviour and grades. Our results suggest that learning behaviour mediates the relationship between positively activated well-being (enthusiasm) and grades and that negatively activated emotional well-being (anxiety) moderates the effect of lifelong learning on grades. The implications for theory and practice are discussed. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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13 pages, 264 KiB  
Article
Is Intrinsic Motivation Related to Lower Stress among University Students? Relationships between Motivation for Enrolling in a Study Program, Stress, and Coping Strategies
by Sandra Schladitz, Daniel Rölle and Marie Drüge
Educ. Sci. 2024, 14(8), 851; https://doi.org/10.3390/educsci14080851 - 6 Aug 2024
Cited by 2 | Viewed by 5751
Abstract
Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress, in part resulting from the vast number of subjects to choose from. Research has shown positive associations between intrinsic motivation and student well-being. Considering the [...] Read more.
Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress, in part resulting from the vast number of subjects to choose from. Research has shown positive associations between intrinsic motivation and student well-being. Considering the detrimental roles that students’ stress and possibly dysfunctional coping strategies can play regarding general well-being, we investigate relationships between these constructs. Motivation for enrollment in a study program was analyzed in n = 201 first- and higher-semester students with regard to different facets of motivation. Part of the freshmen sample (n = 40) completed an additional follow-up survey in their second semester, expanding on stress and coping strategies. Cross-sectional results showed different patterns of intercorrelation among the motivational facets, but no significant differences between first- and higher-semester students. Longitudinally, only motivation based on social influences decreased over the course of the first semester. Motivation did not prove to be a suitable predictor for retrospectively judged stress during the first semester, but intrinsic motivation, especially, showed encouraging connections to some coping strategies. The findings can be used to improve student well-being and reduce dropout rates, as well as to design suitable marketing strategies for universities. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
11 pages, 221 KiB  
Article
Perceived Unfairness in University Settings: Findings from a Qualitative Study among Students in Germany
by Raphael M. Herr, Veronika M. Deyerl, Katharina Rathmann and Katharina Diehl
Educ. Sci. 2024, 14(8), 827; https://doi.org/10.3390/educsci14080827 - 30 Jul 2024
Cited by 2 | Viewed by 1577
Abstract
In universities, perceived unfairness is associated with negative outcomes, such as dissatisfaction, lower engagement, higher drop-out and stress, and poorer mental health. It is, however, still unclear which aspects constitute perceived unfairness in students. Therefore, this qualitative study explored students’ perceptions of unfairness [...] Read more.
In universities, perceived unfairness is associated with negative outcomes, such as dissatisfaction, lower engagement, higher drop-out and stress, and poorer mental health. It is, however, still unclear which aspects constitute perceived unfairness in students. Therefore, this qualitative study explored students’ perceptions of unfairness with twenty semi-structured interviews. The interviews were audiotaped, transcribed verbatim, and analyzed following Mayring’s qualitative content analysis. A set of main codes and subcodes was developed and refined. The identified sources of unfairness can be summarized as organizational aspects, such as the registration and administration processes, the treatment of students, including the behavioural patterns of lecturers and university staff, and the individual situation of students. This study identified different sources of perceived unfairness in the university setting, potentially related to less engagement, higher drop-out rates, and worse mental health of the students. To keep students engaged and healthy, it seems beneficial to address the sources of unfairness. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
18 pages, 870 KiB  
Article
Exploring Students’ Experiences with Mindfulness Meditations in a First-Year General Engineering Course
by Larkin Martini, Mark Vincent Huerta, Jazmin Jurkiewicz, Brian Chan and Diana Bairaktarova
Educ. Sci. 2024, 14(6), 584; https://doi.org/10.3390/educsci14060584 - 29 May 2024
Cited by 1 | Viewed by 1348
Abstract
With growing mental health concerns among college students, they need to effectively develop skills to alleviate stress amidst the demands of university life. Teaching mindfulness skills to engineering students early in their programs, such as during introductory courses, may provide students with the [...] Read more.
With growing mental health concerns among college students, they need to effectively develop skills to alleviate stress amidst the demands of university life. Teaching mindfulness skills to engineering students early in their programs, such as during introductory courses, may provide students with the tools they need to effectively cope with academic stressors, support well-being, and mitigate mental health concerns. This study aimed to understand the variation in experiences of engineering students who participated in weekly mindfulness meditation during a first-year cornerstone engineering course. This study used a thematic analysis approach to analyze students’ in-class, weekly reflections from eight meditation exercises across two course sections. The frequency of codes and themes were then analyzed across meditation types to identify trends in student experiences. Our results show that the most common student experience from engaging in mindfulness meditation was feeling less stressed, calmer, and more relaxed. Other positive experiences include feeling more energized and focused. Some students, however, did report some negative experiences, such as distress and tiredness. The Dynamic Breathing exercise, in particular, showed higher rates of negative experiences than other meditation types. The results also demonstrate that different types of meditations produce different student experiences. Meditation exercises with open monitoring components showed higher rates of insight/awareness and difficulty focusing attention than focused attention meditations. These findings indicate that utilizing weekly mindfulness exercises in introductory engineering courses can benefit students’ overall mental health and well-being when adequately implemented. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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25 pages, 674 KiB  
Systematic Review
Systematic Review of the Literature on Interventions to Improve Self-Regulation of Learning in First-Year University Students
by David Simón-Grábalos, David Fonseca, Marian Aláez, Susana Romero-Yesa and Carlos Fresneda-Portillo
Educ. Sci. 2025, 15(3), 372; https://doi.org/10.3390/educsci15030372 - 17 Mar 2025
Viewed by 515
Abstract
Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method [...] Read more.
Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method to identify and analyze interventions to improve SRL in first-year undergraduate students. The interventions analyzed addressed student learning, classroom management by teachers, evaluation processes, and administrative management. Additionally, the need for a holistic and continuous approach was identified, covering cognitive, metacognitive, motivational, behavioral, and affective dimensions. The combination of self-perception questionnaires and academic grades was the most used strategy to measure intervention effectiveness. These findings emphasize the importance of adapting interventions to specific contexts and ensuring their continuity to maximize the impact on the development of students’ self-regulated learning. The results reveal a high heterogeneity in the approaches applied, highlighting the most effective techniques as follows: specialized workshops, the use of virtual tools, and group and individual tutoring. Intracurricular interventions, integrated within course content and led by the faculty, demonstrated greater success by embedding SRL strategies into the teaching–learning process. In contrast, extracurricular interventions, conducted by tutors or academic advisors, faced challenges related to student motivation and participation. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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