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Cultivating Sustainable Learners: Investigating the Psychological, Behavioral, and Academic Dimensions...
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Cultivating Sustainable Learners: Investigating the Psychological, Behavioral, and Academic Dimensions of College Students

A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: closed (31 March 2025) | Viewed by 4726

Special Issue Editor

Dr. Bojan Obrenovic

E-Mail Website
Guest Editor
School of Economics and Management, Zagreb University, 10000 Zagreb, Croatia
Interests: work-family conflict; work-life balance; personnel
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The theme of cultivating sustainable mental health, behavioral strategies, and academic performance in college students has emerged as a pivotal area of research. This field explores the interplay of psychological resilience, behavioral adaptation, and academic success in shaping students who are not only academically adept but also sustainably healthy and mentally robust. The scientific foundation of this area intersects diverse disciplines, including psychology, education, and sociology, highlighting the multidimensional approach needed for nurturing balanced learners.

The significance of this research lies in its potential to shape future generations in ways that foster mental health sustainability as a core principle. By exploring how college students develop coping mechanisms, adapt to academic challenges, and integrate sustainable mental health practices, we gain insights into educational strategies that align with the growing need for mental well-being and academic resilience.

The aim of this Special Issue, " Cultivating Sustainable Learners: Investigating the Psychological, Behavioral, and Academic Dimensions of College Students", is to gather and disseminate innovative research on how educational institutions can foster students who are well equipped to face the challenges of mental health sustainability in academic settings. This Special Issue will closely align with the journal's scope of addressing contemporary educational challenges and innovations, with a particular focus on higher education.

We seek to bridge the theoretical knowledge and practical application of sustainable mental health concepts within the college context, providing a platform for interdisciplinary dialogue and idea exchange to develop effective educational practices.

Suggested themes for this Special Issue include (but are not limited to) the following:

  • Psychological resilience in college students: understanding how attitudes, beliefs, and mental health practices are formed and influence academic outcomes;
  • Behavioral strategies for sustainable mental health: examining factors that encourage students to adopt practices that support mental well-being;
  • Sustaining academic performance;
  • Impact of social support on mental health and performance;
  • Role of educational institutions in promoting mental health sustainability: case studies and evaluations of campus initiatives aimed at supporting student mental well-being;
  • Mental health, stress management, and academic success: exploring the interrelation between mental health practices and academic performance;
  • Technology and mental health in education: the role of digital tools and online platforms in supporting mental health awareness and practices among college students;
  • We eagerly anticipate contributions that will enrich our understanding and provide actionable insights into this crucial area of student development.

In this Special Issue, original research articles and reviews are welcome.

We look forward to receiving your contributions.

Dr. Bojan Obrenovic
Guest Editor

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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • psychological resilience
  • mental health of college students
  • academic performance
  • behavioral adaptation
  • educational well-being strategies

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

25 pages, 845 KiB  
Article
Mitigating Student Cynicism for Sustainable Academic Performance: University Identification and Academic Self-Efficacy
by Burcu Tosun and Fatih Çetin
Sustainability 2025, 17(10), 4263; https://doi.org/10.3390/su17104263 - 8 May 2025
Viewed by 511
Abstract
This study explores the complex relationships among student cynicism, student–university identification, academic self-efficacy, and academic performance within the context of Turkish higher education. Drawing on social identity and social cognitive theories, student cynicism is examined through four dimensions: academic, policy-related, institutional, and social. [...] Read more.
This study explores the complex relationships among student cynicism, student–university identification, academic self-efficacy, and academic performance within the context of Turkish higher education. Drawing on social identity and social cognitive theories, student cynicism is examined through four dimensions: academic, policy-related, institutional, and social. Survey data were collected from 630 university students in Ankara, Türkiye, using a cross-sectional design and self-reported measures. The results indicate that institutional cynicism is the strongest negative predictor of student–university identification, while academic cynicism shows a curvilinear (U-shaped) relationship with academic performance, suggesting that extreme cynicism may paradoxically be linked to modest performance rebounds. Contrary to expectations, student–university identification does not significantly predict academic performance, nor does it mediate the relationship between cynicism and performance. However, academic self-efficacy moderates the relationship between identification and performance, amplifying the benefits of identification for students with higher levels of self-efficacy. These findings offer culturally grounded insights into student disengagement and highlight the importance of fostering trust, transparency, and self-efficacy to support student well-being and academic resilience, key elements in advancing Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work and Economic Growth). Full article
(This article belongs to the Special Issue Cultivating Sustainable Learners: Investigating the Psychological, Behavioral, and Academic Dimensions of College Students)
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18 pages, 1056 KiB  
Article
Emotional Support as a Lifeline: Promoting the Sustainability of Quality of Life for College Students with Disabilities Facing Mental Health Disorders
by Mansour Alyahya, Ibrahim A. Elshaer, Alaa M. S. Azazz and Abu Elnasr E. Sobaih
Sustainability 2025, 17(4), 1625; https://doi.org/10.3390/su17041625 - 15 Feb 2025
Viewed by 1465
Abstract
Drawing on Social Support Theory, this research makes a new attempt to examine the moderating role of emotional support for students with disability in the link from mental health disorder to a sustained quality of life. Responses from 620 students with disabilities were [...] Read more.
Drawing on Social Support Theory, this research makes a new attempt to examine the moderating role of emotional support for students with disability in the link from mental health disorder to a sustained quality of life. Responses from 620 students with disabilities were analyzed with SEM analysis using Smart PLS. The results showed a direct negative impact of stress, depression, and anxiety on the QoL of disabled students. Additionally, the results confirmed a moderating role of emotional support in the link between stress, anxiety, and QoL among disabled students. This means that emotional support was able to mitigate the negative impact of both stress and anxiety on the QoL of disabled students. However, the results did not confirm the moderate role of depression in this relationship. This means that emotional support given to students with disabilities was not enough to mitigate the negative impact of depression on the sustained QoL of disabled students. It also means that there are other support structures and interventions needed to mitigate the negative impact of depression on the QoL among disabled students. Implications of the results are thus elaborated. Full article
(This article belongs to the Special Issue Cultivating Sustainable Learners: Investigating the Psychological, Behavioral, and Academic Dimensions of College Students)
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16 pages, 275 KiB  
Article
Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance
by Meihua Liu
Sustainability 2024, 16(13), 5395; https://doi.org/10.3390/su16135395 - 25 Jun 2024
Viewed by 2032
Abstract
As a critical component of second/foreign language learning, interpreting is both rewarding and highly anxiety-provoking. Yet, the review of the literature shows that studies on interpreting anxiety and other emotions are limited, and intervention studies on reducing interpreting anxiety and increasing confidence in [...] Read more.
As a critical component of second/foreign language learning, interpreting is both rewarding and highly anxiety-provoking. Yet, the review of the literature shows that studies on interpreting anxiety and other emotions are limited, and intervention studies on reducing interpreting anxiety and increasing confidence in interpreting are hardly available. This study employed a quasi-experimental design and explored the effects of technology-based practice on Chinese undergraduate English majors’ interpreting emotions and performance over a 12-week period. There were 44 students in the experimental group with technology-based practice and 46 were in the control group without technology-based practice from a university in Beijing. They took an interpreting test and answered an eight-item interpreting classroom anxiety scale, a nine-item interpreting classroom enjoyment scale, and a three-item interpreting self-efficacy scale prior to (phase 1) and after (phase 2) the intervention. The major findings were: (1) students in both groups became significantly less anxious and more joyful in the interpreting class, had significantly greater interpreting self-efficacy, and performed significantly better in the interpreting test in phase 2, (2) both groups started at a similar level in phase 1, and the experimental group reported a significantly lower interpreting classroom anxiety level, significantly greater interpreting self-efficacy, and higher interpreting test scores than the control group in phase 2, and (3) the learning modes significantly affected the participants’ interpreting classroom anxiety, self-efficacy, and performance. These findings indicate the effects of the intervention and hence enrich the current literature on interpreting emotions. The findings also highlight the importance of technology-based practice in enhancing students’ confidence, self-efficacy, and performance in interpreting, leading to sustainable development in interpreting competence. Full article
(This article belongs to the Special Issue Cultivating Sustainable Learners: Investigating the Psychological, Behavioral, and Academic Dimensions of College Students)
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