Academic well-being is often examined as an individual condition or support need, but less is known about how students construct well-being during transition into demanding pedagogical environments. This qualitative study explores how first-semester students in a Danish Problem-Based Learning (PBL) university understood and sustained academic well-being. Semi-structured interviews with 17 students from health-related and engineering/technology-related programs were analyzed using reflexive thematic analysis. The findings show that academic well-being was experienced as transition work: students made academic demands meaningful through relevance and purpose, developed confidence through emerging competence, negotiated support and vulnerability in teamwork, and managed autonomy within pedagogical and institutional structures. The study contributes to higher education research by showing how academic well-being emerges through interactions among intrapersonal resources, peer collaboration, and learning environments. It argues that transition support in PBL contexts should scaffold autonomy, collaboration, belonging, and academic meaning-making rather than treating well-being as an individual student responsibility alone.
This dissertation explored how participation in a flexible blended learning (FBL) program relates to high school students’ sense of well-being, as defined by self-determination theory (SDT). SDT suggests that fulfilling three basic psychological needs is considered essential for well-being and optimal functioning. Usin...
Online higher education places greater demands on students’ self-regulation while making instructional support increasingly dependent on digitally mediated interaction. Although teacher–student interaction has been associated with self-regulated learning (SRL), less is known about how interaction becomes incorporat...
Zhi-Wei Chen, Zhi-Xin Liao· Frontiers in Psychology· 0 citations
Background Project-based learning (PBL) has been widely adopted in higher education, including Chinese universities, to promote active, interdisciplinary, and applied learning. Yet sustaining deep student engagement in demanding project environments remains a challenge, and existing research has largely examined instru...
Sun-Fa Liu, Bing-Li Gong· Frontiers in Psychology· 0 citations
Findings suggest that student-facing learning analytics, when embedded within institutional virtual classrooms, may be associated with higher perceived support for self-regulatory processes across all three phases of the model, positioning students as active agents in interpreting their own learning data rather than pa...
K. Lobos, Rubia Cobo-Rendón, César Mora et al.· Frontiers in Psychology· 0 citations
INTRODUCTION
While peer assessment in Team-Based Learning is intended to foster students' academic skills and core competencies, implementation often falls short of meeting these goals. Because students' engagement is shaped by their beliefs and motivation, this research explored how they perceive and engage with peer...
Elda Maria Stafuzza Gonçalves Pires, Hans Savelberg, S. N. E. Meeuwissen· Medical Education· 0 citations
Background. Attrition from STEM programs remains a persistent challenge for universities globally. To better support student success and socio-academic integration, universities have developed a range of curricular and co-curricular resources. Much emphasis has been placed on the benefits of these resources; however, l...
Clayton M. Mazur, O. Førland, R. Gya et al.· Education sciences· 0 citations
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