Assessing The Relationship Among Academic Engagement, Well-being, And Mental Health: Featuring University Students Seeking Support at a Counseling Facility

Abstract Given the high prevalence of psychological distress and mental health conditions within higher education contexts, identifying potential factors fostering university students’ well-being may be pertinent. Academic engagement (AE) appears to play a key role in supporting mental health and buffering psychological issues. This study addressed the association between AE, well-being, and mental health among university students, by focusing on a specific vulnerable sub-population: those who seek support at a university counseling facility. The main objectives were to identify distinct patterns of AE, to examine differences among these patterns, and to explore how they are associated with various psychological well-being and mental health outcomes. Data were collected from 650 students ( M = 23.9; SD = 3.2) attending the counseling facility. Standardized questionnaires were used to measure AE, anxiety, depression, emotion regulation, and psychological distress. Three distinct patterns of academic engagement were identified through a clustering process: Low AE pattern, Moderate AE pattern, and High AE pattern. Multivariate statistical analyses were conducted to examine the associations between these patterns and various well-being and mental health outcomes. Results indicated significant associations between higher levels of academic engagement and improved psychological well-being. Conversely, lower engagement was associated with more severe psychological symptoms and distress. These findings suggest that students’ AE should be considered as an integral component of counseling interventions. By highlighting the connection between AE and mental health, this study provides insights for designing effective strategies tailored on students’ needs, enhancing mental health and favoring a supportive educational environment.