Experience Academic Wellbeing Index as Predictor of Psychological Wellbeing and Flourishing

Background: The correlation between academic performance and educational support environments is crucial for student wellbeing, as highlighted by recent educational reports. Aims: This study introduces and validates the Experience of Academic Wellbeing Index (EAWI), designed to assess three dimensions of academic experience: presage (personal and contextual regulation), process (regulation in the teaching–learning process) and product (physical and psychological health). Additionally, the predictive relationship with psychological wellbeing and flourishing was tested. Sample: The sample consisted of 565 university students aged 18–25 from various disciplines, providing a broad base for analysis. Methods: Employing an ex post facto design, participants completed three validated instruments over 3 months and two inventories on psychological wellbeing and flourishing at the end. Structural validity, reliability and predictive analyses (ANOVA and MANOVA) were conducted. Results: The EAWI proved to be a reliable psychoeducational construct, significantly predicting psychological wellbeing and flourishing amongst students. It effectively measured the intended variables, confirming its structural validity. Conclusions: The EAWI is applicable in university settings for assessing and enhancing student academic wellbeing. Its effectiveness in diverse educational contexts warrants further investigation.