Understanding academic satisfaction among generation Z: the role of mental wellbeing and institutional equity

The study focuses on the analysis of factors influencing the satisfaction of Generation Z students with the university environment, particularly in the areas of interpersonal relationships, mental well-being, and the perception of inclusiveness. The aim of the research was to examine how Generation Z students perceive the quality of interpersonal relationships and inclusive conditions at the university, and how these dimensions affect their satisfaction with the academic and support environment. The research sample consisted of 277 respondents from Alexander Dubček University of Trenčín. Based on data from a questionnaire survey and subsequent multiple linear regression analysis, two models were tested. In the first model, a statistically significant impact of the perceived quality of relationships with teachers and the university’s care for mental health on students’ satisfaction with the accessibility of instructors was demonstrated. In the second model, satisfaction with the support system for students with specific needs was significantly influenced by the perception of equal opportunities, while the subjective importance of inclusion proved to be a less convincing predictor. However, the combination of both variables increases the explanatory power of the model. The findings point to the need to systematically strengthen the interpersonal competencies of teachers, develop programs to support mental well-being, and translate inclusive values into visible measures. Universities that actively support relationships, equality, and mental well-being create more favorable conditions for the academic development of students.