Modeling mathematical well-being among undergraduates: An exploratory study in Mainland China

• Undergraduate students demonstrated limited satisfaction with their mathematical well-being. • Developed a comprehensive questionnaire and model to conceptualize undergraduate students’ mathematical well-being. • Highlighted the critical role of external resources in influencing students’ well-being. • Emphasized the difference between mathematical and general well-being. Undergraduate students are at a pivotal stage of transition between high school and society, during which their well-being plays a critical role in shaping their personal and academic development. Mathematics is a fundamental subject in which students frequently face challenges, such as high failure rates, and this can negatively impact their confidence, motivation, and overall well-being. While research on undergraduate students’ well-being in mathematics remains scarce, there is currently no standardized framework for assessing their mathematical well-being. Addressing this emerging need, this study developed a conceptual model of undergraduate students’ mathematical well-being, grounded in data collected in China and a validated well-being scale. Through exploratory and confirmatory factor analyses, a robust four-factor model was constructed. The results showed that there is one objective and three subjective factors jointly affecting undergraduate students’ mathematical well-being. Furthermore, the students’ mathematical well-being model also suggests a difference between their mathematical and general well-being. This study highlights the importance of studying undergraduate students’ mathematical well-being and provides a critical framework for its evaluation, offering theoretical insights into how mathematical well-being shapes students’ academic trajectories and career interests.