THE INDIRECT IMPACT: EVALUATING THE MEDIATING ROLE OF WELL-BEING IN THE RELATIONSHIP BETWEEN COMMUTE STRAIN AND ACADEMIC PERFORMANCE

ABSTRACTLong-distance commuting is a common challenge faced by college students, particularly in regionswhere access to nearby educational institutions is limited. Extended travel distance and time mayinfluence students’ physical and mental well-being, which can ultimately affect their academicperformance. This study aims to examine the impact of commuting on students’ well-being andacademic performance and to analyze the relationships among these factors using StructuralEquation Modeling (SEM). Primary data were collected from 512 college students through astructured questionnaire measuring commuting characteristics, well-being indicators, and academicperformance.The SEM results indicate that the model demonstrates an acceptable fit (CFI = 0.925, RMSEA =0.070, SRMR = 0.055). Commuting shows a strong and significant effect on students’ mental health(β = 0.711, p < 0.001), suggesting that longer travel is associated with increased stress, fatigue, andpoor health conditions. Mental health, in turn, has a significant positive effect on academicperformance (β = 0.737, p < 0.001). However, the direct effect of commuting on academicperformance is not statistically significant (β = 0.156, p > 0.05). These findings indicate thatcommuting influences academic performance indirectly through its impact on students’ mental health.The study highlights the importance of improving transportation facilities and providing institutionalsupport to enhance student well-being and academic outcomes.