Internal Psychological Factors Key to Student School Well-Being Beyond Physical Facilities

Ilustration by AI 

FORMOSA NEWS

A new systematic review from Universitas 17 Agustus 1945 reveals that student well-being at school (school well-being) is much more strongly driven by internal psychological factors—such as emotional intelligence, self-efficacy, and resilience—than by structural factors or physical school facilities alone.

Published in July 2026 in the Jurnal Multidisiplin Madani (MUDIMA), the study was conducted by Nur Muhammad Al Farabi, I Gusti Ayu Agung Noviekayati, and Suhadianto. The findings from this rigorous multi-country synthesis offer crucial insights for global education, proving that strengthening students' mental and emotional capacities serves as the true foundation for enhancing academic engagement while safeguarding against mental health struggles like anxiety and depression.

The Urgency of Psychological Well-Being in School Environments

School well-being reflects students' subjective satisfaction, positive affect, and meaningful engagement throughout their educational experience. When school well-being is low, students become increasingly vulnerable to stress, academic burnout, and declining educational performance.

Traditionally, educational reform efforts have heavily prioritized upgrading physical infrastructure or modifying curriculum loads. However, the research team from Universitas 17 Agustus 1945 highlights the necessity of understanding how students' internal psychological resources operate. Without a resilient mental foundation, modern school facilities alone cannot guarantee a fulfilling and healthy learning environment.

Research Methodology: A Systematic Synthesis Following PRISMA 2020 Standards

The research employed a Systematic Literature Review (SLR) methodology adhering to PRISMA 2020 international guidelines and evaluated methodological quality using the Joanna Briggs Institute (JBI) appraisal tools.

The authors performed systematic searches across three major scientific databases—ScienceDirect, PubMed, and ERIC—to retrieve empirical quantitative studies published between 2016 and 2026. Out of 1,264 identified records, 40 high-quality studies met all inclusion criteria. The synthesized research encompassed tens of thousands of participants ranging from primary school pupils to university students across more than 15 countries.

Key Findings: Core Psychological Predictors of Student Well-Being

Synthesizing data across the 40 empirical studies, the researchers identified seven core internal psychological factors that consistently and positively predict student well-being at school:

• Emotional Intelligence: The ability to understand and regulate emotions acts as a powerful predictor of higher life satisfaction and reduced academic stress.
• Self-Efficacy: Students' confidence in their academic capabilities increases trust in the school environment and significantly lowers dropout risk.
• Resilience: Psychological toughness serves as a primary protective buffer against school bullying and academic burnout.
• Intrinsic Motivation: An internal drive to learn consistently fosters positive emotions and active classroom participation.
• Emotion Regulation: Adaptive cognitive strategies, such as cognitive reappraisal, effectively cushion students against stress-induced anxiety.
• Growth Mindset: Believing that abilities can be developed directly boosts student flourishing, resilience, and overall psychological health.
• Gratitude: Gratitude-focused practices consistently decrease perceived stress and cultivate positive emotional experiences in school settings.

Additionally, the review found that perceived social support from teachers, peers, and parents plays a vital indirect role by working through these internal psychological pathways—specifically by building self-efficacy and a student's sense of belonging.

Policy Implications and Educational Impact

These findings provide a clear direction for public policy makers, school administrators, and educators. Integrating psychological skill-building programs—such as Social-Emotional Learning (SEL), resilience training, and mindfulness practices—should be prioritized within mainstream school curricula.

Nur Muhammad Al Farabi and his colleagues at Universitas 17 Agustus 1945 emphasize the importance of training educators in autonomy-supportive and emotionally accessible communication. This approach offers a highly cost-effective intervention to alleviate academic anxiety and foster positive, self-reinforcing cycles across the educational ecosystem.

Author Profiles

This study was authored by an academic research team from Universitas 17 Agustus 1945, Indonesia:

• Nur Muhammad Al Farabi, S.Psi. (Corresponding Author) – Researcher specializing in Educational Psychology and Student Mental Health, Universitas 17 Agustus 1945 (Email: nurmuhammadalfarabi27@gmail.com).
• Dr. I Gusti Ayu Agung Noviekayati, M.Si., Psychologist – Senior lecturer and researcher in the Faculty of Psychology at Universitas 17 Agustus 1945, with expertise in clinical psychology and psychological interventions.
• Suhadianto, S.Psi., M.Psi., Psychologist – Lecturer and academic at Universitas 17 Agustus 1945 focusing on developmental psychology, cognitive processes, and research methodology.

Research Source

Article Title: Psychological Factors Influencing School Well-Being: A Systematic Review
Journal: Jurnal Multidisiplin Madani (MUDIMA)
Publication Year: 2026 (Vol. 6, No. 7, pp. 975–987)
DOI: https://doi.org/10.55927/mudima.v6i7.100

URL : https://journalmudima.my.id/index.php/mudima