Assessing well-being of university students and evaluation of its determinants

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BackgroundOur study aimed to examine the well-being of students studying at the three (non-medical) faculties of Semmelweis University Budapest, to analyse the relationships between well-being, stress, emotional support, sleep patterns, sport, and further variables like smoking, consumption of sleeping pills, sedatives, psychoactive agents, energy drinks, and exam anxiety.MethodsIn our cross-sectional study, we asked 561 students of the Semmelweis University of Budapest; two internationally recognised instruments were used: the WHO-5 well-being index and the Perceived Stress Scale.ResultsThe mean WHO-5 well-being index was 42.62 ± 20.51 on a scale ranging from 0 to 100. We saw an inverse correlation between student well-being and years of study. The average anxiety level regarding oral exams and assessments was 7.63 ± SD = 2.04, while the mean level was lower concerning written exams and assessments 5.74 ± SD = 2.09. The result of a linear regression model indicates that the best level of explaining power by the regression model was with following variables combination: grade average + anxiety before written exam + academic year + stress.ConclusionOur data indicate that some students have poor or very poor well-being, which fluctuates over the study period. The worst state was found in the first and final academic year. The students’ well-being level is positively correlated with emotional support, physical activity, and quality of sleep and correlates negatively with anxiety before exams. Our results suggest that well-being could be improved when universities play an active role, supporting influential activities and offering help regarding coping with stress, like stress management, as well as by providing information on learning methods and techniques.