The Impact of Students Well-Being on Teaching and Learning Quality

Abstract

Students' well-being plays a crucial role in shaping their perception of teaching and learning quality in higher education. This study examines the differences in students' physical, psychological, and social well-being based on demographic factors and explores the relationship between well-being and teaching and learning quality. Grounded in Self-Determination Theory, this research highlights the significance of autonomy (Psychological well-being), competence (Physical well-being), and relatedness (Social well-being) in influencing students' overall well-being and academic experiences in term of teaching and learning quality. Data was collected from 127 university students through a structured questionnaire, and statistical analyses, including one-way ANOVA and Pearson correlation, were conducted. The findings reveal significant gender-based differences in physical and psychological well-being but no notable variations based on the program of study. Furthermore, a positive correlation exists between students' well-being and their perception of teaching and learning quality, with psychological well-being showing the strongest association. These results underscore the importance of fostering a supportive academic environment that prioritizes students' physical, mental, and social well-being to enhance educational outcomes. Universities should integrate well-being initiatives into academic frameworks to improve student engagement, resilience, and overall learning experiences.