Learning support and perceived academic outcomes among university students: the mediating role of student engagement and mental wellbeing

Abstract

The objective of this research was to investigate the relationships among university students' perceived academic outcomes, mental wellbeing and learning support. We also examined the extent to which student engagement and mental wellbeing play a mediating role in teacher-student relationship, student-student relationship and parents support and contribute to their perceived academic learning outcomes. Structural equation model with two-stage approach is employed to test the research framework with 300 students who are studying universities in Vietnam. The study provides empirical support for the hypothesis that perceptions of learning support influence university student engagement and mental wellbeing in different ways, which in turn influences their academic outcomes. In order to improve student mental wellbeing and academic outcomes, policy makers can use the study's findings as a foundation for launching preventative and intervention programs that will enhance the quality of relationships between parents and children, teachers and students, and peers.