Understanding the Profile of Student Happiness: Paterns, Predictors, and Pathways to Well-being in University Contexts

DOI

10.2991/978-2-38476-489-1_85How to use a DOI?

Keywords

student happiness; well-being; latent profile analysis

Abstract

This study investigates the complex and multifaceted nature of student happiness within university settings, aiming to identify distinct happiness profiles, examine key psychosocial and academic predictors, and explore institutional pathways that foster sustainable well-being. Drawing on data from 1,274 undergraduate students across Faculty in Universitas Pendidikan Indonesia (UPI), the research employed a mixed-methods sequential explanatory design. Quantitative data were collected using validated instruments, including the Key Happiness Questionnaire (KHQ), Key Stress Scale (K2S), and Key Academic Motivation Scale (KAM), and analysed using latent profile analysis, hierarchical regression, and structural equation modelling. In-depth interviews with 32 students provided qualitative insights into personal experiences of happiness and adversity in academic life. The findings revealed three latent profiles of student happiness: (1) Thriving and Engaged, students with high intrinsic motivation, low stress, and strong social connectedness; (2) Functioning but Vulnerable, students displaying moderate happiness but high academic and emotional strain; and (3) At-Risk and Disconnected, students with low well-being, weak support networks, and elevated extrinsic motivation. Key predictors of happiness included perceived social support (β = .41), academic self-efficacy (β = .29), and campus belonging (β = .22), all statistically significant (p < .01). Qualitative results highlighted the importance of inclusive academic environments, accessible mental health services, and strong interpersonal relationships in supporting well-being. These findings suggest that higher education institutions must adopt comprehensive, student-centred strategies that integrate social, psychological, and academic support systems. Implementing proactive initiatives, such as peer mentoring, relational pedagogy, and strength-based learning frameworks, can enhance student happiness, academic engagement, and long-term mental health outcomes.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Eka Sakti Yudha
AU  - Ipah Saripah
AU  - Tati Kustiawati
AU  - Kania Cahyanityas
PY  - 2025
DA  - 2025/11/24
TI  - Understanding the Profile of Student Happiness: Paterns, Predictors, and Pathways to Well-being in University Contexts
BT  - Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)
PB  - Atlantis Press
SP  - 1066
EP  - 1073
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-489-1_85
DO  - 10.2991/978-2-38476-489-1_85
ID  - Yudha2025
ER  -