In recent years, growing attention has been directed toward undergraduate students’ mental health and overall well-being. The transition to university life, coupled with academic and social demands, has been shown to strain students’ psychological functioning considerably. Social support is often cited as a protective factor that can help mitigate these pressures; however, in-depth investigations focusing specifically on this relationship within the college student demographic remain relatively limited. This review examines how social support influences university students’ mental health and well-being outcomes. A systematic analysis was carried out, encompassing 51 empirical studies published between 2010 and 2024. These studies were identified through a comprehensive search of six major academic databases: Web of Science (WOS), Scopus, ProQuest, APA PsycINFO, PubMed, and Cochrane. The review highlights the nuanced relationship between social support and student well-being, underscoring the significance of social resources in shaping psychological outcomes during the higher education experience. The review identified both direct and indirect effects of social support. Direct effects include improved psychological and emotional well-being, reduced stress, and better health behaviours. Indirect effects highlight social support’s role as a mediator, enhancing resilience, self-esteem, and life satisfaction by providing emotional and informational resources. These results emphasize the importance of nurturing supportive relationships to promote student well-being.

In the past two decades, several scholars from different disciplines have conducted theoretical research and practical explorations on the issue of psychological capital and achieved certain research results. Yet, few studies have synthesized the psychological capital related to academic outcomes among university students. Thus, the aim of this article is to explore how PsyCap is described in an academic context and how PsyCap and academic-related outcomes are related. A comprehensive systematic review was conducted on 43 studies between 2012 and 2022, sourced from six leading databases: Web of Science, Scopus, ERIC, PsyINFO (EBSCO), Springerlink, and ScienceDirect. Our selection criteria focused on empirical research that specifically discussed PsyCap’s impact on university students’ academic performance. This review identifies personal and social factors that influence the development of PsyCap in university students, such as self-esteem, motivation, gratitude, family support, and peer relationships. We found that PsyCap plays a key role in academic outcomes, including academic performance, engagement, burnout, adjustment, stress, and intrinsic motivation. Highlighting the significance of PsyCap in academic settings, our study underscores the need for further research on its relationship with student outcomes. Given the substantial influence of PsyCap on academic performance, institutions should consider incorporating psychological capital development programs into their curriculum. Such initiatives could optimize the academic achievements and holistic well-being of students.

Seeking academic help has a positive impact on students’ ability to handle challenges, leading to improved academic success. As the academic landscape becomes more competitive, the importance of students seeking and using academic support is widely recognized for enhancing their learning experience and achievements. The main objective of this study is to review the prior literature that has examined the academic support provided to college students, addressing the knowledge and methods required in an academic help-seeking process. Based on a systematic literature review, this study’s data were gathered from a review of 55 documents from the 11 years between 2012 and 2022. The literature was then individually analyzed using the ATLAS.ti 22 programs. The analysis shows five central themes: (1) Defining student help-seeking; (2) Academic help-seeking and academic performance; (3) Resources of academic help-seeking; (4) Factors of academic help-seeking; (5) Academic Help Seeking Online. This study also identifies potential new directions for future research that could be useful to school administrators in developing policies to assist students with help-seeking behavior, which could have significant implications for the theoretical development and practical guidance of student help-seeking behavior.

Seeking academic help is a common practice for students to achieve academic success. Although there are some studies on academic help-seeking, current research has not fully examined this behavior from the perspective of first-generation college students. This study explores how first-generation college students perceive and engage in academic help-seeking, aiming to understand the factors that influence their attitudes and behaviors in seeking academic support. Semi-structured interviews were conducted with 20 participants, guided by the Theory of Planned Behavior. The interviews were recorded and transcribed, then analyzed using Interpretative Phenomenological Analysis. The findings are as follows: (1) Positive perception, (2) Negative perception, (3) Social Expectations and Pressures in Help-Seeking, (4) Motivators for Help-Seeking, and (5) Inhibitors for help-seeking. Most students have a favorable view of seeking help, but many associate it with self-doubt and concerns about peers’ opinions. Subjective norms in help-seeking are shaped by social expectations and pressures, with key influences coming from family, teachers, and peers. Motivation to seek help affects understanding academic needs, problem-solving urgency, and confidence. However, there are inhibiting factors such as emotional barriers, perceived independence, and concerns about help effectiveness. This study provides valuable insights into the complex dynamics of academic help-seeking among first-generation college students. It highlights their positive attitudes and the multifaceted factors influencing their help-seeking behavior. The insights from this study are critical to developing targeted educational approaches and support mechanisms to assist first-generation college students in their academic endeavors more effectively.

First-generation college students face unique challenges in navigating the higher education system, and understanding their perceptions of college success is crucial for providing appropriate support. This qualitative study aimed to explore the perceptions of 15 first-generation college students regarding college success and to identify the factors they consider important for achieving success in college. Semi-structured interviews were conducted with the participants, and the data were analyzed using interpretative phenomenological analysis. This study explores the varied perceptions of success among first-generation college students (FGCS) through five themes: Academic Achievement, Personal Development, Personal Well-being, Personal Fulfillment, and Career Success. This study provides valuable insights into the perceptions of first-generation college students regarding college success. The identified themes shed light on the multifaceted nature of success in higher education. These findings have implications for supporting first-generation college students and developing targeted interventions to enhance their overall success and well-being.