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.

This study aims to understand how socioeconomic status and the family environment impact students’ academic achievement through the mediation of parental involvement in rural China. To achieve this, a cross-sectional design was adopted, and a total of 525 parents of rural junior high school students from S province in southwest China were surveyed. The proposed conceptual framework was tested by structural equation modeling. The results claimed that both socioeconomic status and the family environment are important factors affecting the academic achievement of rural students, and the role of the family environment is more pronounced. Furthermore, parental involvement has a significant mediating effect between socioeconomic status and academic achievement, especially between the family environment and academic achievement. The findings highlighted the importance of the family environment and parental involvement to compensate for the negative impact of disadvantaged family socioeconomic status on academic achievement.

Background: Interest and concern regarding the social support and burnout of college lecturers have grown over the past decades. Maintaining good mental health is critical for university lecturers. Social support has been identified as an effective resource against burnout. However, few studies have comprehensively examined the connection between social support and burnout specifically among college lecturers. Therefore, this review aims to explore how social support influences the burnout of college lecturers. Methods: This study employed the systematic literature review (SLR) methodology. Results: A thorough systematic review of 20 studies was conducted between 2015 and 2024, drawn from five major databases: Web of Science, Scopus, APA PsycINFO, PubMed, and Eric. The review indicates that burnout is measured through the Maslach Burnout Inventory, Maslach Burnout Inventory—Educators Survey (MBI-ES), Maslach Burnout Inventory—General Survey (MBI-GS), Burnout Syndrome Evaluation Questionnaire, Copenhagen Burnout Inventory (CBI), Shirom–Melamed Burnout Measure (SMBM), and the Oldenburg Burnout Inventory (OLBI). While social support is measured through the Multidimensional Scale of Perceived Social Support (MSPSS) and Perceived Organizational Support (SPOS) survey. Individual and occupational factors contribute to lecturers’ burnout. This study reveals the association between social support and burnout among lecturers and it emphasizes the multifaceted role of social support in alleviating burnout among lecturers. Conclusions: The findings suggest that educational institutions should strengthen support systems and increase the emotional support available among lecturers to relieve burnout.

The teaching profession is widely recognized as highly challenging due to its intense workload, emotional demands, and ongoing stressors. This Systematic Literature Review (SLR) aims to identify and evaluate various interventions that have been implemented to address lecturer burnout over the past five years. A thorough review of 21 studies published between 2020 and 2024 was conducted across five major databases: Web of Science, Scopus, PubMed, ERIC, and APA PsycINFO. Relevant search terms were used to explore the effectiveness of different interventions aimed at reducing lecturer burnout. Articles were extracted, reviewed, collated, and thematically analyzed to synthesize the findings. Seven distinct interventions were identified as effective in reducing burnout. The most commonly studied intervention was social support, followed by training programs. Other interventions demonstrating positive results include supportive work environments, Rational Emotive Behavior Therapy (REBT), and psychological capital. Additionally, interventions that balanced work and life conditions, facilitated teaching transitions, helped lecturers reevaluate major work demands, and encouraged the utilization of character strengths were also found to yield beneficial outcomes. The implementation of targeted, school-based interventions is crucial for reducing burnout and enhancing the overall well-being of university lecturers. Policymakers, administrators, and educational leaders should prioritize the implementation of school-based awareness and intervention programs.