Editorial: Well-being and cognitive science in higher education: measures and intervention

Abstract

Higher education institutions are increasingly challenged to address not only academic achievement but also the psychological wellbeing and socio-cognitive development of students, particularly in light of rising levels of stress, anxiety, and academic pressure in university populations (Fang et al., 2025; Pascoe et al., 2020). Recent research highlights the complex interplay between cognitive processes, psychosocial resources, and institutional practices in shaping students' wellbeing and academic functioning, emphasizing the need for integrated and systemic approaches.

This Research Topic, Well-Being and cognitive science in higher education: measures and intervention, brings together 19 contributions that explore these dynamics through diverse methodological approaches, including empirical studies, qualitative analyses, systematic reviews, and intervention research. Several contributions focus on determinants of wellbeing and psychological functioning in higher education contexts. These studies examine how individual and contextual factors—such as social status, motivation, academic demands, and institutional environments—shape students' cognitive and emotional experiences. Recent evidence suggests that student wellbeing is strongly influenced by the balance between academic demands and coping resources, as well as by access to institutional and social support systems.