This study investigated the relationships between study demands, study resources, engagement, and subjective well-being (including social-, emotional- and psychological well-being) for first-year university students. The students (n = 773; females = 65.7%; black = 60.7%; mean age = 20.24, SD = 2.71) completed the following measures: the Student-Stress Questionnaire (SSQ), an adapted version of the Questionnaire on the Experience and Assessment of Work (QEAW), the Utrecht Work Engagement Scale-Student Survey (UWES-S) and the Mental Health Continuum-Short Form (MHC-SF). Structural equation modelling analysis of the data showed students who perceived higher academic demands also self-reported a lower sense of engagement with their studies. Those who perceived to be supported by lecturers and with a high sense of autonomy, self-reported higher engagement with their studies. Students who self-perceived personal relationship problems or high personal relationship demands also self-reported lower social, emotional, and psychological well-being. Students who perceived social support from friends and family and who self-reported high levels of autonomy, had psychological well-being. Engagement mediated the relationship between study demands, study resources and well-being. Perceived study demands and study resources by students are important to student counselling and development services to assist students’ quality of life at university.

这项研究调查了一年级大学生的学习需求，学习资源，参与度和主观幸福感（包括社会，情感和心理幸福感）之间的关系。学生（n= 773; 女性= 65.7％；黑色= 60.7％；平均年龄= 20.24，标准差= 2.71）完成了以下措施：学生压力问卷（SSQ），工作经验和评估问卷（QEAW）的改编版，乌得勒支工作投入量表-学生调查（UWES） -S）和心理健康连续体-简表（MHC-SF）。对数据的结构方程模型分析表明，那些对学术要求较高的学生，也报告说自己对学习的参与度较低。那些自认为受到讲师支持和高度自治的人，自我报告说对学习的参与度更高。自我感觉到人际关系问题或人际关系高的学生也要求自我报告较低的社会，情感和心理健康。那些从朋友和家人那里得到社会支持并自我报告高度自治的学生，他们的心理健康。参与调节了学习需求，学习资源和幸福感之间的关系。学生感知的学习需求和学习资源对于学生咨询和发展服务以提高学生的大学生活质量至关重要。