Subjective well-being among students in postsecondary vocational education in Malta

Abstract

Subjective Well-Being (SWB) has emerged as a vital indicator of student mental health and educational success. This study investigates SWB among students in a postsecondary vocational education setting in Malta. Against a backdrop of increasing global and local mental health concerns among young people, the present study explores SWB within a multidimensional framework encompassing life satisfaction and positive and negative affectivity. Data were collected from 391 students aged 16–46 (M = 19) through the Brief Multidimensional Students’ Life Satisfaction Scale and the Positive and Negative Affect Schedule. Demographic and contextual variables such as age, socio-economic status, level of studies, perceived responsibilities, perceived health, and student-lecturer relationships, showed significant associations with SWB outcomes. Notably, students with mental health conditions or learning disabilities reported low SWB. The study underscores the importance of fostering supportive educational environments, particularly for those at risk in their SWB, and highlights SWB as a key factor in educational and psychological interventions aimed at improving student outcomes.