Student health, institutional conditions and academic success among higher-education students in Germany: an analysis of StudiBiFra data
1
Institute of Health and Nursing Science, Charité - Universitätsmedizin Berlin, Berlin, Germany
2
Health Management, Bielefeld University, Bielefeld, Germany
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
BACKGROUND:
Academic success depends not only on cognitive performance but also on psychosocial, health-related, and institutional factors. This analysis examined how sociodemographic characteristics, psychosocial resources and stressors, and university-specific contextual factors are associated with subjective academic success, aiming to inform health-promoting campus strategies.
METHODS:
Data from the StudiBiFra study—a cross-sectional survey on study conditions and mental health at 13 German universities (2021–2023)—were analysed using logistic regression. The dependent variable was self-rated academic success (2-item scale, dichotomized in “high” and “low”). Independent variables included study satisfaction (5 items), general well-being (3 items), cognitive stress symptoms (5 items), satisfaction with health services (1 item), age group, gender, and family care tasks. All scales (range 1–5) were dichotomized at ≥3.5. The final sample included 4548 students.
RESULTS:
High study satisfaction (OR = 3.62, 95% CI = 3.01–4.36), high general well-being (OR = 1.42, 95% CI = 1.21–1.68), and satisfaction with health promotion services (OR = 1.16, 95% CI = 1.01–1.34) were positively associated with self-rated academic success. Conversely, high cognitive stress symptoms were linked to lower subjective success (OR = 0.37, 95% CI = 0.32–0.43). Age showed no significant effect. Gender differences were evident: women were less likely than men to report high academic success (OR = 0.81, 95% CI = 0.70–0.94). Students with family responsibilities also had a reduced likelihood of high self-rated success (OR = 0.67, 95% CI = 0.55–0.80).
CONCLUSIONS:
Psychosocial and health factors—particularly satisfaction, well-being, and low stress—are strongly associated with subjective academic success, while gender and family responsibilities also play important roles. Strengthening university policies and health promotion initiatives that foster satisfaction and well-being while mitigating stress, particularly those tailored towards needs of different gender groups and students with family responsibilities, may substantially improve student achievement.
Academic success depends not only on cognitive performance but also on psychosocial, health-related, and institutional factors. This analysis examined how sociodemographic characteristics, psychosocial resources and stressors, and university-specific contextual factors are associated with subjective academic success, aiming to inform health-promoting campus strategies.
METHODS:
Data from the StudiBiFra study—a cross-sectional survey on study conditions and mental health at 13 German universities (2021–2023)—were analysed using logistic regression. The dependent variable was self-rated academic success (2-item scale, dichotomized in “high” and “low”). Independent variables included study satisfaction (5 items), general well-being (3 items), cognitive stress symptoms (5 items), satisfaction with health services (1 item), age group, gender, and family care tasks. All scales (range 1–5) were dichotomized at ≥3.5. The final sample included 4548 students.
RESULTS:
High study satisfaction (OR = 3.62, 95% CI = 3.01–4.36), high general well-being (OR = 1.42, 95% CI = 1.21–1.68), and satisfaction with health promotion services (OR = 1.16, 95% CI = 1.01–1.34) were positively associated with self-rated academic success. Conversely, high cognitive stress symptoms were linked to lower subjective success (OR = 0.37, 95% CI = 0.32–0.43). Age showed no significant effect. Gender differences were evident: women were less likely than men to report high academic success (OR = 0.81, 95% CI = 0.70–0.94). Students with family responsibilities also had a reduced likelihood of high self-rated success (OR = 0.67, 95% CI = 0.55–0.80).
CONCLUSIONS:
Psychosocial and health factors—particularly satisfaction, well-being, and low stress—are strongly associated with subjective academic success, while gender and family responsibilities also play important roles. Strengthening university policies and health promotion initiatives that foster satisfaction and well-being while mitigating stress, particularly those tailored towards needs of different gender groups and students with family responsibilities, may substantially improve student achievement.
| eISSN: | 2654-1459 |
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