{'fraction_non_alphanumeric': 0.025777777777777778, 'fraction_numerical': 0.0026666666666666666, 'mean_word_length': 5.783132530120482, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A structural model of student well-being

The aim of this study was to test a structural model of study demands and resources, student burnout, engagement, health, and satisfaction with life. A cross-sectional survey was used with first-year students in higher education institutions in South Africa (N = 936). The Study Demands and Resources Questionnaire, Oldenburg Burnout Inventory, Health Questionnaire, and Satisfaction with Life Scale were administered. The results showed that study demands and a lack of study resources (including the intrinsic nature of study tasks, relationships with lecturers, and social support of peers) were positively associated with burnout. The availability of study resources was positively associated with psychological well-being and engagement. Burnout predicted psychological unwell-being symptoms, while engagement predicted satisfaction with life. Burnout partially mediated the relationship between a lack of study resources and psychological unwell-being, while engagement partially mediated the relationship between the availability of study resources and satisfaction with life.