The direct and indirect effects of social environmental factors on student mental wellbeing at different socio-ecological levels: A longitudinal perspective

Abstract

Student mental wellbeing is shaped by social environmental conditions, yet few studies have examined how different levels of the social environment interact to support or hinder mental wellbeing over time. This study applies a socio-ecological perspective to explore how meso-level factors (social cohesion, community integration, and community organizations) are directly and indirectly associated with student mental wellbeing through micro-level relational experiences (social support and social network satisfaction). In addition, the role of individual-level perceptions (reciprocity and social trust) in shaping these social conditions is examined. Data were collected through a two-wave longitudinal survey (N = 384 at T1; N = 207 at T2) among full-time students at a Dutch university of applied sciences. Cross-sectional and longitudinal regression analyses were conducted, alongside parallel mediation models using PROCESS. Results show that meso-level factors are associated with mental wellbeing both directly and indirectly via micro-level mechanisms, particularly through social network satisfaction. Although effects were stronger at T1 than at T2, the findings underscore the importance of multi-level social contexts in understanding student wellbeing. Individual-level perceptions of reciprocity and social trust were associated with students’ perceptions of all social environmental factors at the micro- and meso-level. These findings underscore the importance of cohesive and supportive social environments within educational settings. Interventions at the meso-level—such as enhancing social cohesion and supporting community organizations—may offer both direct and indirect benefits for student mental wellbeing.