ArticleBMC psychology2026
Mapping psychological resources and vulnerabilities for inclusive university environments: a network analysis of student well-being.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Health-Promoting Lifestyle Scores, Academic Stress, and Health-Professional Advice Seeking Among Undergraduate Nursing Students: A Cross-Sectional Study.European journal of investigation in health, psychology and education · 2026Article
- Predicting multiple mental health outcomes in adolescents using explainable machine learning models.Frontiers in psychiatry · 2026Article
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Authors and funding
5 authors.
Funding
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Abstract
backgroundUniversity students navigate the developmental period of emerging adulthood, marked by increasing autonomy, identity exploration, and heightened exposure to social demands. These challenges can activate both psychological vulnerabilities and personal resources that influence well-being and academic participation. Despite extensive research on these constructs, most studies have relied on variable-centered approaches that overlook how these dimensions interact within a broader psychosocial system. This study adopted a network analytic perspective to examine the dynamic interconnections among twelve psychological variables relevant to student well-being, including three dimensions of perfectionism (self-oriented, other-oriented, and socially prescribed), self-concept clarity, self-esteem, self-efficacy, internal and external locus of control, symptoms of depression, anxiety, and stress, and academic satisfaction.
methodsA sample of 205 Italian university students completed a battery of validated self-report measures. Using the EBICglasso estimator, we computed a regularized partial correlation network and derived centrality and clustering indices. Bootstrapped edge-weight accuracy and case-dropping procedures were used to assess the stability of the network structure.
resultsThe resulting network revealed 36 non-zero edges and a coherent pattern of associations. Self-esteem emerged as the most central node across strength, closeness, and betweenness indices, indicating its broad influence on both personal resources and vulnerability factors. Anxiety displayed the highest clustering values, forming densely interconnected triads with multiple constructs. While self-oriented perfectionism showed adaptive connections with personal resources, socially prescribed perfectionism was linked to psychological distress. Academic satisfaction held a peripheral position but maintained meaningful links with both protective and maladaptive variables. Stability analyses supported the robustness of the network.
conclusionsThese findings highlight self-esteem as a key psychological hub and underscore the value of targeting identity-related resources and maladaptive perfectionistic tendencies to support student well-being. Framed within an inclusion and equity perspective, the results suggest that strengthening core psychological resources may help create more supportive and accessible university environments, promoting both individual functioning and equitable academic engagement.
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