The university years represent a critical developmental stage in which academic satisfaction and subjective well-being are shaped by demographic factors such as gender, socioeconomic status, and year of study. This study examined the relationship between academic life satisfaction and subjective well-being among undergraduate students in Turkey, while exploring the moderating roles of gender, socioeconomic status, and year level. Participants were 427 undergraduates (77.52% female, N = 331; 22.48% male, N = 96). Data were collected through the Personal Information Form, the Academic Life Satisfaction Scale, and the Short Form of the General Well-Being Scale. Results revealed a strong positive association between academic life satisfaction and subjective well-being. Importantly, gender significantly moderated this relationship, with the association being stronger among female students. These findings highlight the importance of considering gender differences in student support programs and suggest that efforts to improve academic satisfaction may foster students’ overall psychological well-being.
Odacı et al. (Wed,) studied this question.
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