Exploring students’ well-being: insights from Indonesian fast-track postgraduate program

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Context and relevance. Pursuing a postgraduate degree in a fast-track program presents significant challenges to students’ well-being. Objective. This study aims to explore the well-being of Indonesian postgraduate students in fast-track programs, focusing on their psychological challenges, coping strategies, and the role of coping self-efficacy (CSE) in predicting well-being. Methods and materials. The mixed-methods approach combines quantitative data from an e-survey with qualitative data from focus group discussions. The study involved 180 PMDSU awardees who completed the questionnaire, while 24 participants were selected for focus group discussions. The participants, aged 21–32 (M = 25,28; SD = 1,94; 42,2% of male and 57,8% of female participants), were from various Indonesian universities. Results. The results integrate quantitative findings with qualitative insights into challenges, support systems, and coping strategies among fast-track scholarship awardees. The multiple regression analyses revealed that obtaining social support coping (GS) and stopping unpleasant emotional and thought coping (SE) were significant predictors of various aspects of well-being. Specifically, GS strongly predicted life satisfaction (β = 0,430; p < 0,001) and positive affect (β = 0,344; p < 0,001), and was negatively associated with negative affect (β = −0,244; p = 0,007). SE significantly enhanced positive affect (β = 0,468; p < 0,001), reduced negative affect (β = −0,562; p < 0,001), and increased balance affect (β = 0,568; p < 0,001). Sex significantly predicted negative affect (β = 0,254; p < 0,001) and balance affect (β = –0,182, p = 0,001), with females reporting higher negative affect and lower balance affect. No significant effect was found for satisfaction with life or positive affect. Conclusions. The study concludes that awardees face diverse challenges and perceive their coping strategies as effective in overcoming difficulties, achieving academic success, and maintaining well-being. The findings highlight the critical role of emotional regulation and seeking social support as coping strategies in maintaining well-being.

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