Present and future undergraduate students’ well-being: role of time perspective, self-efficacy, self-regulation and intention to drop-out

Well-being is a multidimensional construct that affects various areas of a person’s life. In the university context, a student’s well-being can influence not only their academic and professional success but also the future development of society. This study aimed to evaluate how the interactions of time perspective (assessed by the Stanford Time Perspective Inventory—Short Form), self-efficacy (assessed by the General Self-efficacy Scale), self-regulation (assessed by the Self-regulated Knowledge Scale—University), and drop-out intention (assessed by the Intention to Drop-Out Scale) affect students’ perceptions of current and future well-being (assessed by the I COPPE Scale). Using a cross-sectional design, 192 students attending the University of Cagliari (Italy) were evaluated. A partial least squares structural equation modelling (PLS-SEM) analysis was performed to examine the relationships among well-being and all the variables examined herein. The empirical findings highlighted the direct and indirect effects of the studied variables on students’ current and future well-being.