Introduction to Well-Being 

Well-being is more than just feeling good; it’s about maintaining a healthy balance between the challenges you face (demands) and the sources of support available to you (resources). This balance is essential for thriving in your academic journey and beyond. Whether you are a student juggling coursework or an employee navigating workplace demands, sustained well-being comes from understanding how these demands and resources interact—and learning how to manage that dynamic to support both your performance and personal growth.

Study Demands-Resources (SD-R) Theory

At StudyWell, we apply the Study Demands–Resources (SD-R) theory to better understand how the university environment influences student well-being. Adapted from the well-established Job Demands-Resources (JD-R) model, the SD-R theory identifies two key dimensions within the student experience: study demands and study resources. By examining the interaction between these two dimensions and related elements, the theory offers a structured, evidence-based lens to explore how various academic, personal, and environmental factors influence student well-being and outcomes.

(PDF) Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education

Key Components of the SD-R Theory:

1. Study demands vs. study resources
   • Study demands refer to aspects of student life that require sustained mental or physical effort, such as deadlines, exams, or academic overload. 
   • Study resources are elements that support academic success, well-being, and motivation, like peer support, access to counselling services, or effective time management skills.

2. The dual processes of well-being

The SD-R theory incorporates both a negative and positive well-being process:

• The health impairment process, where high study demands can lead to exhaustion, stress, burnout, and disengagement.
• The motivational process, where study resources are able to buffer the effect of high demands and increase academic engagement, commitment, and performance.

3. Influence of external factors

The dynamic nature of students' lives means that interconnected academic, personal, and home-related demands and resources can shape their well-being. For instance, personal stressors at home can negatively affect academic performance, while strong support networks can enhance resilience and success.

4. Role of personal characteristics

• Personal resources such as self-efficacy, psychological flexibility, mindfulness, and optimism can protect against academic burnout and foster engagement.
• Personal demands like perfectionism or external work commitments can increase stress among students and lead to disengagement, negatively impacting the student experience.

5.  The impact of individual student behaviours

• Self-undermining behaviours, where habits like procrastination, conflict-seeking, and avoidance can create additional demands and perpetuate stress cycles.
• Proactive behaviours, such as goal-setting, problem-solving, and leveraging personal strengths, can enhance academic engagement and create positive spirals of well-being and success.

Linking Study and Work: The Job Demands-Resources (JD-R) Model

The SD-R theory is grounded in the Job Demands-Resources (JD-R) model, a leading framework used in occupational health psychology to assess employee well-being and performance in work environments. The JD-R theory is built on the premise that work characteristics can be classified into two categories:

1. Job demands
   • Physical, psychological, social, or organisational aspects that require effort and may lead to stress. Examples include high workload, emotionally taxing interactions, and tight deadlines.

2. Job resources
   • Factors that help individuals achieve their work goals, reduce stress, and promote personal growth. Examples include social support, autonomy, opportunities for growth and development, and a positive work environment.

Read more about this theory here:

Job Demands-Resources Theory In Times Of Crises: New Propositions

Job Demands-Resources Theory: Ten Years Later