Self-Actualization and Higher Education Learners' Mental Well-Being

Abstract

The concept of self-actualization, as introduced by Abraham Maslow, represents the highest level of psychological development where individuals achieve their full potential. In the context of higher education, self-actualization is intricately linked with learners’ mental well-being, as it fosters intrinsic motivation, resilience, purpose, and psychological satisfaction. This research paper explores the role of self-actualization in enhancing the mental well-being of higher education students. Using a mixed-method approach, the study surveyed 500 university students across various academic disciplines in Pakistan to measure their levels of self-actualization and mental well-being. The findings reveal a strong positive correlation between self-actualization and mental health indicators such as emotional stability, life satisfaction, and academic engagement. Moreover, students with high self-actualization tendencies demonstrated stronger coping mechanisms and lower anxiety levels. The literature review examines psychological theories, empirical studies, and cultural influences affecting learners’ development. Statistical tools such as regression analysis and correlation matrices were employed to validate the findings. The results underscore the necessity of integrating self-actualization-oriented strategies into higher education pedagogy and student support services. Based on these insights, the study proposes targeted policy recommendations including curricular reform, counseling support, and faculty training. Ultimately, this research highlights self-actualization as a transformative factor in shaping mentally resilient and purpose-driven learners in contemporary academic institutions.