Psychological distress, subjective well-being, and university dropout intention: A structural equation model examining the mediating roles of academic burnout and satisfaction with education

Background Psychological distress and subjective well-being are increasingly recognized as related but distinct dimensions of mental health that may influence academic outcomes in higher education. However, few studies have simultaneously examined their relationships with academic burnout, satisfaction with education, and dropout intention within a single analytical framework. This study aimed to analyze these relationships and evaluate the mediating roles of academic burnout and satisfaction with education. Methods A cross-sectional study was conducted with 614 undergraduate students from a private university in Cali, Colombia, selected through proportional stratified sampling. Data were collected using the Depression Anxiety Stress Scales (DASS-21), the WHO-5 Well-Being Index, and the Screening Instrument for Students At-Risk of Dropping Out. Structural equation modeling (SEM) with a weighted least squares mean and variance adjusted (WLSMV) estimator was used to test direct and indirect relationships. Model fit was assessed using CFI, TLI, RMSEA, and SRMR. Results The final model showed good fit (CFI = 0.998; TLI = 0.998; RMSEA = 0.044; SRMR = 0.051) and explained a substantial proportion of variance in dropout intention (R² = 0.764). Academic burnout was strongly associated with dropout intention (β = 0.900, p < .001), while satisfaction with education showed a negative association (β = −0.175, p < .001). Psychological distress was positively associated with burnout (β = 0.322, p < .001), and subjective well-being was negatively associated (β = −0.117, p = .011). No significant direct effects were found between mental health variables and dropout intention; however, significant indirect effects emerged through academic burnout. Satisfaction with education did not mediate these relationships. Conclusion Academic burnout is a key mechanism linking mental health to dropout intention. Psychological distress and subjective well-being influence dropout primarily through their effects on burnout, highlighting the importance of addressing both dimensions of mental health. Interventions targeting burnout and promoting well-being may improve student retention.