Academic discipline and university students’ well-being: a comparative analysis with implications for physical and psychological health promotion strategies

Background The university years represent a formative period for establishing health behaviors and psychological resources. While existing research often examines individual predictors of student well-being, few studies have explored how academic discipline shapes these patterns. The present study aimed to examine differences in physical activity (PA), self-esteem, resilience, health-related quality of life (HRQoL) and negative psychological outcomes (anxiety, stress, and depression) among Chinese undergraduates according to academic discipline. Methods A cross-sectional online survey was conducted in December 2024 among 1,560 students from six comprehensive universities in China. Participants were categorized into four academic disciplines: physical education (PE), health sciences (HS), education sciences (ES) and other non-health sciences (ONS). Validated instruments were used to assess PA, self-esteem, resilience, HRQoL and negative psychological symptoms. Results Significant differences were observed between academic disciplines. PE students reported the highest scores for PA engagement, self-esteem, resilience and HRQoL, along with the lowest scores for anxiety and stress. In contrast, ES and ONS students reported higher levels of anxiety, stress and depression, as well as lower self-esteem, resilience and HRQoL. Further analyses revealed that male students, those with higher perceived socioeconomic status (PSES) and those with higher PA levels demonstrated more favorable psychological profiles. Conclusion Academic discipline, alongside demographic and behavioral factors, plays a key role in shaping students’ psychological health and lifestyle behaviors. University-based health promotion strategies should incorporate academic discipline and prioritize action-based interventions to foster sustainable well-being across diverse student populations.