Commuting mode and university students’ wellbeing: Investigating the role of effort on subjective wellbeing and perceived autonomy

Abstract

This study highlights the significant impact of commuting on the wellbeing of university students and examines the effects of commuting effort across different modes on students’ perceived autonomy (decisional and affective) and subjective wellbeing (cognitive and affective). Conducting a survey among 208 university students in Hamburg, Germany, the study used structural equation modeling to investigate how the effort level associated with commuting (classified as low, medium, high) influences wellbeing dimensions. Findings show that high-effort commuting modes positively correlate with decisional autonomy and cognitive wellbeing. Furthermore, both high- and low-effort commuting modes enhance affective autonomy, while intermodal commuting negatively affects it. The research also indicates that the need for autonomy moderates the relationship between low-effort commuting modes and affective autonomy. These insights provide guidance for universities seeking to improve student wellbeing and policymakers focused on urban planning and transportation strategies, especially in large urban areas such as Hamburg. • Highlights the significant impact of commuting on the wellbeing of university students. • High-effort commuting mode is found as an important facilitator of decisional autonomy and cognitive wellbeing. • Both high- and low-effort commuting modes enhance affective autonomy, while intermodal commuting negatively affects it. • Low-effort commuting modes and affective autonomy is moderated by the need for autonomy. • Insights guide universities to improve student wellbeing and help policymakers in urban planning.

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