How Teacher and Peer Environments Influence Student Well-Being through Religiosity in an Islamic Boarding School

Nurul Latifatul Inayati; Mutahharun Jinan; Istanto; Ajeng Nova Dumpratiwi; Muhammad Zidan Nur Ihsan; Talitha Javier; Ma’ruf Alfattah

doi:10.30762/edudeena.v10i1.8374

Authors

Nurul Latifatul Inayati Universitas Muhammadiyah Surakarta, Indonesia
Mutahharun Jinan Universitas Muhammadiyah Surakarta, Indonesia
Istanto Universitas Muhammadiyah Surakarta, Indonesia
Ajeng Nova Dumpratiwi Universitas Muhammadiyah Surakarta, Indonesia
Muhammad Zidan Nur Ihsan Universitas Muhammadiyah Surakarta, Indonesia
Talitha Javier Universitas Muhammadiyah Surakarta, Indonesia
Ma’ruf Alfattah Universitas Muhammadiyah Surakarta, Indonesia

DOI:

https://doi.org/10.30762/edudeena.v10i1.8374

Keywords:

Student Well-Being, Religiosity, Teacher Support, Peer Environment, Value Internalization

Abstract

This study aims to examine the direct and indirect influence of teachers' social support and peer environment on student well-being, with religiosity as a mediating variable. A quantitative approach was used using survey data collected from students in Islamic boarding schools, and the data was analyzed using structural equation modeling. The results show different patterns of influence. Teachers' social support has no significant direct influence on student well-being but operates entirely through religiosity, suggesting a full mediation mechanism. In contrast, the peer environment exerts direct and indirect influence, showing partial mediation through religiosity. Furthermore, religiosity shows a significant direct influence on student well-being, highlighting its central role as an internal psychological resource. These findings suggest that student well-being is not directly determined by external social factors but is largely shaped through the internalization of values. This study contributes to the literature by proposing an integrative model that emphasizes religiosity as a key psychological mechanism linking social contexts and well-being, particularly in the context of dormitory-based education

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