This article reviews the literature on student well-being (burnout and engagement) and their relationships with study demands and resources, student behaviors (proactive and self-undermining study behaviors), and student outcomes in higher education. Building on research that used Job Demands–Resources and Study Demands–Resources models to investigate student well-being, we develop the Study Demands–Resources (SD–R) theory to delineate the various processes, mechanisms, and behaviors involved in student burnout and engagement. Study demands and resources have unique and combined effects on higher education students’ well-being. In addition, students can influence their own well-being and study-related outcomes by either proactively optimizing their study demands and resources or displaying self-undermining behaviors that can adversely affect their study environment. We discuss several avenues for future research, including (a) rigorous tests of SD–R propositions; (b) trait versus state effects in SD–R theory; (c) the impact of the higher education climate and lecturer influence; and (d) an expanded SD–R theory.

本文回顾了有关学生幸福感（倦怠和参与度）及其与学习需求和资源、学生行为（主动和自我破坏的学习行为）以及学生在高等教育中的成绩的关系的文献。基于使用工作需求-资源和学习需求-资源模型来调查学生福祉的研究，我们开发了学习需求-资源（SD-R）理论来描述学生倦怠和倦怠所涉及的各种过程、机制和行为。订婚。学习需求和资源对高等教育学生的福祉具有独特和综合的影响。此外，学生可以通过主动优化学习需求和资源或表现出可能对其学习环境产生不利影响的自我破坏行为来影响自己的幸福感和学习相关成果。我们讨论了未来研究的几种途径，包括（a）对 SD-R 命题的严格测试； (b) SD-R 理论中的特质与状态效应； (c) 高等教育氛围和讲师影响力的影响； (d) 扩展的 SD-R 理论。