05-01-202605-01-2026<p>The Experience of Educational Well-being Index (EEWI) has been shown to be predictive of psychological well-being. However, its mediating role in the relationship between executive functions (EF) and psychological well-being in university students has yet to be established. Using an ex post facto design, 110 university students completed inventories assessing EEWI and EF at different points throughout an academic quarter. The study used correlational, predictive, inferential and mediational predictive analyses. The results showed that the selected EEWI factors (Combined Regulation and Regulation of Teaching-Learning) and EF were significant predictors of psychological well-being. Additionally, students’ EF had a significant predictive effect on psychological well-being. The implications of these findings are analyzed, and future research is recommended to further explore the role of EF in the predictive relationship established by the EEWI.</p>info:eu-repo/semantics/restrictedAccessindex of combined regulationmediation analysispsychological well-being executive functionsuniversity studentsSDG 3 - Good Health and Well-beingChapter