Introduction:
The psychological well-being of students is a concerning issue within the higher education system. Compared to the general population, students experience a higher level of anxiety and distress, which has immediate and long-term consequences for their health, academic performance and professional development. Based on these considerations, the purpose of this study is to understand what activities can promote students' well-being. In this context, it was also considered that positive well-being is related to socialisation, involvement in recreational activities and psychological capital. Thus, the following hypotheses were formulated. Firstly, it was hypothesised that students involved in group-based activities would increase their level of well-being (H1). Secondly, students who play board games demonstrate the greatest well-being in relation to the activity (H2). Third, participants involved in activities that stimulate psychological capital (e.g. hope or optimism) have a higher level of well-being than those involved in activities in which conflicts between children (H3) and justice problems (H4) are discussed.

Method:
To this purpose, this study involved 105 Master’s students (Woman = 92; Man = 10; Mage = 25.71, SD = 4.90) who were studying for a degree in Philosophy or Primary School Teaching. The students participated in four different group activities. Specifically, 32 students played board games (play group), 26 students wrote about a positive episode regarding a child with disability (writing group), 26 students addressed a conflict between children (conflict group), and 21 students analysed a crime using a restorative approach (restorative group). Before participating in the activities, the students completed a questionnaire to collect information on their gender, age and level of well-being (WHO-5, 1996). At the end of the activities, their level of well-being during the group activities was measured using an adapted version of the WHO-5. Descriptive, ANOVA and t-test analyses were conducted.

Results:
The results showed that the level of well-being experienced during group activities was higher than that experienced in everyday life, t (104) = -9.016, p < .000. Additionally, the analyses revealed differences among groups, F (3, 104) = 6.251, p = .001, ŋ2= .158, with different levels of well-being observed: playing (M = 3.89; SD = .59), writing (M = 3.41; SD = .93), conflict (M = 3.09; SD = .90) and restorative justice (M = 2.82; SD = 1.18). After controlling for the initial level of well-being, students in the play group showed a higher level of well-being than those in the conflict (p = .001) or restorative (p < .000) groups, but not than those in the writing activity (p = .100). Additionally, the writing group showed a higher level of well-being than students engaged in the restorative justice group (p = .029), though their well-being did not differ significantly from those involved in resolving conflicts (p = .113).

Discussion:
Group activities in a university setting can promote students' well-being, particularly those related to leisure activities. However, activities that promote a positive mindset can also be useful in supporting students' psychological health. Therefore, universities can encourage group activities and facilitate learning by focusing on the positive resolution of social issues. Limits, strengths and future directions will be discussed.

Keywords: University students, group activities, well-being.