Love of Learning as a Character Strength in Educational Contexts: A Systematic Review of Student Engagement, Academic Functioning, and Psychological Well-Being

Abstract

Love of learning is the Values in Action (VIA) character strength most closely associated with schooling, yet evidence regarding its educational outcomes remains scattered across studies examining all 24 character strengths. This systematic review synthesized empirical findings on the associations between love of learning and student engagement, academic functioning, and psychological well-being, as well as its potential for development through educational interventions. Following the PRISMA 2020 guidelines, searches of Semantic Scholar and Garuda were supplemented by searches of publisher websites and citation tracking. Eligible studies were empirical investigations published between 2017 and 2026 in journals ranked Scopus Q1 or SINTA 1–2, involved students in formal educational settings, and reported love of learning as an independent character strength or as part of a small composite of intellectual strengths. Methodological quality was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklists, and findings were integrated through a structured narrative synthesis incorporating GRADE-informed certainty assessments. Fifteen studies involving 11,858 participants across 12 countries or regions met the inclusion criteria. Love of learning was consistently associated with flow, enjoyment of learning, perseverance, school satisfaction, and psychological well-being. It was also associated with academic achievement among school-aged students, partly through academic self-efficacy. However, associations with academic self-efficacy and academic buoyancy among university students were weak, while the association with psychological distress was negligible. Three intervention studies yielded mixed findings supported by low-certainty evidence. Overall, love of learning appears to be more strongly associated with positive student functioning than with protection against psychological distress. Further longitudinal and experimental research is warranted to clarify causal relationships and intervention effectiveness, particularly in the Indonesian educational context