In recent years, the intersection of branding strategies and psychological outcomes in educational contexts has emerged as a fertile ground for scientific inquiry. A groundbreaking study published in BMC Psychology by researchers Mehmet Aslan and Hasan Aslan offers a pioneering exploration of how brand identification within higher education institutions can directly influence student satisfaction and psychological well-being. Their work delves into the nuanced mechanisms connecting these variables, emphasizing the mediating role played by positive word-of-mouth (WOM) behavior. This study is particularly timely, set against the backdrop of an increasingly competitive and choice-saturated landscape in higher education where institutions strive not only to attract but also to nurture student communities.
Brand identification — the extent to which individuals align their self-concept with the identity of an institution — serves as a powerful psychological anchor in this context. The Aslans’ research elucidates how this identification goes beyond mere institutional loyalty; it actively shapes students’ subjective experiences and emotional attachment to their educational environment. More importantly, their findings suggest that this deep-seated identification can substantially enhance satisfaction with the educational journey, which in turn cascades into improved psychological well-being. This linkage is critical, given the rising awareness of mental health challenges faced by students globally.
At the core of the study lies the investigation of positive WOM behavior as a mediating mechanism between brand identification and psychological well-being. Word-of-mouth, traditionally studied within marketing and consumer behavior disciplines, finds a novel application in this research. The Aslans identify that students who strongly identify with their institution and experience satisfaction are more likely to engage in positive advocacy behaviors. Such behavior not only strengthens the community and institutional reputation but also reciprocally reinforces the advocate’s own sense of belonging and well-being, suggesting a virtuous psychological feedback loop.
To dissect these complex relationships, the researchers employed quantitative psychometric methodologies that robustly measured brand identification, satisfaction levels, psychological well-being indices, and WOM tendencies among student populations. Utilizing structural equation modeling (SEM), they were able to map out and statistically validate the mediational pathways. The precision of their analytical approach provides a replicable framework for future investigations in institutional psychology and brand management within educational systems.
Understanding these interactions is particularly crucial in contemporary higher education where notions of institutional brand extend beyond logos and slogans to embody values, culture, and emotional resonance. The Aslans’ study contributes to a growing body of evidence that psychological identification with an institution acts as a cornerstone for enhancing not only student retention but also mental health sustainability. The positive WOM behavior stimulated by this environment reflects deeply embedded psychological benefits, encouraging students to become active participants in promoting an institution’s identity.
Moreover, the implications of these findings extend to strategic institutional planning, suggesting that universities could benefit from fostering environments and cultures that elevate brand identification in authentic, meaningful ways. Such strategies might include experiential learning opportunities, community-building initiatives, and transparent communication pathways that cultivate satisfaction and promote positive social engagement among students.
The psychological well-being component the study highlights is critical in a period when mental health disorders among higher education students are rising sharply. By linking well-being with brand-related constructs and campus-based advocacy behavior, the research offers a holistic view that integrates branding theories with psychological outcomes. This multidimensional perspective may encourage institutions to rethink their student support services, embedding psychological well-being strategies within their branding and engagement efforts.
Furthermore, the study’s illumination of positive WOM as a conduit reinforces the social nature of psychological benefits derived from brand identification. It emphasizes how peer-to-peer communication serves as both a symptom and propagator of well-being in the academic milieu. Such interpersonal exchanges validate individual experiences, amplify institutional narratives, and contribute to a supportive network that nourishes mental and emotional health.
Aslan and Aslan’s work also prompts broader reflections on how modern universities position themselves in a market-driven educational ecosystem. Their findings caution that superficial branding tactics may fail to engender the meaningful psychological connections necessary to drive genuine satisfaction and well-being. Instead, the study champions a strategic approach grounded in authentic engagement, community-building, and recognition of students as active stakeholders in the institutional identity.
It should also be noted that the methodological rigor and theoretical framework of the study pave the way for subsequent research to explore these dynamics across diverse cultural and institutional contexts. The transferability of the mediational model proposed suggests potential cross-sector applications, ranging from corporate branding to non-profit engagement strategies, reinforcing the versatility and depth of the study’s insights.
Looking ahead, the research opens intriguing possibilities for longitudinal studies investigating how brand identification and related psychological outcomes evolve over students’ educational trajectories and beyond. Such insights could prove invaluable for designing interventions aimed at sustaining well-being and institutional loyalty post-graduation, fostering lifelong positive advocacy behaviors.
In conclusion, this pioneering investigation into the interplay between brand identification, satisfaction, psychological well-being, and positive WOM behavior in higher education pushes the frontier of knowledge at the nexus of psychology and marketing. The Aslans provide compelling evidence that an institution’s brand identity is not a mere external façade but a dynamic psychological influence shaping student experiences and community vitality. By elucidating these complex interrelations, the study offers actionable insights for educators, administrators, and policymakers striving to create healthier, more engaging, and sustainable educational environments in an increasingly competitive landscape.
The reverberations of these findings extend beyond academia, inviting a wider societal conversation about the role institutional identities play in mental health and social cohesion. With students’ voices amplified through positive WOM, universities may transform from anonymous systems into vibrant ecosystems of trust, support, and shared success, ultimately redefining the holistic value of higher education in the 21st century.
Subject of Research: The interaction between brand identification, satisfaction, and psychological well-being in higher education students, with a focus on the mediating effect of positive word-of-mouth behavior.
Article Title: The interplay of brand identification, satisfaction, and psychological well-being: a mediational role of positive WOM behavior in higher education.
Article References:
Aslan, M., Aslan, H. The interplay of brand identification, satisfaction, and psychological well-being: a mediational role of positive WOM behavior in higher education. BMC Psychol 13, 577 (2025). https://doi.org/10.1186/s40359-025-02931-6
Image Credits: AI Generated
