Universities face a significant challenge as they support student motivation and well-being while also striving to improve academic achievement.This study aimed to examine the relationship between study demands and resources supporting motivation and well-being and their combined impact on students’ academic achievements. A total of 2,251 undergraduate students completed questionnaires measuring their motivational orientations and well-being factors. At the end of the academic year, the researchers accessed the students’ records and documented their academic achievements.The results revealed clear and positive associations between academic achievement and resource levels, with negative associations relating to study demands. When year of study and faculty were included in the analysis, further differences emerged. These findings highlight the critical role of supportive resources in promoting academic success and suggest that managing study demands is essential for optimizing student outcomes.