Abstract
This study examines the relationships among perceived institutional support (PIS), student engagement (SE), and psychological well-being (PWB) among international students in Indian higher education. Data were collected via an online survey from 201 international students and analyzed using partial least squares structural equation modeling (PLS-SEM). PIS had a significant positive relation with SE, which in turn strongly predicted PWB. The direct association of PIS on PWB was negative and non-significant, indicating a suppression-type full mediation. SE amplifies rather than merely transmits the benefit of institutional support through a suppression-type full mediation. Personal growth (outer loading = .793) and self-acceptance (.807) emerged as the dominant well-being dimensions responsive to institutional action. These findings suggest that Indian higher education institutions will generate stronger psychological returns by investing in engagement-centered strategies: structured peer mentoring, intercultural learning communities, and achievement recognition programs, rather than relying on passive resource provision alone.