The influence of psychological well-being on academic success

2015 ◽  
Vol 23 (1) ◽  
pp. 15-24 ◽  
Author(s):  
F. Rüppel ◽  
Sebastian Liersch ◽  
U. Walter
Keyword(s):  
Academic Success ◽  
Well Being ◽  
Psychological Well Being

scholarly journals Personality Factors as Determinants of Psychological Well-Being among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. FarihaIshrat Ullah
Keyword(s):  
Academic Success ◽  
University Students ◽  
Early Adulthood ◽  
Well Being ◽  
External World ◽  
Dynamic State ◽  
Personality Factors ◽  
Psychological Well Being ◽  
Self Reliance ◽  
The Individual

Sense of well-being is one of the most important goals which individuals strive for. It affects our perceptions of the external world such that we are able to view it with greater positivity and deal with day to day problems effectively. With an increasingly competitive existence, the pressures and challenges confronting the individual are extremely high, therefore it is difficult to maintain this sense of well-being at all stages of life. Adolescence and early adulthood are particularly demanding, because conflicts relating to quest for identity, concerns for academic success, career and uncertainty about the future all magnify the problems manifold. This is a phase in which several mental health disorders of adulthood appear and affect adjustment in society. Intellectual capacities increase and emotions intensify. The major tasks during this phase include establishing independence, realizing one’s identity and capabilities and preparing for adult self reliance. Psychological well-being has been defined as a dynamic state characterized by a reasonable amount of harmony between an individual’s abilities, needs and expectations, and environmental demands and opportunities (Levi, 1987). It is connotative as a harmonious satisfaction of one’s desires and goals (Chekola, 1975). Since personality is a core factor which determines our reactions and adjustments, psychological-well-being during such a stressed phase as adolescence should be studied within its perspective. It is important that researches which identify factors which contribute to psychological well-being should continue to be conducted in different contexts and with better methodologies. The present research aims to study the personality factors as determinants of psychological well-being amongst university students. Appropriate analysis will be conducted to explore the topic further.

Dynamics of regulatory and personality features in junior schoolchildren with decreased psychological well-being (longitudinal data)

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
A. M. Potanina ◽  
I. Yu Tsyganov
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Academic Motivation ◽  
Negative Impact ◽  
Self Regulation ◽  
Well Being ◽  
Regulatory Process ◽  
Psychological Well Being ◽  
Traditional Concept ◽  
Analysis Of Dynamics

The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.

scholarly journals The Analysis of the Relationship between Well Being and the Levels of Emotional Abuse of the Teacher Candidates Perceive

2017 ◽  
Vol 6 (2) ◽  
pp. 272
Author(s):  
Zuleyha Sakar ◽  
Figen Akca ◽  
Aysegul Bozkurt
Keyword(s):  
Academic Success ◽  
Teacher Candidates ◽  
Emotional Abuse ◽  
Behavior Pattern ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Point Of View ◽  
Psychological Well Being ◽  
The Individual ◽  
The Relationship

Emotional abuse can be defined as a large behavior pattern which the individual is exposed to and can be compiled as, the abasement, violent attitude, exclusion, continuous criticism, unfulfilled need for love and making someone feel worthless. From this point of view the effect on the well being is a key concern about the individuals exposed to emotional abuse. Accordingly the purpose of this study is determined as to analyze of the relationship between the level of emotional abuse and well being of teacher candidates perceive. For this purpose 438 teacher candidates, who study at the Faculty of Education in Uludağ University, were utilized in the study. In the research descriptive method was used and the data was obtained by “Perceived Emotional Abuse Scale” (Ersanlı, Yılmaz, & Özcan, 2013) and “Psychological Well Being Scale” (Telef, 2013). According to the findings obtained in order to determine the relationship between the psychological well being and the emotional abuse that teacher candidates perceive, correlation and simple linear regression analysis were performed and it is found that there is a significant negative relation in between (p<.01). In addition in terms of the variables of gender, developmental period they are in, department and the level of academic success they perceive, it is discovered that the levels of perceived emotional abuse predict their psychological well being between 12% and 24%.

scholarly journals Psychological Strengths Contributing to Rural Student’s Academic Performance in Kadazandusun

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Getrude C. Ah Gang Grace
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Well Being ◽  
Rural Students ◽  
Psychological Well Being ◽  
Academic Self Efficacy ◽  
Psychological Strengths

Achieving academic success is a shared dream among students. To achieve academic success, psychological strengths, such as psychological well-being, academic self-efficacy, and motivation, are predictors of students’ academic achievement. To examine these factors, a study was conducted on rural students from the Kadazandusun community residing in the interior Sabah division. It is predicted that each of these psychological factors may contribute to the academic achievement of these rural students. There were 668 Kadazandusun rural students from 17 rural schools in Sabah who participated in this study. A set of questionnaires comprising four parts was used to measure all the variables based on the following sequence: Section A measured demographic variables, Section B measured psychological well-being, Section C measured achievement motivation, and Section D measured academic self-efficacy. The simple regression analysis showed that each psychological factor moderately affected academic achievement. Psychological well-being, achievement motivation, and academic self-efficacy contributed 4.4%, 2.2%, and 5.1% of the variance in students’ academic achievement, respectively. This study’s results may give the Ministry of Education, schools, and parents a glimpse of hope that despite educational limitations, such as lack of infrastructure and geographical location, students’ psychological strengths can enhance rural students’ academic performance. Therefore, the educational authorities can provide more programmes regarding works that increase psychological well-being, motivation, and academic efficacy, which may contribute to the academic success of rural students.

scholarly journals Social Support, Coping, Life Satisfaction, and Academic Success Among College Students

2021 ◽  
Vol 26 (2) ◽  
pp. 150-156
Author(s):  
Mary E. McNaughton-Cassill ◽  
Stella Lopez ◽  
Cory Knight ◽  
Jessica Perrotte ◽  
Nicholas Mireles ◽  
...  
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Academic Success ◽  
Coping Strategies ◽  
Well Being ◽  
Psychological Well Being ◽  
Grade Point ◽  
Campus Environment ◽  
University Environment ◽  
And Coping

Although more students are enrolling in college than ever before, far too many fail to complete their degrees. The financial, personal, and societal costs of leaving college can be high. The current study explored the relationship between 2 key psychosocial factors, social support and coping, and 2 measures of psychological well-being; specifically, life satisfaction and perceptions of the campus environment, both of which have been related to grade point average (GPA) and student retention. Path analysis results indicated that social support (B = .31, p < .001) and life satisfaction (B = .36, p = .005) were positively related to perception of university environment, whereas the use of problematic coping strategies (B = −.42, p = .003) was negatively related to perception of university environment. In addition, higher class year (B = −.11, p = .004) and first-generation student status (B = −.25, p = .013) were negatively related to GPA. These findings suggest that university efforts to help students develop positive social support resources and effective coping strategies have the potential to increase both psychological well-being and academic success.

The Self-Efficacy in Multiple Sclerosis (SEMS) Scale

2018 ◽  
Vol 34 (5) ◽  
pp. 352-360 ◽  
Author(s):  
Silvia Bonino ◽  
Federica Graziano ◽  
Martina Borghi ◽  
Davide Marengo ◽  
Giorgia Molinengo ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Coping Strategies ◽  
Measurement Invariance ◽  
Sense Of Coherence ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Rasch Analysis ◽  
Well Being ◽  
Psychological Well Being ◽  
And Coping

Abstract. This research developed a new scale to evaluate Self-Efficacy in Multiple Sclerosis (SEMS). The aim of this study was to investigate dimensionality, item functioning, measurement invariance, and concurrent validity of the SEMS scale. Data were collected from 203 multiple sclerosis (MS) patients (mean age, 39.5 years; 66% women; 95% having a relapsing remitting form of MS). Fifteen items of the SEMS scale were submitted to patients along with measures of psychological well-being, sense of coherence, depression, and coping strategies. Data underwent Rasch analysis and correlation analysis. Rasch analysis indicates the SEMS as a multidimensional construct characterized by two correlated dimensions: goal setting and symptom management, with satisfactory reliability coefficients. Overall, the 15 items reported acceptable fit statistics; the scale demonstrated measurement invariance (with respect to gender and disease duration) and good concurrent validity (positive correlations with psychological well-being, sense of coherence, and coping strategies and negative correlations with depression). Preliminary evidence suggests that SEMS is a psychometrically sound measure to evaluate perceived self-efficacy of MS patients with moderate disability, and it would be a valuable instrument for both research and clinical applications.

Relationships Between Bidirectional Work-Family Interactions and Psychological Well-Being

2014 ◽  
Vol 13 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Xi-Chao Zhang ◽  
Oi Ling Siu ◽  
Jing Hu ◽  
Weiwei Zhang
Keyword(s):  
Family Conflict ◽  
Structural Equation ◽  
Time Lag ◽  
Well Being ◽  
Equation Modeling ◽  
Family Interactions ◽  
Work Family Conflict ◽  
Psychological Well Being ◽  
Direct Model ◽  
Work Family

This study investigated the direct, reversed, and reciprocal relationships between bidirectional work-family conflict/work-family facilitation and psychological well-being (PWB). We administered a three-wave questionnaire survey to 260 married Chinese employees using a time lag of one month. Cross-lagged structural equation modeling analysis was conducted and demonstrated that the direct model was better than the reversed causal or the reciprocal model. Specifically, work-to-family conflict at Time 1 negatively predicted PWB at Time 2, and work-to-family conflict at Time 2 negatively predicted PWB at Time 3; further, work-to-family facilitation at Time 1 positively predicted PWB at Time 2. In addition, family-to-work facilitation at Time 1 positively predicted PWB at Time 2, and family-to-work conflict at Time 2 negatively predicted PWB at Time 3.

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