The mediating role of solution focused thinking in relation between mindfulness and psychological well-being in university students

2021 ◽  
Author(s):  
Ümüt Arslan ◽  
Esra Asıcı
Keyword(s):  
University Students ◽  
Well Being ◽  
Psychological Well Being ◽  
Mediating Role ◽  
Solution Focused

MEDIATING ROLE OF COPING STYLES BETWEEN SOCIAL SUPPORT AND PSYCHOLOGICAL WELL-BEING OF UNIVERSITY STUDENTS

2021 ◽  
Author(s):  
Noshi Iram Zaman
Keyword(s):  
Social Support ◽  
University Students ◽  
Coping Styles ◽  
Well Being ◽  
Bootstrap Analysis ◽  
Psychological Well Being ◽  
Mediating Role ◽  
Group Settings ◽  
Life Issues

Background: University students being energetic, active, and robust engage proactively in their lives. Students’ coping styles are important to deal with daily life issues. The current study investigated the mediating role of coping style between social support and psychological well-being among students of Karachi University, Pakistan. Method: To test the hypotheses, a sample of 105 university students (males 51 & females 55) with the age ranging between 19 to 36 years (mean age= 24.85; SD=.478) belonging to different socioeconomic status were selected from the University of Karachi, Pakistan. After taking permission from HOD of concerned departments, Demographic Information Form, Multidimensional Perceived Social Support Scale Coping styles scale, and Psychological Well-Being Scale were administered on participants in group settings. Descriptive statistics, correlation analysis, and Hayes’ PROCESS macro and bootstrap analysis were performed.Results: Problem-focused coping contributes 18 % variance in the psychological well-being of university students. Moreover, Social support brings 35 % and 46 % variation in the relationship of problem-focused coping; emotion-focused coping, and psychological well-being.Conclusion: Problem-focused coping was shown as an important mediating factor for social support and psychological wellbeing.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals Mediating Role of Moral Disengagement between Emotional Manipulation and Psychological Well-Being: Does Age Matter?

2021 ◽  
Vol 11 (9) ◽  
pp. 117
Author(s):  
Syeda Rubab Aftab ◽  
Jamil Ahmad Malik
Keyword(s):  
Young Adults ◽  
Indirect Effect ◽  
Moral Disengagement ◽  
Well Being ◽  
Late Adolescents ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Emotional Skills ◽  
Mediating Role

Background/Aims: When people hone their emotional skills, they become better at manipulating others. They use their emotional skills for coping with the demands of life. This study investigated the mediating role of moral disengagement between emotional manipulation and psychological well-being. Further, the moderating role of age is tested for the mediation model of the study. Methods: This study has a cross-sectional design. Participants included students from private and public institutions (n = 542; Mean age = 18.59 years, SD = 2.10 years; gender = 46% males). Responses were collected on emotional manipulation, moral disengagement, and psychological well-being questionnaires. Analyses were conducted using SPSS 21 and PROCESS 3.1. Results: The correlation analysis showed that both in late adolescents and young adults, moral disengagement negatively correlated with psychological well-being. However, the correlation is much stronger for young adults as compared to late adolescents. Similarly, emotional manipulation has a stronger positive correlation with moral disengagement in young adults compared to late adolescents. Results also showed that moral disengagement and emotional manipulation is higher in males than females, and psychological well-being is higher in females than males. Moral disengagement appeared to be a negative mediator for the relationship between emotional manipulation and psychological well-being. Further, age moderated the indirect effect of emotional manipulation on psychological well-being through moral disengagement. The moderation of age suggests that young adults are more inclined toward moral disengagement behaviors for manipulating emotions in comparison to late adolescents. Conclusions: It is concluded that use of emotional manipulation is associated with a direct increase in psychological well-being; however, indirect emotional manipulation decreases psychological well-being, with an increased use of moral disengagement. Moreover, this indirect effect is stronger in young adults compared to late adolescents, as young adults are more inclined toward moral disengagement.

scholarly journals The Role of University Students’ General Self-Efficacy, Depression and Psychological Well-being in Predicting Their Exercise Behavior

2017 ◽  
Vol 5 (3) ◽  
pp. 110 ◽  
Author(s):  
Gözde Ersöz
Keyword(s):  
University Students ◽  
Stages Of Change ◽  
Self Efficacy ◽  
Well Being ◽  
Exercise Behavior ◽  
Psychological Well Being ◽  
The Relationship ◽  
General Self Efficacy ◽  
Positive Effect

The aim of this research is to examine the relationship between exercise and general self-efficacy, depression, and psychological well-being of college students. Five hundred and twenty-two university students (nmale= 273; Xage= 23.33±4.36 and nfemale= 279; Xage=25.91±7.11) have participated in this research. The General Self-Efficacy Scale (GSES), Beck Depression Inventory (BDI), Physical Activity Stages of Change Questionnaire (PASCQ), and “Psychological Well-Being Scale (PWBS) have been applied to the sample group in this study. While differences in participants’ self-efficacy, depression, and psychological well-being levels with regard to the stage of changes in exercise are calculated with one way analysis of variance (ANOVA), the relationship between these ideas discussed in the research have been determined with Pearson Moments Product Correlation Analysis. According to the stages of exercise behavior, significant disparities have been found between participants’ level of self-efficacy, depression, and psychological well-being, and the relationship between those notions has been observed. According to the results, the participants’ general self-efficacy and psychological well-being levels were high and the depression levels were low when on advanced levels of exercise. In light of the findings obtained from this research, it has been concluded that continuity in exercise has a positive effect on psychological effects like general self-efficacy, depression and psychological well-being.

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