The predicting well_being in social disorder based on self_discrepancy

2011 ◽  
Vol 26 (S2) ◽  
pp. 865-865
Author(s):  
Z. Aalayi ◽  
T. Ahmadi Gatab
Keyword(s):  
University Students ◽  
Social Phobia ◽  
Direct Effect ◽  
Well Being ◽  
Social Disorder ◽  
Positive Correlation ◽  
Self Discrepancy ◽  
The Relationship

Introduction and objectivesThe paper aimed to study the relationship between self discrepancy and well-being in subjects suffering from social phobia. Previous research reveals that patients suffering from social phobia report a lower well-being and that self discrepancy have a positive correlation with well-being. So the question is which kind of self discrepancy decreases well-being through increasing social phobia.MethodsTo carry out this research 250 subjects were randomly selected based on Liebowitz’ s social phobia test given to a great number of university students. Subjects were asked to answer the tests on two domains of well-being and self discrepancy at the same time.ResultsThe results showed that “actualundesired” and “actualought” self discrepancy have more considerable effects on well-being respectively. Also, the direct effect of self discrepancy on well-being is more than the direct one.ConclusionsThese finding can be significant in treating social phobia and promoting well-being.

scholarly journals COUNTRY MATTERS: WELL-BEING AND EMIGRATION PLANS AMONG UNIVERSITY STUDENTS IN SLOVAKIA AND BULGARIA: THE MEDIATION EFFECT OF ROOTEDNESS

2020 ◽  
pp. 107-119
Author(s):  
Frederika Lučanská ◽  
◽  
Oľga Orosová ◽  
Vihra Naydenova ◽  
Jozef Benka ◽  
...  
Keyword(s):  
University Students ◽  
Exploratory Study ◽  
Online Survey ◽  
Well Being ◽  
Two Dimensions ◽  
Mediation Effect ◽  
One Dimension ◽  
Psychological Mechanisms ◽  
The Relationship

The objective of this exploratory study was to examine the relationship between well-being, rootedness and emigration plans (EP) among university students in Slovakia and Bulgaria. It also explored the mediation effect of rootedness in the relationship between well-being and EP. The data were collected throughan online survey (SLiCE 2016). The research sample consisted of 361 university students (M=22.4 years, SD=3.8) from Slovakia (141, 86.5% female) and Bulgaria (220, 69.1% female). Based on their emigration plans, the respondentswere dividedinto two groups;those who do not plan to leave (n=218, 60.4%) and those who plan to leave in the long term (n=143, 39.6%) after they finish university. ForSlovakia, all factors were significantly related toEP. Furthermore, the association between well-being and EP was fully mediated by two dimensions of rootedness with different psychological mechanisms. For Bulgaria, only well-being and onedimension of rootedness,desire for change,were significantly related to EP. It was also found that the association between well-being and EP was partially mediated by only one dimension of rootedness –desire for change. This study highlightsthat rootedness hasa different relationship with other examined factorsin different countries and also that it is necessary to respect the cultural and socio-economic featuresof acountry.

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.

scholarly journals Mediating the Effect of Cognitive Flexibility in the Relationship between Psychological Well-Being and Self-Confidence: A Study on Turkish University Students

2019 ◽  
Vol 8 (6) ◽  
pp. 278 ◽  
Author(s):  
Asude Malkoç ◽  
Aynur Kesen Mutlu
Keyword(s):  
University Students ◽  
Cognitive Flexibility ◽  
Private University ◽  
Well Being ◽  
Psychological Well Being ◽  
Self Confidence ◽  
Turkish University Students ◽  
Faculty Of Education ◽  
The Relationship

This study examined the role of self-confidence and cognitive flexibility in psychological well-being. The study looked into whether cognitive flexibility mediates the relationship between self-confidence and psychological well-being. The study involved the participation of 284 university students (192 female and 92 male) enrolled in the Faculty of Education at a private university in Istanbul, Turkey. Data was collected via the Self- Confidence Scale, Flourishing Scale and Cognitive Flexibility Scale. The results of our multiple regression analysis revealed that self-confidence and cognitive flexibility statistically predict psychological well-being. Self-confidence and cognitive flexibility were found to explain 38% of the variance in psychological well-being. Furthermore, cognitive flexibility served as a mediator in the relationship between self-confidence and psychological well-being.

DIRECT AND INDIRECT EFFECTS OF SOCIAL SUPPORT ON PSYCHOLOGICAL WELL-BEING

2004 ◽  
Vol 32 (5) ◽  
pp. 449-458 ◽  
Author(s):  
Tülin Gençöz ◽  
Yeşim Özlale ◽  
Randy Lennon
Keyword(s):  
Social Support ◽  
University Students ◽  
Direct Effect ◽  
Indirect Effects ◽  
Well Being ◽  
The Other ◽  
Depression Symptoms ◽  
Direct And Indirect Effects ◽  
Psychological Well Being ◽  
Undergraduate University Students

The aim of this study was to investigate the direct and indirect effects of social support on psychological well-being. Social support was evaluated under two different categories which were named as Aid-Related and Appreciation-Related Socia+l Support. The first category was more related to potential for receiving help from others when needed, and being cared for by others, while the latter category was more related to being recognized by others as an efficient source of help and reassurance of worth. Undergraduate university students (N =342) served as subjects, and results revealed that aid-related social support and psychological well-being (i.e., alleviated depression symptoms) association was partially mediated by experiencing fewer life stresses. On the other hand, appreciation-related social support had a direct effect on psychological well-being. Implications of these results are discussed.

scholarly journals The Influence of Pre-University Students’ Mathematics Test Anxiety and Numerical Anxiety on Mathematics Achievement

2015 ◽  
Vol 8 (11) ◽  
pp. 162 ◽  
Author(s):  
Ernest Lim Kok Seng
Keyword(s):  
Mathematics Achievement ◽  
University Students ◽  
Test Anxiety ◽  
Mathematics Anxiety ◽  
Gender Issue ◽  
Higher Learning ◽  
Multiple Regressions ◽  
Positive Correlation ◽  
Mathematics Test ◽  
The Relationship

<p class="apa">This study examines the relationship between mathematics test anxiety and numerical anxiety on students’ mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of the variables for mathematics test anxiety and numerical anxiety. The data revealed that there was a positive correlation between mathematics test anxiety and numerical anxiety on students’ mathematics achievement. Results of the multiple regressions showed that all the variables of mathematics anxieties were statistically significant on students’ mathematics achievement. Non-parametric tests also revealed that mathematics anxiety was statistically significant in measuring students’ mathematics achievement.</p>

scholarly journals Self-Control and Affect Regulation Styles Predict Anxiety Longitudinally in University Students

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
John P. Powers ◽  
Hannah Moshontz ◽  
Rick H. Hoyle
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Affect Regulation ◽  
Structural Equation ◽  
Well Being ◽  
Self Control ◽  
Equation Modeling ◽  
Self Blame ◽  
Cohort Design ◽  
The Relationship

The performance and well-being of university students is influenced by many factors, including self-control and affect regulation, but little is known about how these factors relate. We therefore analyzed data from a multi-site research project that assessed trait self-control, affect regulation, and anxiety in a longitudinal cohort design (N = 1314) using structural equation modeling. We specifically tested hypotheses that trait self-control, assessed upon entering school, would predict anxiety outcomes during students’ third year, and this relationship would be mediated by affect regulation styles (adaptive or maladaptive). We found that greater self-control did predict lower third-year anxiety, even after accounting for anxiety levels upon entering school. Furthermore, this relationship was partially mediated by maladaptive affect regulation, where students with greater self-control endorsed less use of maladaptive coping strategies (e.g., denial, self-blame), which in turn predicted less subsequent anxiety. In contrast, adaptive coping strategies did not mediate the relationship between trait self-control and anxiety. These findings highlight trait self-control as an important predictor of anxiety, and they identify maladaptive affect regulation as a target for interventions to promote student well-being and success.

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