scholarly journals Psychological Well-being as a Predictor of Resilience Among University Students

2021 ◽  
Vol 36 (4) ◽  
pp. 571-586
Author(s):  
Amreen . ◽  
Anila Amber Malik
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Well Being ◽  
Male Students ◽  
Philosophical Approach ◽  
Psychological Well Being ◽  
Resilience Scale ◽  
Life Challenges ◽  
University Life ◽  
Psychological Features

The concept of psychological well-being and resilience shares common psychological features involved in positive human functioning. The theoretical dimensions of psychological well-being are deeply rooted in the philosophical approach to humanistic, existential, developmental, and clinical psychology. The present study was aimed to examine the predictable relationship of psychological well-being and resilience among undergraduate university students of Karachi. Secondly, it differentiates the functioning of male and female university students on the construct of psychological Well-being and resilience. The sample was comprised of 300 undergraduate students, purposively selected; with a mean age of 21.89 years belong to different universities of Karachi. The Scales of Psychological Well-being (Ryff, 1989) and The Connor-Davidson Resilience Scale (Connor & Davidson, 2003) were used as measures of this study. Findings indicated that psychological well-being was positive predictor of resilience. In the Scales of Psychological Well-being, the domain of autonomy and environmental mastery were the significant positive correlates of resilience. In addition, psychological well-being and resilience were found to be greater among female students as compared to male students. The findings of this study provide implications for positive education that enables students to robust their strengths and capabilities to increase their well-being and effective management of university life challenges.

scholarly journals Optimism and resilience among university students

2018 ◽  
Vol 1 (1) ◽  
pp. 147
Author(s):  
Rocio Gómez- Molinero ◽  
Antonio Zayas ◽  
Paula Ruíz-González ◽  
Rocio Guil
Keyword(s):  
University Students ◽  
Negative Impact ◽  
Well Being ◽  
Spanish Version ◽  
Life Transition ◽  
Life Orientation Test ◽  
New Family ◽  
Resilience Scale ◽  
University Life ◽  
The Face

University life is full of stressful stimuli that can contribute to psychological distress and lower performance levels. Despite academic demands, university students also face new stressors, such as different social networks, financial changes, and adaptation to new family and social roles that may have a negative impact on their mental health (Pidgeon & Pickett, 2017). In this sense, resilience literature has gained acceptance explaining how some students successfully adapt to university life while others find great challenges. Since resilience has been defined as the ability to successfully adapt in the face of stress and adversity, it is important to determine what psychological factors contribute enhancing this resilience levels. One of the factors related to life adaptation is optimism, understood as the general expectancy of obtaining positive outcomes in the future (Scheier & Carver, 1985). Hence, the aim of this study is to study the relationship between optimism and resilience among a sample of university students in Spain.The sample was comprised of 132 students from the University of Cádiz (Spain). Participants were selected by quota sampling from first to last year of studies. The majority of students (72.5%) were female and average age was 21.71 (range = 18–48, SD = 3.75). Participants completed the Wagnild and Young Resilience Scale (Spanish version adapted by Novella, 2002) and Life Orientation Test (LOT-R Spanish version adapted by Ferrando, Chico & Tous).We performed hierarchical multiple regression analysis and obtained that optimism explained 25% of resilience among university students (R2 = .25, â = .49). No gender and age differences were observed. Thus, identifying the factors that influence students’ adjustment to university life can improve the targeting of interventions to improve university academic performance. Moreover, this research could contribute helping students to successfully face this life transition, increasing their well-being and life satisfaction levels and decreasing university absenteeism.

“I Am Grateful That I Still Live Under One Roof With My Family”: Gratitude Among South African University Students

2020 ◽  
pp. 216769682097069
Author(s):  
Carolina F. du Plessis ◽  
Tharina Guse ◽  
Graham A. du Plessis
Keyword(s):  
University Students ◽  
Emerging Adults ◽  
South African ◽  
Undergraduate Students ◽  
Family Relationships ◽  
Well Being ◽  
Developmental Trajectory ◽  
Socioeconomic Resources ◽  
Material Resources ◽  
University Life

During the transition from school to university, students are faced with many challenges to their well-being. This is especially true in resource constrained societies like South Africa. While there is extensive research linking well-being with gratitude, less is known qualitatively about what individuals are grateful for. A sample of 933 undergraduate students submitted gratitude lists, resulting in over 9,000 unique “gratitude items.” Thematic analysis revealed several prominent themes, such as gratitude for relationships, material resources, being at university, life and health, and, finally, religious gratitude. These themes are discussed in the context of the importance of family relationships in the lives of emerging adults, the core role played by the educational context, the importance of socioeconomic resources and the association between religion, gratitude, and well-being. Strengthening these resources and cultivating gratitude for these prominent targets of appreciation may support students in their developmental trajectory.

scholarly journals Research of social expectations of university students in the dimensions of psychological well-being

Eduweb ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 124-138
Author(s):  
Oleksandr Semenov ◽  
Petro Oleshko ◽  
Svitlana Tsymbal ◽  
Vera Liashko ◽  
Alyona Shevchenko ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Positive Attitude ◽  
Well Being ◽  
Test Methods ◽  
Social Expectations ◽  
Psychological Well Being ◽  
Reliable Test ◽  
Psychological Features ◽  
The Relationship

The aim of the article is to argue theoretically and empirically study the relationship between social expectations and psychological well-being of university students. Methodological starting points of empirical research are outlined. Valid and reliable test methods are used to study the psychological content parameters of social expectations and psychological well-being. The results determined that the psychological features of social expectations and psychological well-being of student's youth are theoretically substantiated. It was found that the respondents have an average level of parameters of psychological well-being and social expectations, which indicates moderate life satisfaction and the presence of adequate orientation in the socio-psychological reality. The most formed components of psychological well-being are the balance of affect and meaningfulness, which indicates the awareness of their own lives by student’s youth. It is recorded that the respondents have the least formed - self-acceptance, positive attitude and autonomy.

Adapting the Ryff Scales of Psychological Well-being: a 28-Item Vietnamese Version for University Students

2019 ◽  
Vol 5 (2) ◽  
pp. 176-197
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Structural Equation ◽  
Discriminant Validity ◽  
Well Being ◽  
Statistical Technique ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Psychological Well Being

Research in psychological well-being and correlates to general health have blossomed in the last 20-25 years. However, little research exists in health and psychological well-being of the Vietnamese population, partially due to a lack of valid and reliable research instruments available in the Vietnamese language. This study aimed to produce a short, valid and reliable research instrument in Vietnamese to assess the psychological well-being of university students. The 54-item Ryff Scales of Psychological Well-being (RSPWB), a widely used and validated instrument, was the instrument of choice. A research questionnaire, which included the RSPWB, was translated and completed by 253 Vietnamese undergraduate students (18-27 years of age). Analyses included the use of partial least squares, structural equation modeling (PLS-SEM) - a second generation statistical technique for testing complex path models, to evaluate the validity and reliability of the 54 items. As a result of the research, the PLS-SEM analyses produced a multidimensional model with six factors (autonomy, environmental mastery, purpose in life, personal growth, positive relations with others, and self-acceptance) and 28 items that demonstrated good convergent and discriminant validity and reliability. Moreover, the 28-item Vietnamese version of the RSPWB supported the same multidimensional six-factor structure as proposed in the original RSPWB. In conclusion, the adapted 28-item Vietnamese version of the RSPWB is shorter in length, has good psychometric properties, and helps to fill a current gap of available research instruments for advancing the current understanding of psychological well-being and relationships to health in Vietnamese university students. Received !6th January 2019 ; Revised 15th April 2019; Accepted 23rd April 2019

scholarly journals Changes in Undergraduate Students’ Psychological Well-Being as They Experience University Life

2019 ◽  
Vol 16 (16) ◽  
pp. 2864 ◽  
Author(s):  
Xinqiao Liu ◽  
Siqing Ping ◽  
Wenjuan Gao
Keyword(s):  
Mental Health ◽  
College Students ◽  
Psychiatric Disorders ◽  
Undergraduate Students ◽  
Normal Level ◽  
Well Being ◽  
Full Time ◽  
Psychological Well Being ◽  
Severity Scores ◽  
University Life

The onset of most lifetime mental disorders occurs during adolescence, and the years in college, as the final stage of adolescence in a broad sense, deserve attention in this respect. The psychological well-being of undergraduate students can influence not only their academic and professional success, but also the development of society as a whole. Although previous studies suggested psychiatric disorders are common in the adult population, there was little consistent information available about undergraduate students’ mental health problems. This research aimed to describe the changes in depression, anxiety, and stress of Chinese full-time undergraduate students as they experienced university life using the Depression Anxiety Stress Scales-21 (DASS-21). The main conclusions of our study were as follows: (1) on average, students’ severity scores of depression during the four academic years varied between 7.22 and 7.79, while stress scores ranged from 9.53 to 11.68. However, the anxiety scores of college students in the first three years turned out to be 7.40, 7.24 and 7.10, respectively, slightly overtaking the normal threshold of 7. These results indicated that Chinese college students, in general, were mentally healthy with regard to depression and stress, but their average anxiety levels were beyond normal in the first three years. (2) As for the proportions of students with different degrees of severity, approximately 38% to 43% of college students were above the normal level of anxiety, about 35% above the normal level of depression, and around 20% to 30% above the normal level of stress. (3) There were significant differences in the psychological health states of students of different years, especially among the sophomores, juniors, and seniors; the highest score of depression, anxiety, and stress all appeared in the first or second year on average, but some improvements were achieved in the third and last years. The findings suggested that colleges and universities need to pay special attention to psychologically unhealthy students, and with concerted efforts by the government, formulate mental health policies in the prevention, detection, and treatment of students’ psychiatric disorders, rather than just focusing on their average levels of mental health.

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.

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