The period of transition between high school and tertiary education can be overwhelming to preuniversity college students. It involves phases of adaptation as well as overcoming discomfort and challenges. In the process of adaptation, stress can be inevitable. Stress is known to influence one's psychological well-being and if not well managed, it can be detrimental to an individual's life and the individual may not be able to fully execute important daily tasks. College students may encounter stress in the dimensions of academic, financial, family, peers, and college surroundings with having to hold different roles and responsibilities as students. This situation may inevitably cause stress among students themselves. The stress experienced by these students can potentially affect their psychological well-being. Therefore, investigating students' level of stress and examining how stress can affect their psychological well-being is necessary. The current study sought to investigate the relationship of stress and psychological well-being of TESL Foundation students in UiTM. The survey questionnaires were randomly distributed to 222 participants. Student Stress inventory and Psychological Well-Being (PWB) scales were utilized to gather the data. Findings revealed an inversed moderate significant relationship between stress and psychological well-being among TESL foundation students. Implications and recommendations were suggested and discussed.
Readiness for self-directed learning (SDRLS) is a necessary skill for 21 st -century learners. Learners are expected to be responsible for their own learning. However, to what extend Malaysian students are ready to facilitate their own learning or are they still being spoon-fed? This study was intended to assess SDLRS among college students. It utilized a survey method research design. There were 136 diploma students participated in this study. The finding revealed that respondents' levels of SDRLS were high. There was significant difference between SDRLS and gender but no significant differences between academic achievement and hometown. The discussion addresses implications to educators in designing instructional strategies
Many students who enroll in distance learning programs claimed that they feel very stressful when completing their assignments, poor performance and difficulties to cope with studies and work. This study compared the part-time distance learning students and the full-time students' emotional intelligence, psychological well-being and life satisfaction. This study employed a survey method involving 67 students. The finding revealed that there was a significant difference in emotional intelligence between the part-time and the full time students. However, there were no significant differences in psychological well-being and life satisfaction between the two groups of students. Implications and recommendations are discussed accordingly.
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