Financial Challenges and the Subjective Well‑being of First‑year Students at a Comprehensive South African University

Abstract

Since 1994, there has been a doubling in the enrolment of students in South Africa's public universities. Students, especially first-generation students, face numerous challenges that may impact their subjective perceptions of their well-being. In a milieu of high levels of suicide and depression amongst South Africa's student population, the understanding of the variables determining students' subjective well-being (SWB) should be deepened. This article investigates the levels and changes in the SWB of successive groups of first-year students at a comprehensive university in South Africa between 2014 and 2017. It makes use of a fit-for-purpose survey instrument. The results show that the SWB of students is influenced positively by their living arrangements and variables that have a direct influence on the educational environment in which they operate, such as feeling 'at home' and an overall level of satisfaction of the students' experience at the university. Negative variables that influence the SWB of students include concerns regarding finances and upcoming tests, and living on campus or within walking distance of campus.

Academic Adjustment of Freshmen in Cambodian Higher Education Institutions: A Systematic Literature Review

“…Meanwhile, Pretorius & Blaauw [46] found a primary obstacle confronting the higher education sector in South Africa: financial constraints. Financial issues among university students emerged as a notable detriment to students' subjective well-being (SWB) in 2015, exemplified by the #FeesMustFall movement, which is directly associated with this persistent challenge.…”

A self-determination theoretical approach into survival strategies of on-campus and off-campus students from low-income families

“…Türkdoğan and Duru (2012) argue that negative influence, such as worries about tests influence the well-being and survival of students. Pretorius and Blaauw (2020) add other aspects such as overcrowding on campus residence and higher levels of crime levels experienced in number of higher education institutions as very problematic because of their negative impact on students' well-being and studies. Moreover, Makhanya (2017) highlights that crime, violence, delinquency and antisocial behaviours are not new in institutions of higher learning.…”

“…This will aid off-campus students who are more vulnerable to crime at night. More concerted efforts have to be applied to increase students' chances of doing well and be successful in their studies, as per expectations by social norms and structures of our society (Pretorius and Blaauw, 2020). Jacoby and Garland (2004) noted transportation issues, multiple roles that students play or juggle within their lives, integrating support networks, a sense of belonging to an institution, student engagement, financial aid and employment, as some of the key trepidations experienced by students not staying on campus, and which tend to have a bearing on their studies.…”

Invariance and item bias of the Mental Health Continuum Short-Form for South African university first-year students

“…Student well-being is increasingly becoming a worldwide concern, also in South Africa (Jones et al, 2021;Pretorius & Blaauw, 2020). Many students, specifically first-year students, struggle with mental and psychological health problems such as anxiety (Wangeri et al, 2012), depression (Bakker et al, 2017), stress (Schwartz et al, 2021), panic attacks (Bruffaerts et al, 2019), eating disorders (Levine, 2012) and suicidal thoughts (Bruffaerts et al, 2019).…”