Happiness among first-year students at a comprehensive tertiary institution: An exploratory study

Abstract

The 1970s saw a significant increase in the volume of research on individuals’ subjective experience of well-being. The subjective well-being of university students has received less attention, however. Student well-being is important, given the widespread concern over the high dropout rates at institutions of higher learning in South Africa (Council of Higher Education, 2013; Van Zyl, 2010). The paper adds to the existing body of literature through an exposition on the possible influence of variables forthcoming from the literature, on the overall subjective well-being of first-year economics students at a comprehensive university. Variables that displayed a significant and positive contribution to subjective well-being were first-year and extended-degree students, the university being the institution of choice, feeling at home, knowing exactly how the university functions, and watching or participating in sport. Variables that were found to be significant with a negative contribution to subjective well-being levels were: worries about tests, studying less than 10 hours per week and, interestingly, living on campus.

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

“…Within this approach, numerous prior studies have investigated the determinants of quality of life (QoL) or subjective well-being amongst university and college students; however, this is mostly within a developed country context (Botha, Snowball, De Klerk & Radloff, 2013;Pretorius & Blaauw, 2014). Even in developed countries, the fulfilment of basic needs is the cornerstone of explaining students' subjective well-being (Türkdoğan & Duru, 2012).…”

“…Variables endogenous to the institutions refer to issues such as living conditions, social spaces, leisure activities and the culture on campus (Botha et al, 2013). Pretorius and Blaauw (2014) conducted an exploratory study on the subjective well-being of first-year students at a comprehensive higher education institution. Apart from the elements highlighted by previous international and local studies, they found additional variables in particular that are of importance for first-year students' subjective well-being.…”

“…Apart from the elements highlighted by previous international and local studies, they found additional variables in particular that are of importance for first-year students' subjective well-being. Positive aspects forthcoming from their results were the fact that the university was the institution of choice for the student; feeling 'at home'; knowing exactly how the university functions; and taking part in or watching sport (Pretorius & Blaauw, 2014). Negative influences were identified as worries about tests, studying less than 10 hours per week and living on campus (Pretorius & Blaauw, 2014).…”

“…Positive aspects forthcoming from their results were the fact that the university was the institution of choice for the student; feeling 'at home'; knowing exactly how the university functions; and taking part in or watching sport (Pretorius & Blaauw, 2014). Negative influences were identified as worries about tests, studying less than 10 hours per week and living on campus (Pretorius & Blaauw, 2014). Türkdoğan andDuru (2012, p. 2444) summarised the issue of subjective well-being of students, stating that:…”

“…This article attempts to adhere to this call by investigating the levels and changes in the SWB of successive groups of first-year economics students at a comprehensive university 1 in the heart of Gauteng between 2014 and 2017. Students at comprehensive universities come from diverse schooling backgrounds with unique characteristics and circumstances facing them (Pretorius & Blaauw, 2014).…”