Impact of Perceived Social Support, Resilience, and Subjective Well-Being on Psychological Distress among University Students: Does Gender Make a Difference?

Anser, Maryam; Saddique, Ayesha; Chong, Seng Choi; Almas, Aiman; Munir, Shumaila

doi:10.6007/ijarbss/v11-i2/8331

Cited by 7 publications

(6 citation statements)

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“…These results extend current literature in that a higher level of resilience is related to more positive psychological well-being [3,45]. Moreover, resilience largely and positively contributed to psychological well-being [16,27,46,47]. The results are comparable to those of Idris et al [3], who found that resilience explained 48.2% of the variance in psychological well-being.…”

Section: Discussionsupporting

confidence: 87%

“…Although academic resilience and well-being are important personal psychological resources in meeting academic challenges, there is an emerging and increasing attention to understanding how these elements contrast across sexual orientations (gender) in the SHS setting, particularly in developing nations [26,27]. The justification for this call is that little research has been carried out in this area, and some of the current research does not focus on SHS students but rather higher education [14,16].…”

Section: Introductionmentioning

confidence: 99%

“…The justification for this call is that little research has been carried out in this area, and some of the current research does not focus on SHS students but rather higher education [14,16]. There is a gap to analyze and explain the discrepancies in academic resilience and well-being between male and female SHS students [26,27]. In spite of the developing body of examinations on academic resilience and well-being, the exact gender differences among SHS students in Ghana have received little attention.…”

Section: Introductionmentioning

confidence: 99%

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Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis

Amoadu,

Agormedah,

Obeng

et al. 2024

Children

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Senior high school (SHS) students are at risk of stress and other adverse exposures that may negatively affect their well-being and possibly cause attrition. The concepts of academic resilience and well-being share commonality as psychological attributes linked to positive functioning among students. Despite this connection, there seems to be limited research exploring these concepts across genders among SHS students in developing regions. This study examined the gender difference in academic resilience and well-being among SHS students in Ghana. Using a cross-sectional survey design, 190 SHS students in three schools from Kwahu North and South district (i.e., Afram Plains) of Ghana’s Eastern Region completed the Academic Resilience Scale (ARS-30) and College Student Subjective Wellbeing Questionnaire (CSSWQ). The sample consists of 102 males and 88 females, with a mean age of 17.83 years. The data were analyzed using independent samples t-tests and hierarchical regression. The study established that students have a moderate level of academic resilience and a higher level of well-being, with no statistically significant variation in students’ academic resilience (t = 0.718; p = 0.474) or well-being (t = −1.596; p = 0.112) across gender. Further, the study discovered that resilience significantly predicted academic well-being (B = 0.425; SE = 0.050; t = 8.50; p < 0.001). This study highlights the importance of promoting gender-sensitive intervention strategies that enhance the academic resilience and well-being of SHS students and help boost their educational attainment.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis

Amoadu,

Agormedah,

Obeng

et al. 2024

Children

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“…When teacher emotional support was perceived as resultant feelings of belonging, relatedness, safeness and other positive emotional experiences, it explained positive impact on students’ well-being (Baumeister & Leary, 1995 ). While other researches demonstrated the indirect effect from teacher emotional support on mental well-being through decreasing the negative and unpleasant emotional experience (Anser et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 92%

Exploring the associations among perceived teacher emotional support, resilience, Covid-19 anxiety, and mental well-being: evidence from Chinese vocational college students

Fan

Liu

2022

Curr Psychol

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This study aimed to examine the relations between perceived teacher emotional support, Covid-19 anxiety, resilience, and mental well-being among Chinese vocational college students during Covid-19 pandemic. A sample of Chinese vocational college students ( n = 1469) were surveyed with an online questionnaire composed of Teacher Emotional Support, Covid-19 Anxiety Scale, Brief Resilience Scale and Mental Well-being in Chinese version. Path analysis was employed in the study and the results showed that teacher emotional support was an important promoter for building up mental well-being but not a buffer for Covid-19 within Chinese cultural context, and the Covid-19 anxiety was significantly and negatively related to mental well-being. Resilience hindered the incidences of Covid-19 anxiety and was a significant protector for mental well-being. Covid-19 anxiety mediated the both relations between teacher emotional support and mental well-being, and resilience and mental well-being. These findings provided practical implications for coping with psychological problems and flourishing mental well-being among Chinese vocational college students. Supplementary Information The online version contains supplementary material available at 10.1007/s12144-022-04112-9.

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“…An event perceived as a threat or uncertainty can be related to anxiety (Matthews, 2016;Matthews et al, 2013). A metaanalysis study conducted by Barry et al (2020) showed that the effects of psychological distress affect aspects of health and can impair cognitive functions (Hersi et al, 2017;Matt et al, 2017;Tran et al, 2017), reducing individual well-being (Anser et al, 2021).…”

Section: │ 21mentioning

confidence: 99%

Quarter-life crisis: Personal growth initiative as a moderator of uncertainty intolerance in psychological distress

Balqis

Karmiyati

Suryaningrum

et al. 2023

Psikohumaniora J. Penelit. Psikol.

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Quarter-life crisis is a psychosocial crisis in which individuals are vulnerable to experiencing psychological distress. One contributor to such distress is uncertainty intolerance, while personal growth initiative is a factor that can reduce it. This study examines Personal Growth Initiative (PGI) in determining the effect of uncertainty intolerance on psychological distress in individuals experiencing a quarter-life crisis. A total of 309 participants were selected through a screening process using the Quarter-life Crisis Questionnaire. The participants completed the Intolerance of Uncertainty Scale, General Health Questionnaire-12, and Personal Growth Initiative Scale. Moderation regression analysis was performed using the Hayes PROCESS Macro. The results indicate that personal growth initiative buffers the effect of uncertainty intolerance on psychological distress in individuals experiencing a quarter-life crisis (B = -0.193, p = .003, R2 = .117), but with differences shown based on age and gender categories. Based on the findings, it is necessary to build personal growth initiative skills, which will assist individuals in achieving and maximizing their potential and adapting well when faced with conditions of uncertainty.

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Impact of Perceived Social Support, Resilience, and Subjective Well-Being on Psychological Distress among University Students: Does Gender Make a Difference?

Cited by 7 publications

References 0 publications

Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis

Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis

Exploring the associations among perceived teacher emotional support, resilience, Covid-19 anxiety, and mental well-being: evidence from Chinese vocational college students

Quarter-life crisis: Personal growth initiative as a moderator of uncertainty intolerance in psychological distress

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