Predicting Depression and Self–Esteem from Social Connectedness, Support, and Competence

Williams, Katie; Galliher, Renee Vickerman

doi:10.1521/jscp.2006.25.8.855

Cited by 190 publications

(159 citation statements)

References 37 publications

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“…Others related the construct to higher social competency and psychological health (e.g. Williams & Galliher, 2006), and increased self-esteem levels (Lee et al, 2001;Lee, Keough, & Sexton, 2002;Lee & Robbins, 2000). Still some other researchers like Pittman and Richmond (2007), Freeman et al (2007), and Mueller (2008) showed that school belonging has a crucial role in achievement motivation and psychological adjustment of college students and is related with the perceptions of the students of their faculty.…”

Section: The Effect Of Variables On Self-regulation Based On Studentsmentioning

confidence: 99%

Social Connectedness, Academic, Non-Academic Behaviors Related To Self-Regulation among University Students in Saudi Arabia

Jdaitawi¹

2015

IES

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Studies dedicated to examination of self-regulation posit a bi-directional association between self-regulation and other variables including social connectedness, self-efficacy and self-control. However, to date, studies of this caliber have only evidenced that self-regulation is a predictor of other variables. In the present study, the factors that predict self-regulation are examined among 209 undergraduate students in their preparatory year in the University of Dammam, Saudi Arabia. Collection of data was conducted in the school year's second semester. Based on the results, significant positive relations exist between social connectedness, self-efficacy and self-control, with self-regulation. Moreover, the results revealed that social connectedness and self-control are predictors of students' self-regulation, but not self-efficacy. Added to this, the result revealed a significant difference in the relationship between self-control and self-regulation among female students, with the other variables insignificant for both genders. Hence, it can be stated that higher education practitioners and academicians may focus on the assessment and the development of the students' skills in terms of self-regulation.

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Section: The Effect Of Variables On Self-regulation Based On Studentsmentioning

confidence: 99%

Social Connectedness, Academic, Non-Academic Behaviors Related To Self-Regulation among University Students in Saudi Arabia

Jdaitawi¹

2015

IES

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“…In comparison to perceived social support, social connectedness is a global construct that encompasses much more than just perceived interpersonal relations [27]. According to Lee and Robbins [28] social connectedness is a person's subjective awareness of closeness with their social world.…”

Section: Campus Connectednessmentioning

confidence: 99%

Psychosocial Moderators of Perceived Stress, Anxiety and Depression in University Students: An International Study

Pidgeon¹,

McGrath²,

Magya³

et al. 2014

JSS

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Extensive research shows university students experience high levels of stress, which can lead to the development of mental health problems such as anxiety and depression. Preliminary evidence supports the role of psychosocial factors such as perceived social support (PSS) and campus connectedness (CC) as protective factors in the development of mental health problems in university students. However, research conducted on the potential ameliorating effects of social support on stress applying Cohen and Wills' (1985) stress-buffering hypothesis produced weak, inconsistent, and even contradictory results. In addition, little attention has been given to examining the protective role of CC in the relationships between perceived stress, anxiety, and depression. The current study examined the applicability of CC and PSS in buffering the relationships been perceived stress, anxiety, and depression across an international sample comprised of university students (N = 206) from Australia, Hong Kong, and the United States. The prediction that CC and PSS would moderate the relationships between perceived stress, anxiety, and depression was partially supported. The results indicated CC moderated the relationship between perceived stress and depression but did not moderate the relationship between perceived stress and anxiety. PSS did not moderate the relationship between perceived stress and depression or the relationship between perceived stress and anxiety, thus rejecting the stress-buffering hypothesis. These findings suggest less emphasis should be placed on PSS as a protective factor, with universities focusing on enhancing CC to reduce the high prevalence of mental health problems to promote psychological wellbeing among students.

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“…In a sample of French girls and boys, ages 14 to 19 years, Guérin, Marsh, and Famose (2004) found that CRF was related significantly and positively to perceived sport competence (PSDQ; Marsh, Richards, Johnson, Roche, & Tremayne, 1994). Their successes and positive feelings would contribute to feelings of physical competence (Craft, Pfeiffer, & Pivarnik, 2003) and enhance their body satisfaction (Williams & Galliher, 2006).…”

Section: Cardiorespiratory Fitness and Body Dissatisfactionmentioning

confidence: 99%

Biopsychosocial Model of Dietary Restraint in Early Adolescent Boys

Mitchell¹,

Petrie²,

Greenleaf³

et al. 2014

PsycEXTRA Dataset

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Predicting Depression and Self–Esteem from Social Connectedness, Support, and Competence

Cited by 190 publications

References 37 publications

Social Connectedness, Academic, Non-Academic Behaviors Related To Self-Regulation among University Students in Saudi Arabia

Social Connectedness, Academic, Non-Academic Behaviors Related To Self-Regulation among University Students in Saudi Arabia

Psychosocial Moderators of Perceived Stress, Anxiety and Depression in University Students: An International Study

Biopsychosocial Model of Dietary Restraint in Early Adolescent Boys

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