Predictors of Psychological Well-Being among Higher Education Students

Abstract

This study aimed to examine the relationships among stress, protective factors and psychological well-being (PWB). A cross-sectional predictive research design was carried out. A convenience sample of 152 students was recruited from a higher education institution in New Zealand. Data were collected by using online self-reported questionnaires and analysed by descriptive statistics and path analyses (with IBM AMOS). Results showed that the hypothesised model fit well with the sample data. Resilience, mindfulness, support from family, and support from significant others were significant predictors of PWB. Furthermore, stress significantly predicted social support, resilience, self-efficacy, and mindfulness. There is the need to develop prevention interventions (e.g., a resilience-building and mindfulness interventions) for students to help them manage stress and achieve PWB.

State of Mind Ireland-Higher Education: A Mixed-Methods Longitudinal Evaluation of a Positive Mental Health Intervention

“…This study aimed to examine the outcome of an evidence-based behaviour change intervention programme designed to promote the wellbeing, resilience, and PA levels of higher education students. It has been well documented that low levels of PA participation and poor mental health are an increasing concern among the emerging adult population attending higher education [ 1 , 5 , 51 , 94 ]. The need to promote positive health through intervention in higher education settings has been recognised as a viable and effective method to address the health concerns of this age group [ 5 , 6 , 26 , 27 , 95 ].…”

“…Despite the rising mental health problems among students attending higher-level education in Ireland and abroad, young people remain a neglected population and are substantially overlooked from both a risk prevention and health promotion point of view [ 1 , 2 , 3 , 4 ]. The demands of change and adaption, specifically associated with opportunities and risk in attending higher education, is particularly recognised for making emerging adults vulnerable to too much stress, and as a result, depreciated health [ 5 , 6 , 7 , 8 ]. The years of attending higher education are a critical time to create a culture of positive mental health through intervening and preventing further consequences related to mental health problems [ 9 ].…”

“…The years of attending higher education are a critical time to create a culture of positive mental health through intervening and preventing further consequences related to mental health problems [ 9 ]. Higher education institutes (HEIs) can holistically aim to see students thrive and reach their lifelong potential if they respond with positive mental health promotion to the well-established need for preventative and protective mental health intervention [ 2 , 5 , 10 ].…”

The impact of digital socialization on psychological well-being

“…Результаты исследования выявили существенную взаимообусловленность вовлеченности в сферу цифровых социальных взаимодействий (и конструктивной, и деструктивной) с показателями и индикаторами психологического благополучия -прямыми (такими, как собственно психологическое благополучие или удовлетворенность жизнью) и обратными (такими, как воспринимаемый стресс). Заметим, что обусловленность психологического благополучия удовлетворенностью жизнью и воспринимаемым стрессом была показана во многих предыдущих исследованиях (Anglim, Horwood, Smillie et al 2020;Harding, Lopez, Klainin-Yobas 2019). Вместе с тем новизну исследования обеспечивает тот факт, что в качестве предикторов психологического благополучия выявлены показатели конструктивной и деструктивной вовлеченности в киберсоциализацию.…”

“…Психологическое благополучие широко изучается на протяжении полувека, включая концептуальные основания (Deci, Ryan 2008), возможности операционализации (Ryff, Keyes 1995), разнообразные эмпирические проявления и взаимосвязи (Harding, Lopez, Klainin-Yobas 2019; McDool, Powell, Roberts, Taylor 2020; Orben, Przybylski 2019). Однако сущность данного феномена и структура соответствующего психологического конструкта остаются дискуссионными (Anglim, Horwood, Smillie et al 2020;Sohier, Van Ootegem, Verhofstadt 2020).…”