Stress and life satisfaction among university students-a pilot study

Paschali, Antonia; Tsitsas, George

doi:10.1186/1744-859x-9-s1-s96

Cited by 24 publications

(13 citation statements)

References 4 publications

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“…This result led us to reason that students just starting at university have to cope with stresses they experience as they adapt to their new circumstances at the university but their social skills are not as good as those of senior students. Our empirical results are consistent with those obtained in a previous study, in which a small effect size (Cohen's d = .40) was reported (Paschali & Tsitsas, 2010). Ozben's (2013) finding that the correlation between students' social skills and their life satisfaction was positive, with a small effect size (r = .15) fits with our result in this study that the correlation between the students' social skills and their life satisfaction was at a significant level, but the effect size was small.…”

Section: Discussionsupporting

confidence: 95%

Social Skills and Life Satisfaction of Lithuanian First- and Senior-Year University Students

Malinauskas¹,

Dumčienė²,

Lapėnienė³

2014

soc behav pers

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We investigated the social skills and life satisfaction levels of a sample of 459 Lithuanian university students. Participants were 234 women and 225 men; 260 of them were first-year students and 199 of them were senior-year students. The participants completed measures of social skills and satisfaction with life. The results indicated that the women scored higher than did the men for both social skills and life satisfaction. The scores for social skills and life satisfaction of the senior-year students were found to be significantly higher than those of first-year students. There was a positive correlation between level of social skills and life satisfaction; however, this correlation was weak.

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Section: Discussionsupporting

confidence: 95%

Social Skills and Life Satisfaction of Lithuanian First- and Senior-Year University Students

Malinauskas¹,

Dumčienė²,

Lapėnienė³

2014

soc behav pers

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“…According to the results of this study it can be suggested that students who have low anxiety scores have more life satisfaction than students with high stress scores, a finding that agrees with other research studies (i.e. Bourland et al, 2000;Cook et al, 2000;Parkerson, Broadhead, & Tse, 1990) and also with our preliminary results (Paschali & Tsitsas, 2010), documented that students who had higher levels of life satisfaction, reported lower levels of anxiety. Boa, Pan, Shi, and Ji (2013) in a research with 397 adults ages 18 to 65 found that increased levels of anxiety were negatively correlated with life satisfaction.…”

Section: Discussionsupporting

confidence: 92%

“…females score higher on anxiety than males (Chapell et al, 2005). In our pilot study (Paschali & Tsitsas, 2010) for example, it was found that the majority of undergraduate students had low "life satisfaction" without any differences between the two sexes and first year students had less life satisfaction than 4 th -year students. This is could be, because 1 st -year students are in the transitional phase from school to college and life satisfaction can be strongly influenced by life events such as the years in college.…”

Section: Discussionmentioning

confidence: 64%

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Life Satisfaction, and Anxiety Levels among University Students

Tsitsas¹,

Nanopoulos²,

Paschali³

2019

Self Cite

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University or College years seem to be a stressful time for students due to many challenges: academic, personal adjustment to a new life, and socially building new friendships. Life satisfaction is considered one of the basic components of psychological well-being. Studies have supported that lower levels of life satisfaction have been related to high levels of anxiety. Also the constructs of assertiveness and empathy seem to be related with life satisfaction. The present study compares 1 st and 4 th-year undergraduate students in relation to variables such as life satisfaction (The Life Satisfaction Index), stress, (STAI) assertiveness (Rathus Assertiveness Schedule) and empathy (Interpersonal Reactivity Index (IRI)). The participants were in total 410, 1 st year (N = 205) and 4 th year (N = 205) undergraduate students. All findings are discussed in detail; some main results showed that: 1) Independently of sex students had similar anxiety levels; life satisfaction was significantly higher among those with low state anxiety but not with low trait anxiety; 2) Trait anxiety score analysis revealed nonsignificant results; 3) Young women are more life satisfied compared to young men among 1 st year students; 4) The percent of students with high life satisfaction is significantly higher among those that grew up in urban and semi-urban regions compared to those that grew up in other regions. The findings of the present study emphasize the need to explore ways to help undergraduate students to adjust during their academic years and life at the University.

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“…Satisfaction with one's life implies contentment or acceptance of one's life circumstances or the fulfillment of one's wants and needs for one's life as a whole. Life satisfaction is a subjective and cognitive assessment of the quality of one's life and has been conceptualized as a key indicator of well‐being (Anand & Arora, ; Paschali & Tsitsas, ). Life satisfaction is described as a cognitively oriented, subjective judgment of one's current life situation in relation to one's own expectations (Anand & Arora, ).…”

Section: Introductionmentioning

confidence: 99%

Relationship between life satisfaction and quality of life in Turkish nursing school students

Yildirim

Kilic

Akyol

2013

Nursing & Health Sciences

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The aim of this study was to evaluate the relationship between life satisfaction and quality of life of nursing students. This descriptive and cross-sectional study was conducted with a research population of 396 nursing students who received education at a school of nursing. The research data were collected between May and June of the 2007-2008 academic year. The data collection tools included "Student Description Form," Life Satisfaction Scale, and WHOQOL-BREF (TR) Quality of Life (QOL) Scale. The mean score of life satisfaction was 22.90 ± 5.74. Participants' QOL mean scores were 67.16 ± 15.29 in the physical domain, 64.33 ± 14.72 in the psychological domain, 62.81 ± 19.12 in the social relationships domain, and 60.59 ± 12.59 in the environmental domain. There was a significant correlation between life satisfaction and the four main domains of quality of life scores (P < 0.05) and that there was a significant positive correlation between life satisfaction and quality of life among nursing students. In addition, it was determined that being a nursing student had a positive effect on students' life satisfaction and quality of life. Therefore, the education system is recommended to be redesigned in such a way as to make students more active and to improve their life satisfaction and quality of life.

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Stress and life satisfaction among university students-a pilot study

Cited by 24 publications

References 4 publications

Social Skills and Life Satisfaction of Lithuanian First- and Senior-Year University Students

Social Skills and Life Satisfaction of Lithuanian First- and Senior-Year University Students

Life Satisfaction, and Anxiety Levels among University Students

Relationship between life satisfaction and quality of life in Turkish nursing school students

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