Abstract
The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes—adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.
Highlights
There are growing concerns about mental health and wellbeing across the globe and in a range of contexts, such as in sport, the workplace, and in education: subsequently, it has become an international priority to ensure that people achieve the highest standard of mental health and wellbeing (World Health Organization, 2019)
In Study 4 [combining the samples from Study 2 and 3 to compare the roles of adaptability and social support in relation to life satisfaction and flourishing], we found that while adaptability played a stronger role for university students, social support played a stronger role for non-studying adults
We examined the independent effects of adaptability and social support in relation to psychological wellbeing and, for completeness, we examined whether there was an interaction effect between adaptability and social support
Summary
There are growing concerns about mental health and wellbeing across the globe and in a range of contexts, such as in sport, the workplace, and in education: subsequently, it has become an international priority to ensure that people achieve the highest standard of mental health and wellbeing (World Health Organization, 2019). The transition to post-16— intensified further in higher education—is markedly different from earlier education levels, in terms of legality, and in terms locale (students may need to change school), social networks (previous social circles may cease and new ones may develop), subject focus and depth (students are able to choose subjects not offered in pre-16 education), and independence, autonomy-control, and responsibility (learning is less personalized with greater demands on planning and time management skills) This period overlaps substantially with the transition through late adolescence and into adulthood which is widely recognized as a turbulent time (Burnett and Blakemore, 2009). That this is a period of significant change for students that, if not managed effectively, may adversely affect an individual’s healthy functioning (Hysenbegasi et al, 2005; Hudson, 2006; White and Rae, 2016)
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