Exploring the link: Active recreation, leisure boredom, and life satisfaction in South African undergraduate students

Students' life satisfaction is an essential reflection of their well-being, particularly during challenging times. The COVID-19 pandemic, a global catastrophe, has had an immeasurably negative impact on individuals' daily lives. It has also provided an opportunity to investigate the factors contributing to students' life satisfaction during such difficult times. Considering the unique characteristics of these university students, the current study examines the impact of emotional intelligence (EI) on students' life satisfaction, as well as the direct and sequential mediating effects of interpersonal competence and anxiety on this relationship. A total of 297 university students in Shanghai, China, participated in the study. All participants were recruited online during the early phase of the COVID-19 pandemic in 2022. Four well-established questionnaires were utilized to assess students' trait emotional intelligence, interpersonal competence, anxiety, and life satisfaction. The findings indicate that interpersonal competence significantly mediates the relationship between EI and life satisfaction. Although anxiety does not significantly mediate this relationship, it plays a notable role in the sequential mediating effect involving interpersonal competence and anxiety. The study reveals that nurturing students' EI can significantly enhance their interpersonal competence, which can reduce anxiety and ultimately increase their self-reported life satisfaction.

Background and Objectives: Physical health is a state of lack of illness and disease. The psychological well-being of college-going students is closely related to physical activity and life satisfaction. It can lead to low life satisfaction, mental disorders, and overall low QoL (QoL). The present study aims to evaluate the relationship between physical activity, life satisfaction, and mental well-being of students. Methods: A cross-sectional study was conducted among college-going students to evaluate the relationship between physical activity, life satisfaction, and mental well-being of college students. Data were collected with online Google Forms, using the convenience sampling method to achieve the required sample size of 279 students. Follow-up data was entered into an Excel sheet and evaluated with SPSS software, version 20. Results: After data collection using online Google Forms, data were evaluated using the SPSS software, version 20, and the results showed that physical activity is significantly correlated with mental well-being with a P of 0.004. Life satisfaction is correlated with physical activity according to a P of 0.038 and mental well-being is also correlated with life satisfaction with a P of 0.032. Conclusion: The study concluded that physical activity, life satisfaction, and mental well-being in college-going students are significantly correlated with each other.

Life satisfaction is an overall cognitive evaluation of an individual's living condition for the most of time or over a certain period of time according to the standard of one’s own choice. It is an important psychological variable in the developmental stage of children and adolescents. Some studies had shown that life satisfaction was closely related to children's and adolescents' mental health levels, including their emotional and behavioral conditions. However, the Blue Book for Children: China Children's Development Report (2020) published by China Children's Center stated that Chinese students did not fare well in terms of life satisfaction. Previous studies had indicated that physical exercise was an important factor that had a positive effect on life satisfaction, as well as on self-confidence and resilience. Also, there is a correlation between self-confidence, resilience, and life satisfaction. Nonetheless, few studies have researched the role of self-confidence and resilience in the impact of physical exercise on the life satisfaction of primary school students. To explore the mediating role of self-confidence and resilience between physical exercise and life satisfaction, in order to provide a theoretical basis and practical guidance for how to effectively promote life satisfaction and psychological well-being of primary school students in the practice of physical exercise. Group measurements of 1009 students (519 boys and 490 girls; 576 fifth graders and 433 sixth graders) are carried out by using the Scale of Physical Exercise Level, Children and Adolescent Self-Confidence Scale, Children and Adolescent Life Satisfaction Scale, and Adolescent Resilience Scale, and Structural Equation Model and Bootstrap are used to analyze the mediating effect of self-confidence and resilience. The results reveal that there is a positive correlation between physical exercise and life satisfaction(r=0.218), but the effect on life satisfaction is not significant (P=0.516); the indirect effect of physical exercise on life satisfaction consists of two paths: physical exercise to self-confidence to life satisfaction (95% CI: 0.128,0.267); physical exercise to self-confidence to resilience to life satisfaction (95% CI:0.109,0.209). It is concluded that physical exercise has an indirect but significant effect on primary school students' life satisfaction--the independent mediating effect of self-confidence and the chain mediation effect of self-confidence and resilience. The study further confirms that physical exercise can promote students' self-confidence levels and the formation of tenacious psychological quality, thus improving their life satisfaction levels. Therefore, society, schools and families should pay close attention to the positive effects of physical exercise on primary school students’ emotional and behavioral conditions.

The aim of this study was to presented leisure behaviors of Turkish recreational runners by examining the relationship between uncontrolled eating, leisure boredom and life satisfaction. Respondents (N= 253) were selected from recreational running activities organized in some non-governmental organizations and social groups. The results proved boredom in leisure had negative, direct effects on uncontrolled eating and life satisfaction. In contrast, uncontrolled eating was not found to be associated with life satisfaction, and no indirect effect was found in the model. Finally, the model results as to respondents’ gender presented there were no significant direct effects on leisure boredom, uncontrolled eating, and life satisfaction. All these results revealed that there might be an important relationship between bored in leisure, eating habits and life satisfaction, and demonstrated that the psychosocial effects of recreational running could be better understood with such studies in the fields of health and psychology.

BackgroundResearch on symptoms of attention-deficit/hyperactivity disorder (ADHD) in medical students is rather scant. Studying the disorder in this population, especially its associations with positive psychological constructs can further the understanding of mental health in future physicians. The objectives of the present study were to investigate the prevalence of ADHD symptoms in medical students, to examine the relationships between ADHD symptoms and life satisfaction, and to explore the mediating role of resilience on the associations.MethodsThis cross-sectional study was carried out at one medical university in China, in June 2016. Self-reported questionnaires consisting of Adult ADHD Self-Report Scale (ASRS), Wender Utah Rating Scale (WURS), Conner-Davidson Resilience Scale (CD-RISC), Satisfaction With Life Scale (SWLS), and socio-demographic characteristics, were distributed to the students. Hierarchical linear regression analyses were used to examine the effects of ADHD symptoms on life satisfaction, and asymptotic and resampling strategies were used to explore the mediating role of resilience.ResultsA total number of 521 medical students became final subjects. Based on the cutoffs of the scales, 1.54% of the medical students were highly likely to have ADHD, and 6.91% of the students were likely to have ADHD. Only inattention was negatively correlated with life satisfaction in the students. Resilience functioned as a mediator in the relationship between inattention and life satisfaction.ConclusionsThe prevalence of ADHD symptoms among Chinese medical students could be relatively high. Inattention is significantly related to life satisfaction among the students. Early identification of medical students with ADHD symptoms should be warranted. Resilience intervention programs might be undertaken to enhance life satisfaction in medical students, especially for those with inattention symptoms.

Family function and life satisfaction of postgraduate medical students during the COVID-19 pandemic: the mediating role of meaning in life and depression

Background: Attention Deficit Hyperactivity Disorder (ADHD) influences the lives of many of students. Objectives: The aim of the present study was to determine the relationship between alexithymia, sense of coherence and life satisfaction in students with ADHD symptoms and normal student. Patients and Methods: This research is a causal-comparative study. The research sample consisting of 47 students with ADHD symptoms and 47 normal students was selected through a simple random sampling method. Data were analyzed using Pearson’s correlation coefficients and multiple regression analyses. Results: The results showed that alexithymia (r = 0.33) and sense of coherence (r = -0.26) were related to life satisfaction in ADHD and normal students. The results of multiple regression showed that alexithymia and sense of coherence explained 20% of the variance in life satisfaction in students. Conclusions: The results show that sense of coherence has positively but alexithymia was negatively related with life satisfaction in ADHD student.

As coronavirus quarantine period is increasing, concerns are growing about its possible impact on international migrants and students. The article discusses the basics of quarantine concept and its impact during COVID-19 pandemic. The purpose of study is to develop scale to determine relationship between such factors as financial stability, living condition, educational condition, social life and physiological reactions with psychological stability and life satisfaction of international students in Russia. The focus is done on international students of Russian universities. The questionnaires (n=300) were distributed among target respondents using the convenience random sampling technique. The analysis of survey results established relationship between the factors mentioned above and international students' psychological stability and life satisfaction. The study results proved that the original scale applied in this study is reliable and valid to assess level of life satisfaction. Therefore, policy makers should resolve related problems, including financial incentives, availability of such products as food and hygiene products through applying proper and sufficient information about the situation. using distance learning technologies, communication tools to insure positive impact on life satisfaction of international students. Moreover, the study results can provide to prospect researchers in the field of life satisfaction and psychological stability reliable and useful information.

Some boarding schools prohibit the use of gadgets in daily life. Prohibition of the use of gadgets makes students unable to keep up with the development of existing information technology, so it can affect the ability of students to operate information technology related to their utilization of information technology. Students feel dissatisfied with their gadgets because they feel left too far behind with existing technological developments. This dissatisfaction affects individual motivation to accept the development of information technology, causing discomfort, stress, and even fear when dealing with information technology. The rapid growth of technology, but the lack of access for students, can lead to technostress. Technostress has five components: techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty. This study aims to determine the effect of limiting gadget use on technostress, which affects students' academic performance and life satisfaction. Statistical analysis using PLS-SEM was conducted in this study. Statistical results show that restrictions on gadget use can cause techno-complexity (51.7%) and techno-insecurity (14.5%) in students. However, techno-complexity and techno-insecurity do not affect students' academic performance. On the other hand, techno-insecurity affects the decrease in students' life satisfaction (21.7%) and academic performance (14.1%). Techno-uncertainty affects the reduction of students' academic performance (10.9%).

Students will experience leisure boredom when they are not exposed to active recreation. The study aimed to determine the participation patterns in active recreation of undergraduate students at a South African university and to what degree they experience leisure boredom. A once-off cross-sectional design consisting of a sample of 581 students was used. Questions related to demographic information, participation frequency, participation format and leisure boredom were included. There were statistically significant differences between the gender groups’ participation frequencies in netball (p=0.010) and social dancing (p=0.044). There were statistically significant differences between all racial groups’ leisure boredom (p=0.000). Medium to large practical significant differences were found between Indian/Asian and Coloured (d=0.9), Coloured and White (d=0.7), and Indian/Asian students and African students (d=0.6). Statistically significant differences (p=0.017) for leisure boredom were found in the total sample for all three accommodation types. Most students prefer to participate on their own or with their friends sharing the same interests, but not all on-campus activities cater to individual participation. This could be because students are more likely to choose activities that provide social opportunities, with the social factor as the second highest-rated motivational factor for active recreation participation.

(1) Background: Universities play a crucial role in nurturing healthy habits, and physical activity has emerged as a valuable tool for enhancing the life satisfaction, self-efficacy, and resilience of college students. Therefore, the purpose of this study was to investigate the mediating role of physical activity in the relationship between life satisfaction and self-efficacy as well as resilience among Chinese university students. (2) Method: This study used the Physical Activity Rating Scale (PARS-3), the Self-Efficacy Scale (CGES), the Mental Toughness Scale (CD-RISC), and the Life Satisfaction Scale (CSLSS) to administer questionnaires to 353 university students from two universities in Chengdu, Sichuan Province. Using a random simple sampling method, the data were processed and analyzed using SPSS 22.0 and Excel software. (3) Results: (1) Physical activity exhibited a significant positive correlation with self-efficacy, resilience, and life satisfaction; self-efficacy was significantly and positively related to resilience and life satisfaction; and resilience was significantly and positively related to life satisfaction. (2) Physical activity had a positive predictive effect on life satisfaction (β = 0.2771; 95% confidence interval (CI): 0.1905, 0.3637, 55.51%). (3) Self-efficacy (β = 0.0368; 95% confidence interval (CI): 0.0087, 0.0692, 7.37%) and resilience (β = 0.137; 95% confidence interval (CI): 0.0919, 0.1894, 27.44%) mediated the relationship between physical activity and life satisfaction. Also, the chain-mediating effect of self-efficacy and resilience between physical activity and life satisfaction reached significant levels (β = 0.0483; 95% confidence interval (CI): 0.0279, 0.0745, 9.68%). (4) Conclusion: Active participation in physical activity not only enhanced the life satisfaction of college students but also indirectly impacted their life satisfaction by improving their self-efficacy and resilience. Consequently, this led to an overall improvement in the life satisfaction of college students.

Introduction: Life satisfaction is an essential component of students' psychological health. Therefore, identifying the factors influencing students' life satisfaction is very important. Aim: The aim of this study was to investigate the role of basic needs and attachment styles in predicting life satisfaction of high school students. Method: The design of the present study was descriptive-correlational. The statistical population of this study includes all high school students during the academic year of 2016-2017. 459 students (299 boys and 160 girls) of the second-grade secondary school of District 2 of Qom were selected as the sample by convenience sampling. The instruments used included the Basic Psychological Needs Scales (PBNS), Attachment Styles Scale, and Satisfaction with Life Scale (SWLS). Pearson correlation coefficient and regression analysis were used to analyze the data. Results: The results of regression analysis showed that autonomy and competence with standard coefficient 0.21 (p<0.01) and 0.31(p<0.01) respectively, and secure and ambivalent attachment styles with standard coefficients 0.12 (p<0.05) and – 0.31 (p<0.01) respectively, have an effect on life satisfaction of students. The basic need for Relatedness and the Avoidant attachment style were not able to predict the life satisfaction. Conclusion: The results of this study confirmed the role of basic psychological needs and attachment styles in predicting the life satisfaction of high school students. Therefore, it is necessary to pay attention to the role of factors of basic psychological needs and attachment styles in improve the life satisfaction of students.

The objective of this was to study if social support and empathy predict life satisfaction in Brazilian university students. Through a non-probabilistic sampling for convenience, the voluntary participation of 374 Brazilian university students over 18 years of age from public and private universities was sought. The questionnaires applied were the Zimet Social Support scale, the Jolliffe and Farrington Basic Empathy scale (BES) and the SWLS Life Satisfaction Scale by Diener. The results showed a relationship between the variables Social Support and Empathy with a result of 0.217 (p<0.01), relationship between Social Support and Satisfaction with life is 0.415 (p<0.01). Likewise, a relationship was found between empathy in its Affective dimension -0.103 (p<0.05), and in its Cognitive dimension 0.104 (p<0.05) with satisfaction with life. The regression analysis showed that 18.9% of the variability of Satisfaction with life is explained by the variables Social Support and Empathy. The result of the t test shows that the dimensions of friends and important people of the social support variable and the affective dimension of the empathy variable are significant and has a significant effect for the criterion variable, which is Satisfaction with life. It is concluded that social support and empathy are predictors of life satisfaction with Brazilian university students. This indicates the importance of developing a social support intervention program to improve life satisfaction in students.
 
 Received: 22 February 2023 / Accepted: 18 June 2023 / Published: 5 July 2023

In recent years we have seen a growing interest in young people’s leisure time. Since leisure boredom is consistently associated with different emotional and societal problems, concerns about the occurrence of leisure boredom are an integral part of this interest. Against that background, this paper studies social variation in boredom during leisure time and its consequences for life satisfaction among pupils following secondary education in Flanders (the Dutch-speaking part of Belgium; N = 1598). In general girls, younger pupils and pupils who are enrolled in vocational education experience leisure boredom more often. In-depth analyses, however, show interesting interaction effects between these characteristics. In addition, leisure boredom correlates positively with a weak social network and a lack of parental monitoring. After taking these characteristics into account there remains no direct relationship between material and cultural deprivation and the occurrence of leisure boredom. We also find that leisure boredom, even after taking into account many other characteristics of young people’s social, economic and cultural living environment, significantly predicts low life satisfaction. In the conclusion we discuss the implications of our findings.

Subjective wellbeing is a current issue today. Various variables affect subjective wellbeing during adolescence: a crucial stage in the life of the individual. This study focuses on analysing the relationship between academic goal orientation, optimism and life satisfaction in adolescent students, as well as the possible mediating role of the goal orientation (task and ego) in the relationship between optimism and life satisfaction in adolescents. Methods: The sample comprises 1602 students (male N = 871; 54.36% and female N = 731; 45.63%) from nine secondary schools. The instruments used were the Life Orientation Test Revised (LOT-R), the Perception of Success Questionnaire (POSQ) and the Satisfaction With Life Scale (SWLS) questionnaire. Results: The results of the study reveal significant correlations between optimism-related variables, goal orientation and life satisfaction. In addition, goal orientation was found to have a positive mediating role on optimism and life satisfaction. Conclusion: The study shows the importance of promoting adaptive behaviours in goal orientation in adolescents, leading to optimal levels on variables such as optimism and life satisfaction, which in turn improve the individual’s psychological development and academic performance.