Abstract
The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire “MSPSS” was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students’ social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.
Highlights
There is currently an interest in the study of mental health issues in Higher Education
The general objective of this study was to estimate the effect of perceived social support on changes in the emotional and eudaimonic well-being of university students
The results indicate a higher level of association of T1 perceived social support with the eudaimonic and affective well-being in T1 than with the scores obtained in T2
Summary
There is currently an interest in the study of mental health issues in Higher Education. Research in different contexts describes the importance of mental health in university students (Wörfel et al, 2016; Leung, 2017), with well-being being an important aspect in students’ academic success (Langford et al, 2014). Hedonic well-being is defined as the presence of positive moods, the absence of negative moods (affective components), and life satisfaction (cognitive component) related to life assessment (Diener et al, 1999). Part of this type of well-being, is defined as the ability to balance the emotions associated with life experiences. It is an affective element resulting from the estimation of the differences between the presence of positive and negative emotions experienced by each person over time (Diener, 2000; Diener et al, 2010, 2015)
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