Abstract
The aim of this study is to investigate the relationships between social life, academic requirements, institutional support and student life balance amongst Malaysian undergraduate students. A sample size of 200 undergraduate students from both private and public universities located in Malaysia contributed to the research data. Partial least squares structural equation modelling (PLS-SEM) is utilised to assess the influence of social life, academic requirements and institutional support on student-life balance. The results establish that social life and institutional support have a significant positive correlation to student-life balance whereas academic requirements have a significant negative correlation with student-life balance. Future research should focus on collecting qualitative data as it would provide a richer understanding that would assist universities and researchers in discovering other variables that may influence student-life balance. This study contributes to the Malaysian Education Blueprint (MEB) 2013-2025 as the current study is in line with the first objective of MEB, which is associated with student life balance and potential ways to reduce possible psychiatric symptoms among undergraduates.
Highlights
Nowadays, undergraduates undergo tremendous pressure and stress in order to keep up with their academic performances and social life expectation (Bahar et al, 2015)
A quantitative, cross-sectional research design was utilised in order to determine the correlations between student-life balance and each independent variable (Ary, Jacobs, & Razavieh, 2010)
The main objective of this study was to examine the relationship between social life, academic requirements, institutional support and student-life balance amongst Malaysian undergraduates
Summary
Undergraduates undergo tremendous pressure and stress in order to keep up with their academic performances and social life expectation (Bahar et al, 2015). They may choose to isolate themselves and perceive themselves as lonely, depressed and anxious (Furr, Westefeld, McConnell, & Jenkins, 2001). It was found that one out of five undergraduates experienced mental health problems in 2016, compared to one out of ten in 2011 (Bernama, 2016). National Health and Morbidity Survey 2017 (NHMS 2017) revealed 50% of the students (out of 284,516 respondents) claimed that they experienced examination-related stress and depression due to social life related issue (Ministry of Health, 2018). Not many of them are able to apply these interventions into their student life (Roll, 2015)
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