Abstract
Background: The wellbeing process model formed the basis of questionnaires that can demonstrate which factors predict negative and positive wellbeing outcomes. The Student Wellbeing Process Questionnaire (Student WPQ) uses stressor, negative coping, psychological capital and social support scales to predict positive and negative wellbeing outcomes.
 Aims: The usual method of scoring the WPQ has been to sum relevant questions in each scale. The aim of the present analyses was to investigate the microstructure of the WPQ and examine the profile of individual predictor and outcome items.
 Methodology: The research was approved by the ethics committee, School of Psychology, Cardiff University, and carried out with the informed consent of the volunteers (1481 psychology undergraduates; 89.4% female; 49.7% year 1; mean age 19.5 years). An online survey was carried out, and a MANOVA was conducted to examine associations between the wellbeing process predictor variables and the wellbeing outcomes.
 Results: A multivariate analysis of variance showed that the majority of individual predictors had significant overall effects. Some of the predictors (optimism; self-esteem, developmental challenges; time pressure; avoidance coping) had significant effects on all outcomes, which explains the global effects of the positive personality and stressor composite variables. Negative coping variables had significant effects on all negative outcomes. Other variables had selective effects on specific outcome measures.
 Conclusion: The independent variables from the student wellbeing questionnaire are good predictors of both positive and negative wellbeing outcomes. This is observed when either individual items or composite scores are used in the analysis.
Highlights
1.1 The Student Wellbeing Process QuestionnaireThe Theoretical ContextWellbeing is difficult to define and involves many different factors
Negative coping styles were found to have significant effects on the negative outcome variables. This profile of results explains the regressions of composite variables, where positive personality was the strongest predictor of both positive and negative total scores, with stressors influencing both outcomes but to a lesser extent, and negative coping and social support being significantly associated with one outcome but not the other
These results show that the majority of the independent variables in the student WPQ are reliable predictors that can be used either individually or as composite scores
Summary
1.1 The Student Wellbeing Process QuestionnaireThe Theoretical ContextWellbeing is difficult to define and involves many different factors. The initial approach was based on the Demands-Resources-Individual Effects (DRIVE) model, which was developed to advance research in occupational stress [1]. This model included job characteristics, perceived stress, personal characteristics such as coping styles and negative outcomes (e.g. anxiety and depression). It is important to include both positive and negative aspects of wellbeing as they involve different CNS mechanisms. The wellbeing process model formed the basis of questionnaires that can demonstrate which factors predict negative and positive wellbeing outcomes. The Student Wellbeing Process Questionnaire (Student WPQ) uses stressor, negative coping, psychological capital and social support scales to predict positive and negative wellbeing outcomes. Some of the predictors (optimism; self-esteem, developmental challenges; time pressure; avoidance coping) had significant effects on all outcomes, which
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