Influence Of Social Support Research Articles

Green building adoption: Emphasizing energy efficiency and water conservation

Acceleration of development in Indonesia requires the adoption of Green Building that prioritizes efficiency, energy and water conservation. Previous studies have shown that perception, policy, regulation, and knowledge influence the adoption of green buildings for energy efficiency and sustainability. This study offers a step to explore the implementation of Green Building in East Java, assessing the cost, perception, and government policy for the success of green buildings. This study analyzes the influence of individual attitudes, perceived ease, and social support on the intention to adopt green technology. This study uses an interactive questionnaire to collect valid data, analyze Green Building adoption factors, and provide strategic recommendations with a sample size of 111 that have contributed to green buildings in East Java. This study reveals that attitude (R² = 0.924) and intention (R² = 0.933) contribute significantly to the adoption of green buildings in East Java. Meanwhile, funding variables and government policies do not show a significant impact. Simultaneous tests show a significant influence of attitude with an F value of 13.938.

Social support, self-efficacy, self-esteem, and self-management behaviors among people living with HIV/AIDS in China: a structural equation modeling analysis

BackgroundUnderstanding the psychosocial factors influencing self-management behaviors among people living with HIV/AIDS (PLWHA) is crucial for effective medical interventions and improving their quality of life. However, few studies have explored the psychosocial mechanisms influencing self-management behaviors among PLWHA in China. This study, conducted in accordance with STROBE guidelines, uses SEM to explore the roles of social support, self-efficacy, and self-esteem in predicting self-management behaviors among Chinese PLWHA.MethodsFrom March 2023 to July 2023, a convenience sample of 282 PLWHA, recruited from one designated AIDS hospital and one Centers for Disease Control and Prevention in Sichuan Province, China, was surveyed. Data were collected via four validated self-report scales (the Social Support Rating Scale, the General Self-Efficacy Scale, the Self-Esteem Scale, and the HIV/AIDS Patient Self-Management Scale). Structural equation modeling was used to assess the relationships among social support, self-efficacy, self-esteem, and self-management behaviors.ResultsThe new model demonstrated acceptable fit parameters (χ2/df = 2.15, GFI = 0.96, AGFI = 0.93, CFI = 0.93, IFI = 0.94, RMSEA = 0.05). The direct effect of social support on self-management behaviors was significant (β = 0.117, P < 0.05). In addition, self-efficacy and self-esteem played significant mediating roles in the influence of social support on self-management behaviors, accounting for 38.73% and 22.79% of the total effect, respectively. Moreover, they served as chain mediators, contributing 9.80% to the total effect.ConclusionsThese findings contribute to our understanding of the psychosocial dynamics influencing self-management behavior in Chinese PLWHA and have broader implications for populations in other countries. Targeted interventions that enhance social support, self-efficacy, and self-esteem could be applied in various cultural contexts to improve self-management practices among PLWHA globally.

The Role of Mentoring in Shaping Social Entrepreneurial Intentions in Southeast Asia

This study examines the impact of mentoring on social entrepreneurial intentions (SEI) among Southeast Asian university students. It assesses the influence of empathy, moral obligation, self-efficacy, and social support using a modified Mair and Noboa model and data from 194 final-year students at two Malaysian universities analyzed via Structural Equation Modeling (SEM). Results show that mentoring, self-efficacy, social support, and prior experience significantly enhance SEI, while empathy and moral obligation do not. The research advocates for incorporating structured mentoring in educational curricula and suggests further exploration of how prior experiences, empathy, and moral obligation affect SEI.

The Association Between Social Support and L2 Learning Engagement: The Mediating Roles of L2 Resilience and Control

ABSTRACTWith the rise of positive psychology in the field of second/foreign (L2) language acquisition, an increasing number of studies have delved into the factors influencing L2 engagement. While the interplay between environmental and personal factors has been acknowledged, we know little about whether and how different sources of social support influence L2 engagement via personal sources. To fill the gap, the current study recruited 649 Chinese English as a foreign language undergraduates and measured their perceived social support, L2 resilience, control, and engagement. Correlation analyses found that the four variables were positively correlated. Structural equation modeling analysis revealed that out of the three sources of social support, only teacher support had a direct impact on L2 engagement. Additionally, L2 resilience and control co‐mediated the path between teacher support and L2 engagement. Further inspection found that L2 resilience mediated the path from teacher support to all four dimensions of L2 engagement. However, L2 control only mediated the path from teacher support to cognitive and emotional engagement. The findings echoed the importance of teacher support in motivating L2 learning behaviors. Theoretical and pedagogical implications are also discussed.

Roles of Social Support and Strain in Predicting Older Adults’ Sleep Disturbances

Sleep disturbances impact the well-being of older adults, but there has been limited research on their longitudinal patterns and how they are affected by the quality of social relationships. This study explored longitudinal sleep disturbance patterns and examined the influence of social support and social strain on sleep disturbances in older adults using data from the Health and Retirement Study (HRS) spanning from 2010 to 2018. Group-based trajectory modeling identified distinct trajectory groups. Multinomial logistic regression and a fixed effects model investigated the relationship between sleep disturbances, social support, social strain, and sociodemographic factors. Three sleep disturbance trajectories were identified: high sleep disturbances, moderate sleep disturbances, and low sleep disturbances. Multinomial logistic regression showed that higher social support decreased the likelihood of classification in the high and moderate sleep disturbance groups. Conversely, higher social strain scores increased the likelihood of belonging to the high and moderate sleep disturbance groups. The fixed effects model confirmed the role of social support in predicting sleep disturbances over time, but social strain was not a significant predictor. These findings suggest the need for tailored interventions addressing social support to reduce sleep disturbances in this population.

Risk and protective factors for mental health problems in children and adolescents during the COVID-19 pandemic: results of the longitudinal COPSY study

AbstractThe COVID-19 pandemic has had profound effects on the mental health of children and adolescents worldwide, exacerbating existing challenges and introducing new stressors. This paper explores the impact of risk and protective factors on the mental well-being of young individuals during the pandemic. Using data from the German nationwide, population-based, longitudinal COPSY study (n = 2,471, girls: 50.0%, age 7–17 years) spanning nearly three years, this study investigates how factors such as gender, age, parental education, parental depressive symptoms, family cohesion, and social support influence mental health. Mental health problems were assessed using the Strengths and Difficulties Questionnaire (SDQ). Latent growth analysis and structural equation modeling were employed to analyze cross-sectional and longitudinal data collected at five measurement points (initial response rate: 46.8%). Findings revealed that boys and younger children are at a higher risk for mental health problems. Additionally, low parental education, single parenthood, parental burden due to the pandemic and parental depressive symptoms were significantly linked with mental health problems in children. Conversely, personal resources, family cohesion, and social support were associated with less symptoms. Family cohesion additionally buffered against the negative impact of parental depressive symptoms. The study underscores the importance of multi-level interventions that consider individual, familial, and societal factors in promoting positive mental health outcomes among children and adolescents during challenging times. Continued research and collaborative efforts are needed to develop evidence-based strategies for supporting the resilience of young individuals in the face of future adversities.

Social Support Management and Academic Stress: Implications for Students' Subjective Well-being

The high dropout rate suggests that students' well-being is in doubt, especially in relation to their subjective well-being. This study aims to investigate the impact of perceived social support and academic stress on subjective well-being. This research method uses a quantitative approach. The subjects of this study were 83 students of Faculty Pharmacy X University who were selected by simple random sampling technique. The data collection method used was the subjective well-being scale, social support, and academic stress. The data analysis technique used was multiple linear regression. The results showed that: (1) there is an influence of social support and academic stress on subjective well-being with the value of F count = 9.367 &gt; F table = 3.11 and p value = 0.000 and has an influence contribution (R2) of 18.6%; (2) there is no significant influence of social support on subjective well-being with a beta coefficient value (β) = 0. 141, t count = 1.284 &lt; t table = 1.989, and p value 0.202 (p &gt; 0.05); (3) there is a positive and significant effect of academic stress on subjective well-being with a beta coefficient value (β) = 0.353, t count = 3.202 &gt; t table = 1.989, and p value 0.002 (p &lt; 0.05). The conclusion in this study is that there is a significant influence between social support and academic stress on students' subjective well-being.

Sources of stress and outcomes in carepartners of persons with chronic heart failure

Abstract Background Serving as a carepartner (CP) for someone with chronic heart failure (HF) can be challenging and difficult and may yield adverse psychological outcomes. Sources of HF CP burden and strain may come from physical, informational, and tangential demands. Yet additional life events and sources of stress may be present and compound experiences of HF CPs. Greater understanding of the factors associated with stress sources is needed to direct CP assessment and interventions. Purposes To explore the contributions of CP perceptions of HF care burden and strain, other sources of stress from occupational type and working status, and financial concerns to CP psychological outcomes and to examine the influence of social support in mitigating these outcomes. Methods CPs of persons with chronic HF, defined as providing care for the person with HF at least 4 hours a week, were enrolled. Baseline variables and measures were demographics (age, marital status, education), sources of stress (CP perceived strain and burden [Oberst, STRAIN], caring for others, occupation type, working status, and financial concerns. Psychological outcomes were overall perceived stress (PSS) and depression (CES-D) with social support measured by the Enriched Social Support Inventory (ESSI). Relationships among stress sources and outcomes were assessed using best model subsets regression analysis (Akaike information criterion) comparing the models with and without adjusting for social support. For each model, age, caring for others, CG strain (mental and physical), CG burden (time and difficulty), financial worry, occupation type and status were considered for the model. Results CPs of persons with HF (n=127; 92% women; 58% Black; primarily spouses and adult children) were included. For stress, the best model included age, caring for others, mental strain, occupation and CP burden of difficulty and time (adjusted r2=0.381). After adjusting for social support, occupation type was not significant, and adjusted r2 increased to 0.462. For depression, caring for others and CP burden (difficulty) were included in the best model subset (adjusted r2=0.208). After adjusting for social support, caring for others was not significant, and the adjusted r2 increased to 0.286. Conclusion Sources of stress from higher perceived CP burden of the person with HF, occupation type, and having other caregiving roles contributed to overall stress with social support mitigating the effects of occupation type and caring for others. These findings support further study of comprehensive assessments of sources of stress and their contributions to adverse psychological outcomes for CPs within the context of social support to tailor CP interventions to the CP’s specific needs. The consistent role of social support in attenuating psychological stress warrants study of ways to clinically incorporate social support into interventions to improve outcomes for CPs.

Caregiving burden, social support, and psychological well-being among family caregivers of older Italians: a cross-sectional study.

This study aimed to identify factors affecting the psychological well-being of family caregivers of dependent older adults in Italy. Understanding these variables is essential for designing interventions to prevent negative outcomes in at-risk caregivers. The research explored how varying levels of caregiving burden and types of perceived social support influence psychological well-being. A cross-sectional study was conducted among 387 family caregivers of older adults in the Marche region (Italy) between November 2019 and March 2020. Data were collected via a structured questionnaire assessing psychological well-being (WHO-5 Well-Being Index), caregiving burden, and social support (COPE Index). Statistical analyses were performed using Jamovi software, with a significance threshold set at p < 0.05. A significant negative correlation was found between caregiving burden and psychological well-being [r (364) = - 0.540, p < 0.001], with caregiving burden being a significant predictor of psychological well-being reduction (R 2 = 0.290; F = 150, p < 0.001). A threshold value of 2 (on a 1-4 scale) was identified, where caregiving burden predicted a significant reduction in psychological well-being. Conversely, greater perceived social support was positively correlated with better psychological well-being [r (357) = 0.348, p < 0.001] and was a significant predictor of it [R 2 = 0.121; F = 49.2, p < 0.001]. Support from social and health services had the most notable impact on psychological well-being. Moreover, social support mitigated the negative impact of caregiving burden on psychological well-being. The study confirms that high caregiving burden adversely affects caregivers' psychological well-being, while social support plays a protective role. These findings highlight the need for interventions focused on reducing caregiving burden and enhancing support systems for family caregivers.

Exploring the Role of Social Support and Sexual Functioning: A Study of Chemsex and Sober Sex in Men Who Have Sex with Men

ABSTRACT Research on chemsex, the intentional use of certain drugs in sexual contexts by gay men and other men who have sex with men (MSM), has been growing in recent years although, even today, much of it focuses on drug use and its consequences, rather than on the sexual and social experiences of users. This study aimed to explore the influence of social support and sexual functioning on the frequency of chemsex and sober sex. A sample of 160 MSM WAS recruited through social media and NGOs. Through regression analysis, it was found that lower perceived social support and greater number of routes of drug administration predicted a higher frequency of chemsex practice. On the other hand, higher perceived social support, higher levels of desire and arousal, and fewer routes of drug administration predicted a higher frequency of engaging in sober sex. This study provides empirical evidence that both social support and sexual functioning are key elements in chemsex and have an impact on both the frequency of chemsex and sober sex. Given the importance of these elements, we suggest that interventions should be framed holistically. Nevertheless, not all chemsex is problematic and it is a free choice in sexuality.

A Study on the Influence of Social Support and Work Engagement on Secondary Teachers’ Occupational Well-being in Sulaymaniyah-Iraq

The educational system in Sulaymaniyah, Iraq, faces significant challenges due to political instability, economic hardships, and conflict. These factors contribute to the stress and burnout experienced by secondary school teachers, affecting their occupational well-being. This research aims to investigate the relationship between social support and work engagement on teachers' occupational well-being, with the objectives of understanding how these factors interact and proposing strategies to enhance teachers' occupational well-being. Employing a mixed-methods approach, the study utilized the Norbeck Social Support Questionnaire, the NIOSH Questionnaire, and the Utrecht Work Engagement Scale to collect quantitative data from 120 secondary school teachers in Sulaymaniyah. Qualitative data were gathered through semi- structured interviews with a subset of 15 participants. The data were analyzed using SPSS 25 software for quantitative analysis and thematic analysis for qualitative insights. The results revealed a positive correlation between social support and work engagement with teachers' occupational well-being. Work engagement was found to mediate the relationship between social support and occupational well-being. Teachers expressed that a supportive work environment, opportunities for professional growth, and recognition contribute significantly to their job satisfaction and overall well-being. To promote teachers' occupational well-being, it is recommended that schools and policymakers focus on creating a supportive work culture, providing opportunities for professional development, and recognizing teachers' efforts. Implementing mentorship programs, facilitating collaborative learning communities, and offering incentives can further enhance teachers' work engagement and occupational well-being.

The Influence of Self-Efficacy and Social Support on Adolescent Self-Adjustment in Islamic Boarding Schools

This research aims to explain the impact of self-efficacy and social support on the adjustment of new female students at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School. The method used was quantitative research with an ex-post facto approach, and the sample consisted of 100 new students from various levels of education (SMP, SMA, MA, and SMK) at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School Foundation. Data collection was carried out using a questionnaire using three Likert scales, namely the self-efficacy scale, social support, and adjustment. Data analysis was carried out using simple linear regression techniques. The research results show the following findings: First, self-efficacy has a significant effect on the adjustment of new students and female students, as shown by a significance of 0.000. This shows that the level of self-confidence of students in overcoming the challenges and burdens of Islamic boarding schools has a positive impact on their ability to adapt. Second, social support also has a significant influence on adjustment, with a significance of 0.035. Support from the surrounding environment, both from fellow students and teachers, plays an important role in helping students adapt to the new Islamic boarding school environment. Third, there is a significant influence between self-efficacy and social support on the adjustment of new students and female students at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School. These results indicate that internal (self-efficacy) and external (social support) factors together have a positive impact on the adjustment abilities of new students. This research makes an important contribution to understanding the factors that influence the adjustment of new santri and female students in the Islamic boarding school context, with potential implications for the development of support and coaching programs for those new to the Islamic boarding school environment.

THE INFLUENCE OF SOCIAL SUPPORT ON CAREER ADAPTABILITY IN FRESH GRADUATE IN PADANG CITY

This research aims to find out whether there is an influence of social support on career adaptability in fresh graduates in Padang City. Career adaptability itself is a person's readiness to complete predictable tasks and participate in work roles, as well as being able to master unexpected situations that may occur due to changes in work and working conditions. This research received 230 fresh graduate respondents, including 125 female respondents and 105 male respondents. The technique used to collect subjects was purposive sampling. This research uses a quantitative method where data is collected through distributing questionnaires. Data was collected from two scales, namely the career adaptability scale which consists of 22 items with a reliability coefficient of 0.847 and the social support scale which consists of 12 items with a reliability coefficient of 0.835. Data analysis was carried out using simple linear regression techniques. Based on data analysis using simple linear regression techniques, it was found that the correlation value was r = 847. From the output, the coefficient of determination (R Squere) was 0.717, the calculated F value was 578.824 with a significance level of 0.000 &lt; 0.05. It can be concluded that social support has a positive influence. positive and significant impact on career adaptability of fresh graduates in Padang City.

Task-dependent functional connectivity changes in response to varying levels of social support.

Having social support improves one's health outcomes and self-esteem, and buffers the negative impact of stressors. Previous studies have explored the association between social support and brain activity, but evidence from task-dependent functional connectivity is still limited. We aimed to explore how gradually decreasing levels of social support influence task-dependent functional connectivity across several major neural networks. We designed a social support task and recruited 72 young adults from real-life social groups. Of the four members in each group, one healthy participant (18 participants in total) completed the functional magnetic resonance imaging (fMRI) scan. The fMRI task included three phases with varying levels of social support: high-support phase, fair phase and low-support phase. Functional connectivity changes according to three phases were examined by generalised psychophysiological interaction analysis. The results of the analysis demonstrated that participants losing expected support showed increased connectivity among salience network, default mood network and frontoparietal network nodes during the fair phase compared with the high-support phase. During the low-support phase, participants showed increased connectivity among only salience network nodes compared with the high-support phase. The results indicate that the loss of support was perceived as a threat signal and induced widespread increased functional connectivity within brain networks. The observation of significant functional connectivity changes between fair and high-support phases suggests that even a small loss of social support from close ones leads to major changes in brain function.

Social Support as a Catalyst for Environmental Awareness in Indonesia

General Background: Environmental awareness is crucial for communities to preserve ecosystems and prevent environmental degradation. Social support can play a significant role in fostering this awareness. Specific Background: In rural communities like Tutur village, Pasuruan regency, environmental awareness and social support are often interconnected. However, the extent to which social support influences environmental awareness remains underexplored. Knowledge Gap: While studies have examined environmental education and awareness, few have investigated the role of social support as a driving factor in increasing environmental responsibility in village settings. Aims: This study aims to examine the influence of social support on environmental awareness among the residents of Tutur village, focusing on the relationship between these variables using quantitative methods. Results: The findings from simple linear regression analysis reveal that social support has a significant effect on environmental awareness, indicating that residents with stronger social ties exhibit higher levels of concern and action toward environmental preservation. Novelty: This study offers a novel insight by quantitatively demonstrating the direct relationship between social support and environmental awareness in rural communities, highlighting social dynamics as a key factor in environmental education. Implications: The results suggest that enhancing social support networks through community-driven initiatives can significantly improve environmental consciousness and foster sustainable tourism development, particularly in rural areas like Tutur village. This study provides a basis for future research on integrating social support frameworks into environmental sustainability strategies, particularly in regions with strong communal ties. Highlights: Social support boosts environmental awareness in community residents. Strong community ties enhance responsibility for environmental preservation. Findings promote initiatives to improve environmental consciousness and tourism. Keywords: environmental awareness, social support, Tutur village, quantitative research, sustainability

Evaluating Experiences in a Digital Nutrition Education Program for People With Multiple Sclerosis: A Qualitative Study.

Multiple sclerosis (MS) is a complex immune-mediated disease with no currently known cure. There is growing evidence to support the role of diet in reducing some of the symptoms and disease progression in MS, and we previously developed and tested the feasibility of a digital nutrition education program for people with MS. The aim of this study was to explore factors that influenced engagement in the digital nutrition education program, including features influencing capability, opportunity and motivation to change their dietary behaviours. Semi-structured interviews were conducted with people who had MS, and who completed some or all of the program until data saturation was reached. Interviews were analysed inductively using thematic analysis. Themes were deductively mapped against the COM-B (Capability, Opportunity, Motivation, Behaviour) behaviour change model. Sixteen interviews were conducted with participants who completed all (n = 10) or some of the program (n = 6). Four themes emerged: (1) acquiring and validating nutrition knowledge; (2) influence of time and social support; (3) getting in early to improve health and (4) accounting for food literacy experiences. This is the first online nutrition program with suitable behavioural supports for people with MS. It highlights the importance of disease-specific and evidence-based nutrition education to support people with MS to make dietary changes. Acquiring nutrition knowledge, coupled with practical support mechanisms, such as recipe booklets and goal setting, emerged as crucial for facilitating engagement with the program. When designing education programs for people with MS and other neurological conditions, healthcare professionals and program designers should consider flexible delivery and building peer support to address the needs and challenges faced by participants. Members of the MS Nutrition Research Program Stakeholder Reference Group, which includes people with MS and MS health professionals, provided input during the development of the nutrition education program and study design stages.

The Role of Peer Social Support and Emotional Intelligence in College Students Prosociality

Prosocial behavior is crucial for every human being, including university students, to improve their psychological well-being and academic success. This study aims to examine the influence of peer social support and emotional intelligence on college students' prosocial levels. This study employs a quantitative research design with a correlational approach. The population in this research are active bachelor's degree students in Surabaya, consisting of 100 students as samples. The sampling technique was determined using convenience sampling. The use of measuring instruments in this research includes three types, consists the Prosocialness Scale for Adults (PSA), Perceived Friend/ Peer Academic Support Scale, and Wong’s Emotional Intelligence Scale (WEIS). The analysis technique used is multiple linear regression, resulting in a significance value of 0.000&lt;0.05. The results of this study indicate that peer social support and emotional intelligence have an influence on prosocial levels among college students in Surabaya.

Social Support and Social Adjustment Among Chinese Secondary School Students: The Mediating Roles of Subjective Well-Being and Psychological Resilience.

Within the scope of secondary education, social adjustment among students signifies their ability to effectively engage in social activities and adapt to shifting social environments. Extensive research across diverse geographical and sociocultural landscapes has demonstrated a positive correlation between social support and social adjustment; nonetheless, the specific mechanisms that facilitate this correlation among secondary school students remain largely unexplored. This study examines the roles of subjective well-being and psychological resilience as potential mediators in the connection between social support and social adjustment. To achieve this, a descriptive correlation design was employed with four measures, including Social Support Scale, Social Adjustment Diagnosis Scale, Adolescent Students' Life Satisfaction Scale, and the Chinese version of Mental Toughness Inventory (MTI). A total of 1537 valid responses from secondary school students across Zhejiang province (China) were collected, of which 786 were boys (51.1%) and 751 girls (48.9%), with average age of 16.89 years (SD = 0.79). This research demonstrates that social support, along with subjective well-being and psychological resilience, significantly and positively influences social adjustment. It was observed that both subjective well-being and psychological resilience, whether occurring simultaneously or in succession, partially mediate the influence of social support on social adjustment. The implications of this research suggest that enhancing social adjustment among secondary school students can be achieved by increasing their levels of social support, thereby boosting subjective wellbeing and fortifying psychological resilience. Within the environment of secondary schools, augmenting social support leads to improved social adjustment; furthermore, enhancing subjective wellbeing and reinforcing psychological resilience are crucial for supporting students' positive adaptation to dynamic social environments. Teachers and educational policymakers could implement training programmes, provide psychological counselling, and bolster home-school collaboration as strategies to foster better social adjustment among students.

How Does Perceived Social Support Influence Students’ Science Academic Outcomes? A Cross‐Sectional Study

ABSTRACTStudents’ perceived social support from important others may be an important protective factor in science self‐handicapping. This study examined the extent to which science self‐handicapping mediates the relationship between perceived social support and science academic outcomes (engagement and achievement). The study used a cross‐sectional survey design with self‐report data from 2654 participants in elementary schools and 2781 participants in high school from China. The results indicated that (1) perceived social support had an effect on students’ science academic engagement and achievement; (2) self‐handicapping in science mediated the entire process; (3) at different stages, different social support would not be equally important for the effects of adolescents’ self‐handicapping in science. The findings indicate that social support can create a positive academic environment to weaken the effect of self‐handicapping on students’ science academic outcomes, and educators need to consider the entire influence process differently in different academic stages of their students.

The SLE-specific functioning support outlook: Scale development and psychometric evaluation of a new instrument

Background: The indispensable influence of social support is not commonly considered in most instruments for measuring daily functioning. There is a gap in self-report measures on the perceived impact of social support on daily functioning. Objectives: This study aimed to develop and psychometrically evaluate the Functioning Support Outlook Scale, a new instrument designed to assess the perceived or anticipated impact of social support on daily functioning. Design: Methodological design. Methods: Involves three phases: (1) conceptualization and item generation, (2) preliminary item evaluation, and (3) field testing of the instrument. Results: A 13-item instrument emerged with two subscales, namely, Perceived Enhancing Vitality and Perceived Fighting Endurance, which explained 81.48% of the total variance. The Cronbach’s alpha of the final version is 0.967, while that of the subscale Perceived Enhancing Vitality is 0.954, with 5 items, and that of the subscale Perceived Fighting Endurance, with 8 items, is 0.957. Conclusion: The newly developed instrument is valid and reliable, has high content validity and acceptable Cronbach’s alpha coefficient and can be used to assess the daily functioning of individuals with alterations in functioning.