Life Satisfaction In University Students Research Articles

Self-esteem and family satisfaction as predictors of life satisfaction in Peruvian highland university students

ObjectiveTo determine whether self-esteem and family satisfaction predict life satisfaction in university students from the Peruvian highlands.MethodsA cross-sectional, predictive design study with the participation of 848 Peruvian university students of both sexes (31.7% male and 68.3% female) whose ages ranged from 17 to 41 years old (M = 20.31 and SD = 3.66). The instruments used were Rosenberg’s self-esteem scale (RSE; 2000), Olson’s family satisfaction scale (FSS; 2006) and Diener’s life satisfaction scale (SWLS; 1985).ResultsShow that the proposed model had a fit of χ2 (269) = 1709.6, p < 0.001, CFI = 0.957, RMSEA = 0.080, SRMR = 0.061, evidencing that positive self-esteem (β = 0.21, p < 0.001) and family satisfaction (β = 0.57, p < 0.001) significantly predict life satisfaction. Unlike negative self-esteem, which does not predict life satisfaction (β = −0.09, p = 0.003).ConclusionSelf-esteem, family satisfaction, life satisfaction, university students, Peru.

Субъективное переживание одиночества, экзистенциальная исполненность и удовлетворенность жизнью студентов вуза

The study is devoted to the study of the characteristics of subjective experience of loneliness, existential fulfill-ment and life satisfaction of university students with different levels of subjective experience of loneliness, who are in relationships and those who are not. The sample is represented by students of 2–4 courses of a transport university in the amount of 85 people aged 18 to 24 years (average age 20 years), of which 48 people are in a relationship, 37 are not in a relationship. The results of the comparative analysis made it possible to indicate the differences between the indicators of subjective experience of loneliness, existential fulfillment and life satisfaction in students who are and are not in a relationship, as well as in students with a high and low level of subjective experience of loneliness. The results of the study allow to identify the peculiarities of the formation of the studied psychological phenomena in adolescence.

Attachment, Resilience and Life Satisfaction of University Students in Cyprus after the Fourth Wave of COVID-19.

The COVID-19 pandemic has given rise to a large-scale crisis that has also impacted the well-being and, more specifically, the life satisfaction of university students. Factors such as attachment dimensions and psychological resilience can provide us with a better understanding of students' life satisfaction levels during the recent pandemic. While previous literature has revealed a significant association between attachment dimensions, resilience, and life satisfaction, very few studies have attempted to address a more complex relationship among all three variables for university students, and even fewer have explored this topic during the COVID-19 pandemic. Therefore, the aim of the current study was to investigate the impact of attachment dimensions on university students' life satisfaction after the fourth wave of COVID-19 in Cyprus, with a focus on the mediating role of psychological resilience. The sample comprised 780 university students, consisting of 323 men and 457 women, aged between 18 and 61 years. Participants were recruited electronically, and after being directed to Google Forms, they completed the ECR-R for their attachment dimensions, the RES for psychological resilience, and the SWLS for life satisfaction. The results indicated significant correlations between attachment dimensions, psychological resilience, and life satisfaction. Notably, psychological resilience was found to partially mediate the relationship between attachment anxiety, as well as attachment avoidance, and life satisfaction. Specifically, attachment anxiety and avoidance negatively affected life satisfaction, partially due to lower levels of psychological resilience. These findings are discussed in relation to the existing literature, and implications for practice are provided.

Mental health status and coping strategies during COVID-19 pandemic among university students in Central Serbia

BackgroundThe objective of this research was to evaluate the occurrence of depression, anxiety, and stress, as well as the level of life contentment and coping mechanisms employed by college students amidst the COVID-19 pandemic.MethodsA total of 588 students of the Faculty of Mechanical Engineering and the Higher School of Medicine, Kraljevo, University of Kragujevac, Central Serbia, participated in an online cross-sectional survey in the period September–October 2022. Depression Anxiety Stress Scales (DASS-21) was used to measure the levels of depression, anxiety, and stress. The Coping Questionnaire—a shorter version (Brief Cope Inventories) assesses the coping strategies a person uses in stressful situations, and the 5-item Life Satisfaction Scale is used to examine the level of life satisfaction.ResultsThe symptoms of depression were reported by 34.9%, of anxiety by 47.1% and of stress by 44.2%. The type of faculty (p = 0.001), and place of residence (p = 0.036) correlated with depression, gender with anxiety (p = 0.001) and stress (p = 0.015). In terms of coping mechanisms, the most frequently mentioned strategies, based on average scores, were acceptance (5.76), positive interpretation (5.55), humor (5.46).ConclusionThe adverse impact of COVID-19 was a risk factor for depression, anxiety and stress symptoms. A negative correlation exists between the levels of depression, anxiety, and stress, and the overall life satisfaction of university students. Offering the necessary assistance through psychological interventions and effective coping techniques is crucial in ensuring the optimal mental health of university students.

Examination of the psychological effects of Covid 19 on university students in Turkey one year later from the pandemic

Abstract
 This study aims to evaluate and compare the levels of depression, anxiety, stress, social media addiction, loneliness, and life satisfaction of university students for the pre-pandemic period and one year after Covid-19. Furthermore, aims to examine whether gender is a determinant in this comparison and to determine to what extent depression, anxiety, and stress are predicted by social media addiction, loneliness, life satisfaction, and tolerance to Covid-19. Participants consisted of 544 university students, 411 women (75.6%), and 133 (24.4%) men, aged between 18 and 40 (22.63-3.46). It was detected that the whole variables in the present study were related to each other. Also, there was a significant difference in favor of after Covid-19 between before and after Covid-19 scores in all of the variables of this study and this difference for some variables was higher in the female group. Additionally, it was observed tolerance to Covid-19, loneliness, social media addiction and satisfaction with life were predictors. Consequently, the difficulties brought by the pandemic may increase the susceptibility of depression, stress, and anxiety by affect loneliness and life satisfaction. Besides, the determination that women are more vulnerable in the face of difficulties related to Covid-19 may be associated that genders differ in the way they perceive and experience these difficulties.

What Matters for Life Satisfaction of University Students: the Role of Social Capital and Self-efficacy?

The purpose of this article is to look at the life satisfaction of university students in the Chinese city of Ji'nan. Because of the vital importance of university students, their life satisfaction is valuable and should be investigated. The literature on students' life satisfaction leaves the three factors in the study unexplored. As a result, this research attempts to explain the relationship between university students' life satisfaction and individual social capital through the mediating influence of self-efficacy, which may be a novel conceptual model rarely used in prior studies, particularly in Ji'nan, China. The results indicates that the significant positive association of individual social capital with life satisfaction for university students with the mediating effect of self-efficacy. As a non-experimental descriptive study approach, a quantitative (deductive reasoning) technique was utilized to quantify the issue, in which a survey questionnaire was used to collect numerical data, which was then converted into a table.

The Relationship between Self-Efficacy and Attitude of Measurement and Evaluation: Mediating Role of Hope and Life Satisfaction

Education is the foundation of everything. Teachers are the primary builders of quality education. The quality of education is enhanced by preparation before education, coordinated management of the education process, and reliable measurement and evaluation of educational outcomes. In this context, teachers’ attitudes towards measurement and evaluation play a significant role in quality education. Cognitive and affective characteristics are crucial factors that influence teachers’ or candidates’ attitudes toward measurement and evaluation. The present study is unique in its development of a hypothetical model to examine the relationships among self-efficacy, attitude of measurement and evaluation, hope, and satisfaction. The study sample consisted of 534 individuals from Turkey, with 351 women and 183 men aged 18-25. Convenience sampling was used to select the participants, which is a non-probability sampling method that involves selecting participants who are easily accessible to the researcher. In this case, the participants were university students from Turkey who were recruited via Google Forms. Participants completed the Self-Efficacy Scale, the Hope Scale, the Life Satisfaction Scale, and the Attitude of Measurement and Evaluation Scale. Mediation analysis was conducted using Hayes’ (2017) process macro. The findings of the study support the proposed model, which suggests that hope and life satisfaction mediate the relationship between self-efficacy and attitude of measurement and evaluation. In other words, as individuals’ hope and life satisfaction increase, their self-efficacy and attitude of measurement and evaluation also increase. The conceptual framework presented within this research demonstrates considerable potential as a pioneering approach for academic exploration. This framework may potentially function as an original blueprint for scholars within the discipline. Both professionals and academics can utilize the conclusions drawn from this study to formulate psycho educational interventions with a wellness emphasis, directed at individuals. These interventions aspire to augment the self-efficacy, hope, and life satisfaction of university students.

Grit and academic life satisfaction: Assessment of the mediating role of school engagement

This research was planned to reveal whether school engagement is a mediator in the relationship between grit and academic life satisfaction in university students. 487 students, including 316 (65%) males and 171 (35%) females, were recruited. The students were 18 to 33 years old, and the mean age was 20.62. The measures included the Academic Life Satisfaction Scale (ALSS), the Short Grit Scale (GRIT-S), the Utrecht Work Engagement Scale-Student Form (UWES-SF), and a Personal Information Form (PIF). Data analysis included the structural equation model and Pearson’s correlation analysis. A statistically significant positive correlation was observed between grit, school engagement, and academic life satisfaction. In addition, grit and academic life satisfaction were mediated by school engagement. We handled the results considering grit and school engagement in raising the academic life satisfaction of university students.

Examination of Attitudes towards Sport and Life Satisfaction of University Students Studying Sport Education

The aim of this study is to examine the attitudes towards sports and life satisfaction of university students who study sports education. In the study, questionnaire and scale forms consisting of three parts were used as data collection tools. In the first part, "Personal Information Form" determined by the researchers, in the second part "Life Satisfaction Scale" and in the third part "Attitude towards Sport Scale for University Students" were used. The population of the study consisted of 397 senior year students studying at Ondokuz Mayis University Faculty of Sport Sciences. The sample of the study consisted of 244 students, 184 males and 60 females. As a result of the statistical analyses, it was seen that there was no significant difference between attitude towards sport and life satisfaction levels according to age variable (p0.05). It was concluded that there was a significant difference in the physical development sub-dimension in the gender variable, in the total score of the life satisfaction scale in the nationality variable, in the total scores of the attitude towards sport scale and life satisfaction scale in the active sportsmanship variable, in the total scores of the attitude towards sport scale and life satisfaction scale and in the psychosocial development and mental development sub-dimensions, and in the total score of the attitude towards sport scale and psychosocial development sub-dimension according to income status (p0.05). It can be said that demographic variables have an effect on attitude towards sport and life satisfaction

The Effect of Gratitude Intervention on Life Satisfaction of University students: The Role of Self-Esteem

Gratitude education is very common in traditional Chinese education. Gratitude is both an emotion and a trait (Rash et al.,2011). It is a tendency to perceive benefits bestowed by others or by some impersonal source, and accompanied by positive, social emotions (Lin C.C.,2015). As a trait, gratitude draws attention to positive outcomes in life (Emmons et al.,2019). Furthermore, this project chooses life satisfaction and self-esteem as variables in the research. ‘Life satisfaction is a subjective evaluation of overall quality of life’，and is the key dimension of subjective well-being (Proctor et al.,2009). Self-esteem is a sense of individuals’ general value or worth from his or her aspects (Rosenberg, 1979).  Self-esteem is commonly considered as the “feeling that one is good enough” (Orth & Robins,2014). Life satisfaction and self-esteem are often used in studies of gratitude，but few of them find the complicated correlations between these three factors. So the purpose of this project is to explore whether gratitude interventions can enhance gratitude and subsequently increase life satisfaction and self-esteem.

Impact of optimism versus pessimism on life satisfaction in university students

Being optimistic or pessimistic is a form of intuitive, premonitory thinking that is conditioned by one’s personal experience. Some authors consider this attitude to be a subjective construction relating to expectations generated, motivation and effort. Others authors consider it to be a personality trait linked to life satisfaction and adaptive response to context. For this study, 561 university students participated, with an average age of 20.31 years (±3.46). The instruments used were the Life Orientation Test (LOT-R) and the Satisfaction with Life Scale (SWLS). The aim of the study was to determine the structure of the LOT-R instrument, since many studies have questioned its unidimensional or twodimensional structure, which compromises the instrument’s validity. Subsequently, it was related to the SWLS through a Structural Equation Model. The results showed that the two-dimensional model (optimism and pessimism) was the most appropriate (χ²/df = 4.36; RMSEA=.072; SRMR=.044; GFI=.960; CFI=.979). Subsequently, the results described above were related to the Life Satisfaction variable, which reinforced the theoretical model proposed. Findings corroborated the double dimensionality of the LOT-R instrument, with a positive relationship between optimism and life satisfaction, and a negative relationship between pessimism and life satisfaction.

Investigation of the Relationship between Food Neophobia, Body Perception, and Life Satisfaction in University Students

Investigation of the Relationship between Food Neophobia, Body Perception, and Life Satisfaction in University Students

부모 과잉간섭적 양육태도와 대학생 자녀의 삶의 만족도 간 구조적 관계: 자아정체감, 삶의 목표 지향성, 우울의 매개효과를 중심으로

부모 과잉간섭적 양육태도와 대학생 자녀의 삶의 만족도 간 구조적 관계: 자아정체감, 삶의 목표 지향성, 우울의 매개효과를 중심으로

Mediating Effect of Digital Addiction on The Relationship Between Academic Motivation and Life Satisfaction in University Students

In this study, the mediating role of digital addiction in the relationship between academic motivation and life satisfaction was examined. The present study was quantitative in nature and correlational design was used. The data were collected through Google Forms. 191 university students selected by convenience sampling method participated in the study. Personal Information Form, Academic Motivation Scale, Digital Addiction Scale and Life Satisfaction Scale were used to collect data. Statistical analyses were carried out in two stages. First, the means, standard deviations, skewness and kurtosis coefficients of the variables and correlation coefficients between the variables were calculated. In the second stage, it was examined whether digital addiction plays a mediating role in the relationship between academic motivation and life satisfaction. The PROCESS macro model 4 was used to examine this role. In the analyses made to examine the mediation of digital addiction, 5000 resampling options were preferred with the bootstrap technique. The study has revealed that there is a positive direct and significant relationship between the intrinsic and extrinsic motivation sub-dimensions of academic motivation and life satisfaction, and a negative direct relationship between amotivation sub-dimension and life satisfaction. In addition, there is a negative direct relationship between intrinsic and extrinsic motivation and digital addiction, and a positive direct relationship exists between amotivation and digital addiction. In addition to these results, the study also revealed that digital addiction negatively predicted life satisfaction. These results suggest that digital addiction has a partial mediation effect on the relationship between academic motivation and life satisfaction. Findings were discussed based on the literature and recommendations were made accordingly.

Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students

The present study examined if Emotional Intelligence (EI), resilience, and self-esteem predicted life satisfaction in university students. We computed correlations between the study variables, then, we compared the differences between men and women. Finally, a simultaneous multiple regression was performed. The sample was composed of 2574 university students (715 were men and 1859 were women), whose age ranged from 18 to 30 years with a mean (M) of 20.83 and a standard deviation (SD) of 2.45. The instruments used were the Wong and Law Emotional Intelligence Scale (WLEIS), the Wagnild and Young Resilience Scale (ER-25), the Rosenberg Self-Esteem Scale (RSES), and the Diener Satisfaction with Life Scale (SWLS). The results indicated that EI, self-esteem, and resilience correlated significantly and directly with satisfaction with life. Regarding sex differences, it was found that men had greater resilience, appraisal and recognition of emotion in others, and self-regulation of emotion. Women had greater appraisal and expression of emotion in self and self-esteem. The results showed that self-esteem, self-regulation of emotion, the use of emotion to facilitate performance, and acceptance of self and life as resilience factors predicted satisfaction with life. accounting for 48% of the variance. The variable that best predicted satisfaction with life was self-esteem.

대학생의 입학만족도, 전공만족도, 자아존중감, 진로확신이 대학생활만족도에 미치는 영향

Campus life satisfaction plays a big role in enabling university students to make an effort to study and to lead a successful school life. Considering that the university is a process that advances toward one's own goals in academic, social, and emotional aspects in the new environment of university, the institutional device that supports students' campus life satisfaction needs to be designed more precisely. This study tried to understand the degree of college students' admission satisfaction, major satisfaction, self-esteem, and career confidence, and the effect of these factors on campus life satisfaction. From May 4 to June 14, 2021, a survey was conducted using a structured questionnaire through Global Research Co., Ltd.'s research agency for 4,129 students of S University in Seoul. I performed analysis of frequence, pearson correlation analysis, one-way ANOVA, multiple regression analysis by 「SPSS Statistics 20」program and got follow results. At first, University students' admission satisfaction, major satisfaction, career confidence, self-esteem, and Campus life satisfaction were higher than average. Secondly, in terms of admission satisfaction, the younger the grade, the higher the satisfaction, and the satisfaction of the major and the certainty of the career were higher in women than in men. Thirdly, The group with the high level of campus life satisfaction had higher scores for admission satisfaction, major satisfaction, self-esteem, and career confidence than the group with low compus life satisfaction. Fourthly, It was found that there was a correlation among university students' admission satisfaction, major satisfaction, self-esteem, career confidence, and campus life satisfaction. Fifthly, as a result of analyzing factors affecting Campus life satisfaction, the factor that showed the most explanatory power for Campus life satisfaction was admission satisfaction, followed by major satisfaction and career confidence. Therefore, in order to increase campus life satisfaction of university students, it is necessary to return to the basics and improve the quality of major classes, and to provide appropriate academic guidance, curriculum improvement, and specialized individual programs in the department. Since admission satisfaction is an external factor that is affected by the recognition or reputation of the university before students enter, measures to enhance the image are needed. In addition, it is necessary to strengthen counseling and scholarship support so that they can have career confidence and self-esteem.

Attachment, Interpersonal Relations Anxiety, and Life Satisfaction in University Students

The present study investigated the relationship between Adult Attachment, Interpersonal Relations Anxiety, and Life Satisfaction in university students. It was hypothesized that there is a significant relationship between the variables of the study. Moreover, a significant gender difference with respect to the study variables is expected in this research. Adult Attachment Scale, Interpersonal Relations Anxiety Questionnaire, and the Life Satisfaction Scale were used to analyze the study variables. The sample of the study comprised 200 university students of ages ranging between 19 to 25 (M=21.50, SD=.501) with an equal number of men (n=100) and women (n=100). The results indicated that interpersonal relations anxiety had significant negative correlation with life satisfaction. Furthermore, secure attachment was found to have a significant positive correlation with Life Satisfaction as well as it had negative correlation with the interpersonal relations anxiety, ambivalent, and avoidant attachment. Besides, avoidant attachment had significant positive correlation with interpersonal relations anxiety scores. In addition to it, ambivalent and avoidant attachment had significant negative correlation with secure attachment pattern. The t-test showed that men and women participants of the study don’t differ in terms of their life satisfaction and adult attachment patterns. but they do significantly differ in terms of their interpersonal anxiety. the results are discussed in the light of cultural context of Pakistan and existing literature.

The Effect of Leisure Time Satisfaction Levels of University Students Taking Reformer Pilates Training on Life Satisfaction: Structural Modeling

This study aims to examine the relationship between leisure time satisfaction and life satisfaction of university students receiving Reformer Pilates training. For this purpose, 234 people from Afyonkarahisar province, reached by purposeful sampling method, constituted the research participants. Leisure Satisfaction Scale developed by Beard and Raghep (1980) and The Satisfaction with Life Scale developed by Ed Diener et al. (1985) was used as a data collection tool. The Cronbach Alpha reliability coefficient of the Leisure Satisfaction Scale was 0.76, and the Cronbach Alpha reliability coefficient of the life satisfaction scale was 0.70. For the sub-dimensions of the leisure satisfaction scale, the internal consistency coefficients ranged from 0.70 to 0.89. Validity and reliability analysis (EFA) of the obtained data was performed, then confirmatory factor analysis (CFA) and structural equation modeling (SEM) were applied. As a result of the established model (RMSEA = .07, CFI = .96), a highly significant relationship was found between leisure time satisfaction and life satisfaction (p0.05). It was found that the leisure time satisfaction levels of female students who took the reformer pilates training had a high effect on life satisfaction. The findings suggest that reformer pilates training plays an important role in increasing life satisfaction in young women as a leisure time evaluation tool.

Moving Back to the Parental Home in Times of COVID-19: Consequences for Students' Life Satisfaction.

Residential independence from parents is a key marker for young adults’ transition to adulthood. Losing this independence by returning to the parental home marks a regression of adult development with negative implications for returnees’ subjective wellbeing. This paper investigates how a return to the parental home during the COVID-19 pandemic affects the life satisfaction of university students. We used nationwide survey data from German university students (N = 913) to analyze differences in life satisfaction for those who did or did not return to their parental homes. Our results revealed two main findings. First, university students who moved back to their parental home reported significantly lower life satisfaction than those who remained living independently. Second, the association between moving back and life satisfaction varied by age. A return to the parental home was more detrimental to older students’ life satisfaction, while students aged 24 or younger did not experience a significant decrease when moving back to the parental home. We discuss the implications of our findings in the context of young adults’ subjective wellbeing during the COVID-19 pandemic.

A Path Model for Subjective Well-Being during the Second Wave of the COVID-19 Pandemic: A Comparative Study among Polish and Ukrainian University Students.

Background: Previous studies showed several associations between physical and mental health dimensions and well-being. This study aims to examine a complex path model explaining the life satisfaction of university students from Poland and Ukraine during the second wave of the COVID-19 pandemic. Methods: The cross-sectional web-based study was performed in November 2020 using Google Forms. The conventional sample of 3230 university students from Poland (n = 1581) and Ukraine (n = 1649), aged 18–59 (M = 21.40, SD = 3.46), with 59% women, participated in the study. We used standardized questionnaires to measure life satisfaction (SWLS), self-reported physical health (GSRH), perceived stress (PSS-10), coronavirus-related PTSD (PCL-S), anxiety (GAD-7), and depression (PHQ-9). We also developed some questions to assess the exposure to the COVID-19 pandemic, positive effects of the pandemic, religiosity, and physical activity (PA). Results: We found a high prevalence of stress, coronavirus-related PTSD, anxiety, and depression and a low level of life satisfaction and physical health. Polish students, women, and those with insufficient PA levels reported worse physical and mental health than Ukrainians, men, and those who exercised sufficiently during the pandemic. Low perceived stress can directly predict life satisfaction, anxiety, and depression. Low stress also leads to better physical health, sufficient PA levels, high religiosity, and more perceived positive effects of the pandemic. Several indirect effects between particular variables and life satisfaction were also found in the path model. Conclusions: The target group for campus prevention programs is Polish university students, women, and people with insufficient PA levels. Intervention and prevention programs should focus on coping strategies and techniques for improving mental and physical health.