Psychological Well-being Of Students Research Articles

Predicting Psychological Well-being based on Mindfulness with Mediating Role of Coping Styles

Aim: Paying attention to the level of health and psychological well-being of students as the most important future-makers of the country is of great importance. Therefore, the aim of this study was to investigate and present a predictive model of their psychological well-being based on mindfulness mediated by coping styles. Methods: The method of this study was descriptive-correlational which was done by structural equation modeling method. The statistical population of the study included undergraduate students of Shahid Beheshti University in Tehran (Iran), three hundred sixty five of whom participated in the study through cluster sampling. In order to collect data, mindfulness, coping styles and psychological well-being questionnaires were used. The reliability and validity of the instruments were confirmed using Cronbach's alpha coefficient and confirmatory factor analysis. To analyze the data, structural equation method was used with Amos software. Findings: The results of this study showed that the effect of mindfulness on problem-oriented style and psychological well-being is significantly positive, but its effect on emotion-oriented style and avoidance style is significantly negative. The effect of problem-oriented style on psychological well-being is positive and significant, but the effect of emotion-oriented style and avoidance style on psychological well-being is not significant. Also, the mediating role of problem-oriented coping style about the effect of mindfulness on psychological well-being is significant. Conclusion: The results showed that the predictive model presented has a good fit and the variables of mindfulness and problem-oriented coping style are effective in psychological well-being.

The Role of Social Support in Enhancing Motivation and Psychological Well-being of Students: Perspectives from Education in the Digital Era

The digital era has fundamentally transformed the paradigm of education. Nowadays, students not only interact with learning materials but also with various digital platforms that offer access to unlimited resources and information. This research aims to analyze the role of social support in enhancing motivation and psychological well-being of students from the perspective of Education in the digital era. The research method employed in this study is a literature review with a qualitative approach and descriptive analysis. Data for this study were gathered from Google Scholar spanning from 2013 to 2024 through a focus on the keywords social aspects, motivation, psychological well-being of students, education, and the digital era. The results of the study indicate that social support is a crucial factor influencing the motivation and psychological well-being of students in the context of education in the digital era. Despite the continuous evolution of technology, genuine human relationships and emotional support remain key pillars in shaping positive learning experiences. Social support emanates from various sources, including peers, family, faculty, and academic communities. The expansion of technology usage enables the preservation of social connections, although it is important to note that the quality of interactions in the virtual world may not always be equivalent to face-to-face interactions.

Perceptions and Experiences of Nursing Students in Caring for People Living with HIV/AIDS in South Africa: A Qualitative Study

Background: Although previous studies focusing on nurses’ perceptions of caring for people living with HIV (PLHIV) have been done in numerous countries, little is known about first-year student nurses’ perceptions and experiences regarding their role in caring for PLHIV in South Africa. To ensure quality care for PLHIV, it is essential to explore first-year student nurses’ roles in caring for PLHIV.Purpose: The study aimed to describe and explore the perceptions and experiences of first-year nursing students on their role in caring for PLHIV in South Africa.Methods: A qualitative exploratory descriptive design was employed in this study and a purposive sampling method was used to recruit 18 participants. Data were gathered using two focus group discussions, one consisting of eight participants and the other ten participants. The collected data was analyzed using thematic analysis.Results: Four main themes were drawn from two focus group discussions, including (1) students’ unpreparedness in their role to care for PLHIV, (2) disclosure practices and student safety concerns, (3) personal backgrounds and attitudes towards PLHIV care, and (4) physical and psychological wellbeing of students while caring for PLHIV. Furthermore, thirteen (13) sub-themes were subsequently drawn from these main themes. Thematic sub-themes and individual focus group responses were relied on to reach data saturation despite the small number of focus group discussion sessions.Conclusion: First-year nursing students had negative and positive perceptions and experiences when caring for PLHIV. There is a need for these students to acquire adequate theoretical knowledge and practical skills to enhance clinical preparation for their role in clinical facilities. This could improve their perceptions regarding caring for PLHIV in the clinical setting and result in improved care.

Psychological well-being of students and directions of psychological support of education

Psychological well-being of students and directions of psychological support of education

“The Children Are Not Okay”: Choir Teachers’ Perceptions of Students Post Shutdowns

During the COVID-19 pandemic, most students in the United States experienced full school closure followed by a hybrid of online and in-person learning before ultimately returning to fully in-person instruction in the Fall of 2021. I investigated the experiences of three high school choir teachers during the 2021–2022 academic year to examine their perceptions of students’ engagement before, during, and post-pandemic school shutdowns. Analysis revealed common themes of (a) concerns about student attrition, (b) learning loss, (c) psychological impacts, (d) teaching accommodations, and (e) learning inequities. Choir teachers perceived the most significant difference in students post-shutdown to be their psychological health. Positive accommodations include a focus on student psychological well-being, engagement in retention and recruitment strategies, and new uses of technology in the choral context. The results provide guidance to music teacher educators preparing preservice educators to enter the workforce post-pandemic.

The Influence of Mindfulness On Students Psychological Well-Being

The purpose of this research is to find out whether there is an effect of Mindfulness on a person's psychological well-being. The research was conducted on students of UIN Raden Fatah Palembang. This research method is quantitative type of regression. Respondents resulting from the survey amounted to 55 respondents. Data collection techniques were carried out by online surveys via Google Forms, using 2 scales namely FFMQ-15: 15 items Five-Facet Mindfulness Questionnaire and Psychological well being scale. The data analysis method for testing the hypothesis uses a simple linear regression method with significant data results of 0.025 <0.05, which means that there is an influence of mindfulness on one's psychological well-being.

Substance Use, Peer Social Comparison, Academic Stress and Psychological Well-Being of Students in Tertiary Institution in Delta South Senatorial District

This study examined the relationship between substance use, peer social comparison, academic stress and psychological wellbeing of tertiary institution students in Delta South Senatorial District. The study employed a correlational research design. The population for the study consisted of 2553 students of tertiary institutions in Delta South Senatorial District. The sample size was 332 students. A questionnaire was used for the study. The questionnaire was validated by experts’ judgement and factor analysis. Cronbach alpha reliability coefficient was used to estimate the reliability index of the instrument. The Pearson’s Product Moment Correlation Coefficient of Determination was used to answer the research questions, multiple regression and fisher-z statistics were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that a relationship exists between substance use, peer social comparison, academic stress and psychological well-being of students in tertiary institutions; and that a relationship exists between academic stress and psychological well-being of students in tertiary institutions. However, no relationship exists between substance use and psychological well-being and no relationship exists between peer social comparison and psychological well-being of students in tertiary institutions. The study also found that no significant moderating impact of sex on the relationship between substance use and psychological well-being peer social comparison and psychological well-being and between academic stress and psychological well-being of students. The study recommended that institutions should establish holistic mental health programmes that address the interplay of substance use, peer social comparison, academic stress, and psychological well-being.

Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement.

Psychological well-being of students is an area of concern in higher education institutes across the world. Although several studies have explored the factors associated with students' psychological well-being, limited research has focused on the relation between the overall support for students and psychological well-being. Students of higher education may get formal support, in the form of team environment and institutional support; and informal support, in the form of family and friends' support. The purpose of this study is to examine the relation of these four kinds of support with psychological well-being of management students. We also examine the intervening role of academic engagement in this relationship. Analysis using structural equation modeling and hierarchical regression on data collected from 309 management students from Indian universities, shows that positive internal team environment, and institutional and family support positively relate to students' psychological well-being. Academic engagement partially mediates the relation between positive internal team environment and psychological well-being, and family support and psychological well-being. Also, academic engagement fully mediates the relation between institutional support and psychological well-being. The study highlights the significance of internal team environment and institutional support for students' academic engagement and psychological well-being, and the role of academic engagement in determining well-being. Based on these findings, we suggest interventions that can be undertaken by educational institutions to enhance psychological well-being of students. Theoretical implications and research avenues are discussed.

Analysis of the competitiveness of higher education institutions in Ukraine in the context of recovery and development after the war

The article examines the challenges that arise before the education system in the conditions of military aggression. The changing political and social situation during the conflict seriously affects educational institutions and their ability to provide quality education. The purpose of the study is to create a structural and functional set of criteria for ensuring the processes of forming the competitiveness of educational institutions in the conditions of full-scale military aggression and post-war reconstruction. The article analyzes the effects of military conflict on education infrastructure, access to education, and the psychological well-being of students and staff. She reveals the need to adapt the criteria for assessing the competitiveness of educational institutions pays attention to the flexibility of the educational process and the ability to respond to emergency situations. The article used the method of literature analysis, which made it possible to systematize the results of the analysis of scientific studies, articles, reports, and other sources of information related to the competitiveness of educational institutions in the conditions of military aggression and post-war reconstruction. This allows you to establish the presence of problems, identify factors and determine previous theoretical approaches to the assessment of competitiveness. Analytical methods, including statistical data analysis, modeling, and other analytical approaches for assessing competitiveness, are used to identify relationships and important factors affecting the competitiveness of an educational institution. Based on the use of these methods, a model for assessing the competitiveness of educational institutions was developed. Using the competitive assessment model helps higher education institutions improve their strategic plans. This allows them to identify their strengths and weaknesses, identify competitive opportunities and threats, and develop effective development strategies. The competitiveness assessment model contributes to the improvement of the quality of education.

The frequency and psychological effects of name mispronunciation in an independent school

Names are a critical part of human identity. In our study, we wanted to observe the occurrence and psychological impact of microaggressions and name mispronunciation on high school student psychological well-being. Limited research in the area of microaggressions has demonstrated racial associations with name mispronunciation, and negative psychological effects of microaggressions in medical school and university level environments. We hypothesized that a minority of students would be unfamiliar with the term microaggression and more than 50% of students would have experienced a microaggression since the beginning of their first year of high school. We also hypothesized that non-white students would be more likely to experience racial and ethnic microaggressions, including having their names mispronounced. To test our hypothesis, we employed an electronic survey to assess the knowledge of microaggressions, frequency of microaggressions and name mispronunciation, and emotional response to microaggressions and name mispronunciation in high school students and faculty. Our results showed that non-white students were 2.55 times more likely to experience racial or ethnic microaggressions compared to white students. Students experiencing microaggressions most commonly reported feelings of exhaustion, embarrassment, and loss of sense of belonging. Future research with a larger sample size and greater representation among racial groups would be beneficial and would likely yield more statistically significant results. Our study can guide educational components for community members to increase awareness of the negative psychological effects of microaggressions and name mispronunciation.

Исследование связи личностного ресурса и психологического благополучия студентов на начальном этапе обучения в вузе

<p>The study on the psychological well-being of students is becoming one of the key priorities in educational institutions, especially during changes in society. The purpose of the study is to investigate the relationship between personal and family resources and the psychological well-being and life satisfaction of student youth. The following methods were used in the study: Ryff Scales of Psychological Well-Being, Life Satisfaction Scale, Well-Being Index, Tolerance-intolerance of Ambiguity Questionnaire, Hardiness Survey, General Self-Efficacy Questionnaire, Self-Control Scale, Life Meaning Orientations Test, Author’s questionnaire with 15 questions and a closed list of possible answers. 41 students aged 18 to 21 years took part in measurements using these methods. The study was carried out in two stages. At the first stage, possible correlations between psychological well-being and indicators of personal and family resources were assessed for the entire group of respondents. At the second stage, in order to differentiate students by level of psychological well-being, two groups were identified: students with a high level of psychological well-being and students with a low level of psychological well-being. Mathematical and statistical analysis was carried out using descriptive statistics, the Mann-Whitney U test, Spearman correlation analysis, ranking procedures, and the method of constructing regularized networks of partial correlations. The study found that students with high levels of life satisfaction and psychological well-being exhibited more pronounced personal resources, such as self-efficacy, vitality, control and a positive attitude towards others and themselves. They also have clear goals in life and are quite satisfied with their implementation. A connection has been established between students' well-being and tolerance for uncertainty. The higher the level of psychological well-being, the more students are inclined to accept uncertainty, change and strive to solve complex problems. The results of the study emphasize the importance of personal and family resources, as well as students' positive attitudes towards themselves and others in achieving a high level of psychological well-being. They also indicate the importance for psychological well-being of the factor of tolerance to uncertainty associated with good health and the desire to develop and solve difficult life problems. The preservation of the psychological well-being of young people in educational settings is facilitated not only by the increase in personal resources, but also by the functional role of the teacher, thoughtful, well-organized design of the educational environment.</p>

The Relationship between Personality and Academic Burnout: Exploring the Influence of Psychological Well-Being and Demographic Factors

The results of previous research have found that academic burnout occurs at all levels of education, including universities. Academic burnout is a syndrome characterized by emotional exhaustion, depersonalization, and a lack of confidence in students' abilities. It can be influenced by various variables, such as personality, well-being, and demographic factors. This research aims to examine the relationship between personality and academic burnout among college students while also exploring the role of psychological well-being as a mediator and demographic factors as a moderator, using a correlational design. This design allows for the simultaneous collection of data from many individuals. We recruited 522 undergraduate students to participate in an online survey and used the Maslach-Student Burnout Inventory (MSBI), NEO Five-Factor Inventory (FFI), and Psychological Well-being Questionnaire for measurement. For data analysis, we used SPSS version 25 and IBM SPSS AMOS version 24 to determine the mediation-moderation effect and tested the factor analysis of the proposed model. This research found a relationship between personality and academic burnout, with extraversion, agreeableness, conscientiousness, and openness to experience being associated with low academic burnout, while neuroticism was associated with high academic burnout. Furthermore, the level of student psychological well-being was found to mediate the correlation between personality and academic burnout. Therefore, this study recommends that students, teachers, and parents pay attention to the importance of psychological well-being.

Proactive vitality management, goal attainment, and psychological well-being among college students: A weekly diary study.

Student well-being is under renewed scrutiny due to escalating academic stress and mental health concerns among young adults. However, in addition to the measures taken by lecturers, universities, and local governments (top-down approaches), we still know little about how students themselves can take the proactive strategy to manage their well-being (bottom-up approaches). The current study addressed this gap by proposing and examining the beneficial role of proactive vitality management (PVM)-a proactive action aimed at managing physical and mental energy based on personal unique needs and conditions-on student psychological well-being. We collected data from 97 college students (36% male, age mean = 21) over four consecutive weeks (308 data observations) and tested a multilevel moderated mediation model. Results showed that weekly PVM was positively related to student weekly goal attainment, which, in turn, enhanced the current week's well-being and the next week's well-being as well. Further, this positive indirect (carryover) effect of PVM through goal attainment on well-being was stronger for those who had a high learning orientation. Our results indicated that PVM can be an effective self-customized strategy to manage college students' weekly well-being. Theoretical and practical implications were discussed.

Psychological well-being, stressors, coping strategies and support of undergraduate healthcare students amid COVID-19.

Students function better academically when psychologically well. The COVID-19 pandemic proved a new challenge to the mental wellness of undergraduate healthcare students. Students were not only faced with academic changes but also had to complete clinical practice in healthcare facilities amid the COVID-19 pandemic. This study investigated the psychological well-being, stressors, coping strategies and support of undergraduate healthcare students amid COVID-19. A South African university's faculty of health sciences. A survey design through a cross-sectional descriptive approach was used to collect data from the population of 1529 undergraduate healthcare students. One hundred and ninety-six (n = 196) students responded to the online survey. Participants reported a variety of stressors influencing their psychological well-being. Participants chose mostly adaptive coping strategies to deal with stressors. They gave feedback on the support they received from the faculty and institution. Most of the participants indicated they prefer weekly online communication from the higher education institution. The COVID-19 pandemic influenced the psychological well-being of undergraduate healthcare students. The psychological well-being of these students is a collective responsibility between students and higher education institutions to enable academic success and positive patient outcomes. This study found that undergraduate healthcare students had academic, psychological, financial and other stressors during the COVID-19 pandemic. Higher education institutions, especially those involved in training undergraduate healthcare professionals, in collaboration with students, need to provide students with targeted continued support and training to use healthy coping behaviours to manage various stressors.

Personality Trait, Intolerance Of Uncertainty, And Psychological Well-Being In Palembang City Students In Facing Vuca

The VUCA era is an era of life that is described as a situation full of change, uncertainty, complexity, and ambiguity which has a negative impact on humans psychologically by decreasing the psychological well-being of society, especially students. Previous research found that psychological well-being is affected by intolerance of uncertainty (IU) in individuals. Other studies have also found that personality traits are factors that influence IU in individuals. This study aims to examine the effect of personality traits (OCEAN) on the psychological well-being of students via intolerance of uncertainty in Palembang City students who are affected by VUCA. Data was collected from 106 students in Palembang City using Ryff's Psychological Well-Being Scale version 18 item (RPWB-18), Intolerance of Uncertainty Scale version 12 item (IU-12), and Big Five Inventory - 2 (BFI-2) version of 30 items adapted to Indonesian and tested. The results showed that IU, and the personality traits of neuroticism and conscientiousness had a significant effect on psychological well-being. Meanwhile, IU was significantly influenced by the personality traits of neuroticism and extraversion. However, the results of the study did not find any indirect influence of personality traits on psychological well-being through intolerance of uncertainty (IU).

Psychological Services in Russian Universities: What Do We Have and Where We Are Going?

Psychological well-being of students is becoming one of the priorities of higher education today. This paper is devoted to the study of the work experience of psychological services in Russian universities. The results are based on the data of semi-structured interviews with 15 heads of psychological services of Russian universities. The interview data show that the main directions of the services’ work are following: counseling, preventive-educational measures, diagnostic, adaptation, and nurturing. In turn, during the pandemic the services adapted their activities by transitioning to the online format and creating of hotlines for emergency psychological help. At the same time, psychological services face such problems as lack of funding, difficulties in building interaction with psychiatric organizations, conflict of interests between university management and the service management in their activities. Nevertheless, the main trend for the psychological services development is to build a system of psychological support involving different levels of university hierarchy. The results of the study can be used to design a model of university psychological services, as well as to make practical decisions about the development of the psychological services network in Russian universities.

Strengthening Counselor Competencies in the Independent Learning Era through Training on Non-Cognitive Diagnostic Assessment Development

Purpose: The need for diagnostic assessment in the independent curriculum necessitates school counselors to be able to provide valid and reliable instruments to assess students' conditions. One crucial aspect to consider is the psychological well-being of students. Therefore, training in developing non-cognitive diagnostic assessments is necessary to support counselor competencies in the era of independent learning curriculum.
 Method: The training utilized the ADDIE training model, starting from analysis, design, development, implementation, and evaluation. This model was employed to assist in implementing training tailored to the participant's needs. The evaluation was conducted through process evaluation and outcome evaluation.
 Practical Applications: The training resulted in the development of a psychological well-being scale by school counselors. Subsequently, the scale underwent construct validation by experts, as well as validity and reliability testing using SPSS 24. A guide for using the psychological well-being scale was then created, including rationale, usage instructions, interpretation guidelines, and sample assessment result presentations.
 Conclusion: The training successfully enhanced counselor competencies in developing non-cognitive diagnostic assessments.

Psychological wellbeing of students with trait narcissism

Previous studies suggested that perceived social support (PSS) significantly contributes to psychological wellbeing (PWB), partially explained by the sense of mattering. Nevertheless, individuals with different personality might perceive social support in different ways from the other. The interaction of PSS with trait narcissism, one of the dark triad personality traits was investigated by collecting data from 141 college students who were recruited purposively and instructed to respond to the scales of PWB, PSS, mattering, and narcissism. Bootstrap analysis with 5,000 samples in 95% confidence interval was utilized to test the moderated mediation hypothesis. The results suggested that individuals with moderate-to-high narcissism levels tend to perceive social support as decreasing their sense of mattering to other people, and as they do not feel they matter, their PWB was negatively affected. Limitations, implications, and suggestions are discussed.

Self-Adjustment and Psychological Well-being of Santri at the Asshiddiqiyah 2 Islamic Boarding School, Tangerang, Banten

Adapting to a new situation is not easy thing to do, especially if the situation you face is very different from the previous situation. This study aimed to determine the relationship between self-adjustment and the psychological well-being of students at Asshiddiqiyah 2 Islamic Boarding School, Tangerang, Banten. Data were collected in May 2022, using a correlational approach. The population in this study was students aged 13-16 years with a total sample of 130 male and female respondents. The sample in this study was determined using proportional stratified random sampling with data collection techniques using a questionnaire (questionnaire) adjustment and psychological well-being. Spearman's rank correlation coefficient was used to test the data hypothesis. The results of the analysis show that the correlation coefficient between self-adjustment and psychological well-being is 0.989, with t count 7.078 > t table 1.960. It can be concluded that there is a significant relationship between self-adjustment and the psychological well-being of students at Asshiddiqiyah 2 Islamic Boarding School, Tangerang Banten. The theoretical implication of this study is that self-adjustment and psychological well-being have a positive relationship. Based on the analysis results, the relationship between self-adjustment and psychological well-being was strong and significant.

Portraying Indonesian English language teachers’ readiness for teaching online classes

Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.