The Relationship between Psychological Well-Being and Psychosocial Factors in University Students

Francisco Manuel Morales-Rodríguez, Isabel Espigares-López, Ted Brown and José Manuel Pérez-Mármol
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Francisco Manuel Morales-Rodríguez: Department of Educational and Developmental Psychology, Faculty of Psychology, Campus Universitario de Cartuja, University of Granada, 18071 Granada, Spain
Isabel Espigares-López: Department of Legal Medicine, Toxicology and Psychiatry, Faculty of Medicine, Avda. de la Investigación, 11, 18016 Granada, Spain
Ted Brown: Department of Occupational Therapy, Faculty of Medicine, Nursing and Health Sciences, Monash University—Peninsula Campus, Frankston, VIC 3199, Australia
José Manuel Pérez-Mármol: Department of Physiotherapy, Faculty of Health Sciences, University of Granada, Avda. de la Ilustración, 60, 18016 Granada, Spain

IJERPH, 2020, vol. 17, issue 13, 1-21

Abstract: Determining what factors influence the psychological well-being of undergraduate university students may provide valuable information to inform the development of intervention programs and targeted learning activities. The objective of this study was to investigate the correlation between psychological well-being in university students and their self-reported learning styles and methodologies, social skills, emotional intelligence, anxiety, empathy and self-concept. The final sample consisted of 149 Spanish university students, with an average age of 21.59 years ( SD = 4.64). Psychological well-being dimensions, along with learning style and methodology preferences, social skills, level of social responsibility, emotional intelligence, state and trait anxiety, empathy and levels of self-concept were measured using a series of validated self-report scales. The results indicate that the total variance explained by the university students’ psychological well-being factors were as follows: i) self-acceptance dimension (R 2 = 0.586, F (6,99) = 23.335, p < 0.001); ii) positive relationships dimension (R 2 = 0.520, F (6,99) = 17.874, p < 0.001); iii) autonomy dimension (R 2 = 0.313, F (4,101) = 11.525, p < 0.001); iv) environmental mastery dimension (R 2 = 0.489, F (4,101) = 24.139, p < 0.001); v) personal growth dimension (R 2 = 0.354, F (4,101) = 13.838, p < 0.001); and vi) purpose-in-life dimension (R 2 = 0.439, F (4,101) = 19.786, p < 0.001). The study findings may be used to inform new educational policies and interventions aimed at improving the psychological well-being of university students in the international context.

Keywords: psychological well-being; university students; learning styles; social skills; emotional intelligence; anxiety; empathy; self-concept (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8)

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