To Explore the Role of Perceived Academic Control, Resilience and Mindfulness on Psychological Well-being of University Students

Eljabri, Maram (2018) To Explore the Role of Perceived Academic Control, Resilience and Mindfulness on Psychological Well-being of University Students. Manchester Metropolitan University. (Unpublished)

Preview

Download (851kB) | Preview

Abstract

The process of transitioning to university can be very stressful for students. This is evident in recent studies that suggest students now, are more stressed and anxious about their academic performance and achievement which can result in them experiencing low levels of happiness. Previous literature has suggested that exploring factors like resilience is important to enhance the students’ psychological well-being. Consequently, the present study aims to explore the role of resilience and mindfulness along with perceived academic control on psychological well-being in particular; anxiety, stress, and happiness, amongst university students. Using an opportunity sampling, a total of 129 students aged 18-32 (Female = 105, Male = 24), took part in completing an 86-item online questionnaire that consisted of a series of self-report measures. Pearson’s correlation coefficients indicated a relationship between all variables, however, there was a non-significant relationship between perceived academic control and stress. Furthermore, a series of regression analyses revealed that resilience was the strongest predictor of happiness scores. It also revealed that mindfulness significantly predicted both stress and anxiety. These findings indicate the importance of building students’ resilience and promoting mindfulness practice in order to enhance their psychological well-being.