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Life Satisfaction as a Distinguishing Indicator of College Student Functioning: Further Validation of the Two-Continua Model of Mental Health

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  • Tyler Renshaw
  • Alex Cohen

Abstract

The two-continua model of mental health contends that both psychological distress and psychological well-being make related-yet-distinct contributions to our understanding of human health and its relations with other quality of life outcomes. Using self-reported somatization, depression, and anxiety symptoms as indicators of psychological distress and self-reported life satisfaction as an indicator of psychological well-being, the present study classified participants into one of four mental-health-status groups—mentally healthy, mentally unhealthy, symptomatic yet content, or asymptomatic yet discontent—and investigated between-group differences across three key indicators of college student functioning: academic achievement, interpersonal connectedness, and physical health. Findings provide further validation for the two-continua model of mental health among college students, showing that, when considered in conjunction with clinical symptoms, life satisfaction serves as a distinguishing indicator of college students functioning across academic, social, and physical health domains—as well as a strong predictor of the absence or presence of clinical symptoms and comorbidity. Implications for theory, practice, and future research are discussed. Copyright Springer Science+Business Media Dordrecht 2014

Suggested Citation

  • Tyler Renshaw & Alex Cohen, 2014. "Life Satisfaction as a Distinguishing Indicator of College Student Functioning: Further Validation of the Two-Continua Model of Mental Health," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 117(1), pages 319-334, May.
    • Handle: RePEc:spr:soinre:v:117:y:2014:i:1:p:319-334
    DOI: 10.1007/s11205-013-0342-7
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    1. Christopher Peterson & Nansook Park & Martin Seligman, 2005. "Orientations to happiness and life satisfaction: the full life versus the empty life," Journal of Happiness Studies, Springer, vol. 6(1), pages 25-41, March.
    2. Keyes, C.L.M. & Dhingra, S.S. & Simoes, E.J., 2010. "Change in level of positive mental health as a predictor of future risk of mental Illness," American Journal of Public Health, American Public Health Association, vol. 100(12), pages 2366-2371.
    3. Peter Greenspoon & Donald Saklofske, 2001. "Toward an Integration of Subjective Well-Being and Psychopathology," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 54(1), pages 81-108, April.
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    6. Vincenza Capone & Daniela Caso & Anna Rosa Donizzetti & Fortuna Procentese, 2020. "University Student Mental Well-Being during COVID-19 Outbreak: What Are the Relationships between Information Seeking, Perceived Risk and Personal Resources Related to the Academic Context?," Sustainability, MDPI, vol. 12(17), pages 1-17, August.
    7. Samson F. Agberotimi & Choja Oduaran, 2020. "Moderating Effect of Self-Esteem on the Relationship Between Optimism and Life Satisfaction in Final Year University Students," Global Journal of Health Science, Canadian Center of Science and Education, vol. 12(3), pages 1-12, March.
    8. Cuixia Zhang & Yaliu Yang & Conghu Liu, 2022. "Knowledge Management-Based Mental Health Service Model: Sustainable Application during College Students’ Education," Sustainability, MDPI, vol. 14(15), pages 1-19, July.

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