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

Author

Listed:
  • 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
    Instituto de Investigación Biosanitaria de Granada (ibs.Granada), 18016 Granada, Spain)

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.

Suggested Citation

  • Francisco Manuel Morales-Rodríguez & Isabel Espigares-López & Ted Brown & José Manuel Pérez-Mármol, 2020. "The Relationship between Psychological Well-Being and Psychosocial Factors in University Students," IJERPH, MDPI, vol. 17(13), pages 1-21, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:13:p:4778-:d:379661
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    References listed on IDEAS

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    1. Steven Yamarik, 2007. "Does Cooperative Learning Improve Student Learning Outcomes?," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(3), pages 259-277, July.
    2. Elvira Cicognani & Claudia Pirini & Corey Keyes & Mohsen Joshanloo & Reza Rostami & Masoud Nosratabadi, 2008. "Social Participation, Sense of Community and Social Well Being: A Study on American, Italian and Iranian University Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 89(1), pages 97-112, October.
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    Cited by:

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    2. Inwoo Kim & Jihoon Ahn, 2021. "The Effect of Changes in Physical Self-Concept through Participation in Exercise on Changes in Self-Esteem and Mental Well-Being," IJERPH, MDPI, vol. 18(10), pages 1-10, May.
    3. Nabilah Amalina Rozi & Asteya Prima Percaya & Sherly Saragih Turnip, 2023. "Adolescents’ Psychological Well-Being Amidst the COVID-19 Pandemic: The Role of Internal and External Factors," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(6), pages 2391-2412, December.
    4. Emma Nicole Lomberg & Jacques Jordaan, 2024. "Emotional Intelligence, Adjustment, Media and Technology Usage, and Gender as Predictors of Psychological Well-being Amongst Undergraduate University Students," SAGE Open, , vol. 14(2), pages 21582440241, May.
    5. Maya Peleg & Ora Peleg, 2023. "Personality and Family Risk Factors for Poor Mental Well-Being," IJERPH, MDPI, vol. 20(1), pages 1-12, January.
    6. Queenie Anne S. Castro, 2024. "A Multi-Variable Analysis of Psychosocial Competence and Reading Profile on SHS Academic Achievement in Pulot Nhs," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(12), pages 2823-2846, December.
    7. Inés Martínez-Pérez & Almudena García-Rodríguez & Francisco Manuel Morales-Rodríguez & José Manuel Pérez-Mármol, 2023. "Mindfulness Abilities Are Associated with Anxiety Levels, Emotional Intelligence, and Perceived Self-Efficacy," Sustainability, MDPI, vol. 15(6), pages 1-14, March.
    8. Tamara Espejo-Garcés & Javier Cachón-Zagalaz & Félix Zurita-Ortega & Gabriel González-Valero & José Luis Ubago-Jiménez, 2021. "Study of Psychosocial and Academic Indicators in Young Adults from Andalucía, Spain," IJERPH, MDPI, vol. 18(2), pages 1-12, January.
    9. José Carlos Vázquez-Parra & Paloma Suárez-Brito & Patricia Esther Alonso-Galicia & Arantza Echaniz-Barrondo, 2023. "Critical Thinking and Student Well-Being: An Approach in University Students," Societies, MDPI, vol. 13(11), pages 1-14, October.
    10. Ester Ato & Maria Dolores Galián, 2025. "The Single and Joint Contributions of Temperament and Family Functioning to Subjective Happiness in Spanish College Students," Journal of Happiness Studies, Springer, vol. 26(4), pages 1-27, April.

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