Psychological well-being among university students: Problem solving, career-decision-making attitudes, and program commitment.
Notice bibliographique
Résumé
University administrators are becoming increasingly aware of the importance of the university experience on students' psychological well-being. Bivariate research studies have suggested that social problem solving orientation, career-decision-malting attitudes, and program commitment may be related to student's psychological well-being. Their role in psychological well-being, as suggested by the literature, may not have been investigated completely. For example, these antecedent variables may change as a function of years of university experience. Also, there may be structural relationships between these variables that are better explained by a mediational model. Accordingly, the goals of this study are threefold. First, the relationships among students' social problem solving orientation, career-decision-making attitudes, university program commitment and psychological well-being were investigated. Second, the role of years of university experience relative to social problem solving orientation and career-decision-making attitudes was explored. Third, a path analytic design was proposed to identify potential mediating relationships among the variables related to psychological well-being. Participants included 394 students from the faculties of Arts and Social Sciences at the University of Ottawa. The results confirmed that social problem solving orientation, career-decision-making attitudes, and university program commitment were all significantly positively correlated to students' psychological well-being. A one-way Anova and post-hoc analyses suggested that years of university experience was positively related to social problem solving orientation and career-decision-making attitudes. However, the hypothesized path model was not supported. Rather, the final cross-validated path design begins with years of university experience leading to social problem solving orientation and career-decision-making attitudes. Career-decision-making attitudes was, in turn, directly related to psychological well-being while social problem solving orientation's influence on psychological well-being was mediated by university program commitment and career-decision-making attitudes. These results point to two major implications. First, future research should adopt a multidimensional longitudinal strategy that takes into account the developmental sequence of variables related to students' psychological well-being. Second, university administrators, career counsellors, and academic advisors should consider ways to develop students' social problem solving orientation to facilitate their career-decision-making attitudes, program commitment, and psychological well-being.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».