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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| 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 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 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 source (Gemma direct ou Codex distillé), 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 ».