Determinants of wellbeing in students: The role of residential status, stress, loneliness, resilience, and sense of coherence

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http://eprints.org/relation/isVersionOf https://opendata.ljmu.ac.uk/id/document/865 http://eprints.org/relation/isVolatileVersionOf https://opendata.ljmu.ac.uk/id/document/865 http://eprints.org/relation/isIndexCodesVersionOf https://opendata.ljmu.ac.uk/id/document/865 archive 7 disk0/00/00/01/09 2022-04-27 13:42:09 2024-02-09 10:16:50 2022-04-27 13:42:09 data_collection show 7 Brett Caroline Mathieson Michelle Rowley Avril Determinants of wellbeing in students: The role of residential status, stress, loneliness, resilience, and sense of coherence datapub psychology public wellbeing; students; stress; resilience; loneliness; sense of coherence Maintaining wellbeing in students is a government priority, but robust evidence has been lacking. Higher wellbeing is associated with better mental and physical health, higher self-esteem, self-efficacy, and effective coping strategies. This study aimed to identify key determinants of wellbeing amongst a sample of 579 (76.1% female) students across all levels of study at a university in the UK. Most respondents (526 (91.8%)) reported feeling unusually stressed or overwhelmed at university. Residential students reported higher loneliness and number of stressors than commuter students, and postgraduate students reported higher wellbeing, resilience, and sense of coherence, and lower perceived stress and loneliness. 71.8% of the variance in wellbeing was predicted by a model containing age/gender, level of study, and all psychological variables, with perceived stress, sense of coherence, loneliness, and resilience the strongest predictors. The findings suggest that interventions designed to improve resilience and sense of coherence, and reduce loneliness and perceived stress are likely to be effective in enhancing wellbeing in a student population. 2022-04-27 published Liverpool John Moores University 10.24377/LJMU.d.00000109 Liverpool John Moores University Liverpool John Moores University Caroline E. Brett Liverpool John Moores University Curriculum enhancement project http://dx.doi.org/10.13039/501100004144 420313 52 Online questionnaire Curriculum enhancement project English English 2018-02-08 2018-04-31 https://link.springer.com/article/10.1007/s12144-022-03125-8 pap 2022-04-27