Mediating role of Social Support and Self-efficacy on Academic stress and Student’s Psychological well-being among University Students in Mogadishu -Somalia.
F1000Research,
Год журнала:
2025,
Номер
13, С. 1108 - 1108
Опубликована: Фев. 13, 2025
Background
Academic
stress
is
a
significant
factor
affecting
students’
psychological
well-being,
particularly
in
higher
education.
Understanding
the
mediating
roles
of
social
support
and
self-efficacy
can
provide
insights
into
how
these
factors
influence
well-being
public
private
universities.
Methods
The
study
examined
relationship
between
academic
among
university
students
Mogadishu,
Somalia.
Utilizing
stratified
sampling
technique,
data
were
collected
from
663
across
(52.6%)
(47.4%)
universities
through
structured
questionnaire
analyzed
using
path
analysis
to
assess
direct
indirect
effects.
Structural
equation
modeling
technique
was
used
for
analysis.
Results
revealed
effect
on
(β
=
0.087,
p
0.001).
Social
significantly
related
0.117,
0.031)
=0.088,
0.021).
However,
both
0.099,
0.000)
0.646,
well-being.
showed
that
partially
mediated
(Indirect
0.012,
CI
[0.002,
0.024],
0.000),
while
did
not
mediate
this
0.057,
[0.006,
0.111],
0.068).
Conclusions
findings
suggest
positive
impact
mediates
relationship,
highlighting
its
buffering
role.
Conversely,
self-efficacy,
although
positively
contributing
does
stress.
These
results
underscore
importance
robust
systems
targeted
interventions
enhance
coping
mechanisms
overall
Study
limitations
implication
are
discussed.
Язык: Английский
The role of the teacher-student relationship in the innovation of education: Interdisciplinary review of the issue
Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”,
Год журнала:
2023,
Номер
9(3), С. 72 - 81
Опубликована: Авг. 1, 2023
Many
contemporary
authors
addressed
digital
and
online
education,
competencies,
lifelong
learning.
However,
less
is
said
about
the
importance
of
interpersonal
relationships,
even
though
they
are
essential
for
preserving
sustainability
education.
The
research
aims
to
examine
field
human
relations.
To
achieve
this
goal,
theory
organisational
social
psychology
was
used.
Relations
can
only
be
implemented
through
dialogue.
From
an
environmental
perspective,
both
subjective
objective
factors
were
determined
define
strength
relationship.
It
concluded
that
teacher’s
personality
key
success
at
all
levels
justified
result
curricula’s
central
regulation
education
tomorrow’s
professionals
directed
by
today’s
professionals,
who
often
have
interest
in
providing
what
needed
now
rather
than
may
future.
proved
it
not
enough
students
aware
academic
mission,
nor
university
a
kind
training
site
labour
market.
socio-psychological
disclosed
teaching
quality
mattered
most,
but
subject
psychology.
introduced
materials
utilized
universities
work
on
nature
graduates’
preparation
advancement
their
character.
Considering
various
approaches
organization
participants’
activities
characteristics
self-development,
model
formation
value
system
future
teachers
will
make
possible
provide
conditions
individualization
paths.
Язык: Английский
Mediating role of Social Support and Self-efficiency on Academic stress and Student’s Psychological well-being among Public and Private Universities in Mogadishu -Somalia.
F1000Research,
Год журнала:
2024,
Номер
13, С. 1108 - 1108
Опубликована: Сен. 30, 2024
Background
Academic
stress
is
a
significant
factor
affecting
students’
psychological
well-being,
particularly
in
higher
education.
Understanding
the
mediating
roles
of
social
support
and
self-efficacy
can
provide
insights
into
how
these
factors
influence
well-being
public
private
universities.
Methods
The
study
examined
relationship
between
academic
among
university
students
Mogadishu,
Somalia.
Utilizing
stratified
sampling
technique,
data
were
collected
from
663
across
(52.6%)
(47.4%)
universities
through
structured
questionnaire
analyzed
using
path
analysis
to
assess
direct
indirect
effects.
Structural
equation
modeling
technique
was
used
for
analysis.
Results
revealed
effect
on
(β
=
0.133,
p
0.000).
not
significantly
related
0.128,
0.066)
0.075,
0.099).
However,
both
0.059,
0.000)
0.838,
well-being.
showed
that
partially
mediated
(Indirect
0.070,
CI
[-0.036,
0.197],
0.000),
while
did
mediate
this
0.063,
[0.054,
0.218],
0.097).
Conclusions
findings
suggest
positive
impact
mediates
relationship,
highlighting
its
buffering
role.
Conversely,
self-efficacy,
although
positively
contributing
does
stress.
These
results
underscore
importance
robust
systems
targeted
interventions
enhance
coping
mechanisms
overall
Study
limitations
implication
are
discussed.
Язык: Английский
A Design for Social Change Framework: Improving the Educational Climate of Students with Depressive Symptomatology
Springer series in design and innovation,
Год журнала:
2024,
Номер
unknown, С. 306 - 317
Опубликована: Дек. 23, 2024
Язык: Английский