19th International Conference on The First-Year Experience, Toronto, Ontario, Canada, July 24-27, 2006
The relationship of social support,
psychological well-being, anxiety,
depression, and student needs to selfesteem and assertiveness in first year
university students
S. Voitkane & S. Miezite
University of Latvia
INTRODUCTION
Transition to university is a complex process where educational, vocational, personal
and social dynamics are interactively engaged. Transition to university life represents
a psychological adjustment, primarily “relational” in nature.
Research confirms that perceived social support is one of the key factors during the
transition to university life. The level of role adjustment is related to a sense of
connectedness and belonging to the education environment. Social support is an
important determinant for coping with stress at the beginning of studies in university.
Social support buffers the effect of life stress and depression. Both the ability to
perceive and utilize social support play a role in coping with stress.
Transition process
Self-esteem
Assertiveness
Perceived social support:
family,
friends,
significant others
Psychological well-being:
Positive relations with others
Environmental mastery
Self acceptance
Purpose in life
Autonomy
Personal growth
Anxiety – state
Anxiety – trait
Depression
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Social support includes social integration, as well as actual and perceived
availability of social support.
Social support provides a sense of emotional connectedness, self-worth and
trust, as well as self-validation, feedback and a context for social comparison.
Social acceptance on campus facilitates students’ sense of identity in the new
situation and protects their self-esteem and sense of well-being.
Individuals with adequate self-esteem anticipate that they will be able to cope
successfully with demands of the university program and social environment.
Assertive individuals are able to express and carry out for their needs and
interests. They are ready to ask for and receive support when required.
Relationships with peers have a strong impact on students self-concepts.
Students who quickly adapt to the new social environment adjust better to
academic demands and maintain their physical and psychological well-being.
Psychological sense of well-being tends to be relatively consistent over time
and can be viewed as a dispositional characteristic for individuals adjustment
and personal growth. Ryff (1989) proposed a theoretical multidimensional
model of well-being which encompasses six components: positive relations
with others, environmental mastery, self-acceptance, purpose in life,
autonomy and personal growth. Psychological well-being has been positively
associated with internal control, self-esteem, and life satisfaction and
negatively related to depression.
The aim of this study is to explore the relationship of perceived social support,
psychological well-being, anxiety, depression, needs for help to self-esteem,
and assertiveness in first year university students.
Method
• Participants
• This study was conducted with 170 first year female
students at the University of Latvia.
• Instruments
• Students filled out the following self-report instruments in
November: Multidimensional Scale of Perceived Social
Support, Ryff Psychological Well-being, Survey of Student
Needs, State- Trait Anxiety Scale, Beck Depression
Inventory-II
• Five months later, in April: Rosenberg Self-esteem Scale,
Rathus Assertiveness Scale and Beck Depression
Inventory-II.
Results
Table 1 Relationships between perceived social support, and student psychological
well-being, depression
*p < .05; ** p < .01
Table 1 shows a positive association between social support
and all indicators of student well-being
Picture 1
Mean psychological well-being of students with high and low levels of perceived social support
t
-8,91**
*p < .05; ** p < .01
-5,97**
-4,12**
-3,71**
-1,78
-1,63
Picture 1 shows that compared to students with low levels of support,
those with high level show significantly higher mean scores of
psychological well-being.
Table 2 Mean psychological well-being of students with high and low levels of perceived social support
*p < .05; ** p < .01
Table 2 shows that there is a significant relationship between having social
support and anxiety, depression and identified needs. Students who have
higher social support report fewer problems with social relations and
learning skills.
Picture 2 Mean psychological well-being and assertiveness, depression scores of students
with high and low level of self-esteem
t
- 6.19**
*p < .05; ** p < .01
- 5.86**
- 8.49**
- 6.67**
- 5.53**
- 4.71**
- 3.85**
7.33**
Students with high self-esteem have lower depression scores.
Students with low self-esteem had lower scores on all dimensions of
psychological well-being and especially low assertiveness.
Conclusions
• Students with a high level of perceived social support reported higher
scores on all dimensions of psychological well-being.
• Students with a high level of perceived social support have higher
level of self-esteem and assertiveness.
• Students with high self-esteem reported higher scores on all
dimensions of psychological well-being, indicating their potential for
self-actualization.
• Assertive individuals who are willing to express their frustrations or
needs to others in a new setting may be more likely receive
instrumental assistance, such as information about resources on
campus, and avoid increasing of anxiety and depressive feelings.
(Strahan, 2003).
• Low level of self-esteem and lack of self-assertiveness suggest that
these individuals will be reluctant to seek support and help with their
needs for successful adjustment in transition to university.
• The results of this study underscore the potential value of social
networks, including peer and faculty advising as well as the need for
educational initiatives for raising public awareness in Latvia about the
importance of social support to ensure student well-being and
academic success.
References
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Boulter, L. T.( 2000). Self-concept as a predictor of college freshman
academic adjustment. College Student Journal, 52, 234-245
Chen, C. P. (1999). Transition to higher education: Major aspects and
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Dwyer, A. L., & Cummings, A. L. (2001). Stress, self-efficacy, social
support, and coping strategies in university students. Canadian
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Lee, R. M., & Robbins, S. B. (1998). The relationship between social
connectedness and anxiety, self-esteem, and social identity, Journal
of Counselling Psychology, 45, 338-345.
Ryff, C. D. (1989). Happiness is everything or it is? Explorations on
the meaning of psychological well-being. Journal of Personality and
Social Psychology, 57, 1069- 1081.
Strahan, E.Y.(2003). The effects of social anxiety and social skills on
academic performance. Personality and Individual Differences, 34,
347-366.
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