Key Factors Influencing Psychological Distress in University Students: The Effects of Tertiary Entrance Scores

Autor/in	Naylor, Ryan
Titel	Key Factors Influencing Psychological Distress in University Students: The Effects of Tertiary Entrance Scores
Quelle	In: Studies in Higher Education, 47 (2022) 3, S.630-642 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naylor, Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1776245
Schlagwörter	Models; Emotional Disturbances; College Entrance Examinations; Self Determination; Burnout; Stress Variables; Anxiety; Depression (Psychology); Well Being; College Preparation; Graduate Students; Undergraduate Students; Student Motivation; Foreign Countries; Student Attitudes; Scores; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Analogiemodell; Gefühlsstörung; Aufnahmeprüfung; Selbstbestimmung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Angst; Well-being; Wellness; Wohlbefinden; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Ausland; Schülerverhalten; Schülerbefragung; Australien
Abstract	Self-determination theory (SDT) and the job demands-resources (JD-R) model of burnout have been identified as important in understanding psychological distress among university students. This study aimed to investigate key factors influencing distress (depression, anxiety, stress and burnout) among students, using stepwise multivariate regression modelling based on a survey of nearly 750 undergraduate and postgraduate students at an Australian university. This analysis confirmed the importance of SDT and the JD-R model in explaining psychological distress among students. It also demonstrated that the relative importance of factors in these theories appeared to be influenced by academic preparedness. Specifically, motivational pathways may be more important for wellbeing among well-prepared students, whereas less prepared students may benefit from support in meeting study- and life demands. This suggests that supporting wellbeing in higher education may require different strategies for different cohorts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01