The role of social support, being present and self-kindness in university student well-being
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(Published version)
Date
2018
Authors
Stallman, H.M.
Ohan, J.L.
Chiera, B.
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Journal article
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British Journal of Guidance and Counselling, 2018; 46(4):365-374
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Abstract
Poor well-being in university students is a serious concern. Using self-kindness - an attitude of understanding and benevolence in times of adversity or failure - may be key to enabling students to maintain well-being despite the pressures inherent to their student role. This study aimed to test a theoretically guided model of how self-kindness, along with the ability to be in the present moment and the experience of receiving social support, contribute to well-being in university students. Participants were 6195 university students who completed a web-based survey. Structural equation modelling analyses confirmed our hypotheses, showing that: (a) receiving social support is important to the capacity for self-kindness both directly and indirectly through the ability to 'be present'; and (b) the relationship between social support and well-being is partially mediated by the practices of self-kindness and being present. Overall, the model explained 39% of the variance in student well-being. These findings have implications for our understanding of well-being in university students, as well as the importance of considering self-kindness, on its own, as a target for intervention.
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Copyright 2017 Informa UK Limited, trading as Taylor & Francis Group
Access Condition Notes: Accepted manuscript available after 1 July 2018