The Influence of Social Support on the Psychological Well Being of Students in University of Nairobi
Keywords:
Parental Support, Counseling Support, Peer Support, Religious Faith Based Support, Psychological Well BeingAbstract
Purpose: To determine the factors influencing mismanagement of devolved public funds and its effects on service delivery in Nairobi County.
Methodology: The research design was an explanatory research design.
Findings: Results revealed that parental support was significantly associated psychological well being of the students. Results also indicate that guidance and counseling and psychological well being were positively and significantly related. The findings of this study further indicated that peer support and psychological well being are positively and significant related. Finally, the study findings indicate that religious support and psychological well being were positively and significantly related.
Unique contribution to theory, practice and policy: The findings of this proposed study is significant in many respects to the undergraduates, psychologists, the university management, policy makers and the general public. The support received by the students could help to decrease their psychological problems since they feel that someone is there to help them, thus helping them to perform well in academic life. By having knowledge on how social support could help students to excel in study and cope with any psychological disturbances, much information could be derived to enhance the amount of support provided. Third, this study also hopes to contribute to the research on how to help and manage students' academic achievement. By having better understanding and knowledge about social support in relation to psychological condition of the students, it could help to design and organize proper development program to help them. Since social support is very much important to students, this study will also help family, especially parents, understand their roles in helping their children so that they can help the students to decrease their psychological problems. To policy makers, the study will provide recommendation on the innovation of new ideas of social support. The study identifies policy gaps that can be fed to policy development for the betterment of strategy implementation approaches.
Downloads
References
Calvete, H. & Connor-Smith, J.K. (2006). Perceived social support, coping, and symptoms of distress in American and Spanish students. Anxiety, Stress, and Coping, 19(1), 47 - 65.
Dollete, Steese, Phillips, & Matthews, (2004). Understanding Girls' Circle as an Intervention on Perceived Social Support, Body Image, Self-efficacy, Locus of Control and Self-esteem. The Journal of Psychology, 90 (2), 204 -215.
Elliot, T.R., & Gramling, S.E. (1990). Personal Assertiveness and the Effects of Social Support among College Students. Journal of Counseling Psychology, 37,427-436.
Eskin, M. (2003). Self-reportedAassertiveness in Swedish and Turkish Adolescents: A Cross-Cultural Comparison. Scandinavian Journal of Psychology, 44, 7-12.
Friedlander, L.J., Reid, G.J., Shupak, N. & Cribbie, R. (2007). Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University among First-Year Undergraduates. Journal of College Student Development, 48 (3), 259 - 275.
Gurung, R.A.R (2006). Health Psychology: A Cultural Approach. Belmont CA: Thomson Wadsworth.
Kyalo, P. (2011).Selected Factors Influencing Social and Academic Adjustment of Undergraduate Students of Egerton University; Njoro Campus. International Journal of Business and Social Science, 2 (18).
Lakey, B., & Cohen, S. (2000). Social Support Theory and Measurement. In Cohen, S., Underwood, L. G., &Gottlieb, B. H. (Eds.), Social Support Measurement and Interventions: A Guide for Health and Social Scientists. New York: Oxford.
Nahid, O.W. & Sarkis, E. (1994). Types of Social Support: Relation to Stress and Academic Achievement among Prospective Teachers. Canadian Journal of Behavioral Science, 26, (1), 1.
Oswald, H. & Suss, K.U. (1994). The Influence of Parents and Peers on Misconduct at School: Simultaneous and Synergistic Effects. In Silbereisen, R.K. & Todt, E. (Eds.), Adolescence in Context: The Interplay of Family, School, Peers, and Work in Adjustment. New York: Springer-Verlag Inc.
Silbereisen, R.K. & Todt, E. (1994). The Broader Context of Social Influence in Adolescence. In Silbereisen, R.K. & Todt, E. (Eds.), Adolescence in Context: The Interplay of Family, School, Peers, and Work in Adjustment. New York: Springer-Verlag Inc.
Tao, S., Dong, Q., Pratt, M. W., Hunsberger, B., & Pancer, S. M. (2000). Social Support: Relations to Coping and Adjustment During the Transition to University in the Peoples Republic of China. Journal of Adolescent Research, 5(1), 123-144.
Teoh, H.J. & Rose, P. (2001). Child Mental Health: Integrating Malaysian Needs with International Experiences. In Amber, H. (Ed.), Mental Health in Malaysia: Issues and Concerns. Kuala Lumpur: University Malaya Press.
Tumuti, S. & Wang'eri,T. (2014).Trauma Types, Symptoms Manifestations And Social Support Systems Among University Students Trauma Survivors In Kenya. International Journal of Education and Research, 2 (5).
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
