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The role of social support, being present and self-kindness in university student well-being
Journal article   Peer reviewed

The role of social support, being present and self-kindness in university student well-being

Helen M Stallman, J L Ohan and B Chiera
British Journal of Guidance and Counselling, Vol.46(4), pp.365-374
2018
DOI: https://doi.org/10.1080/03069885.2017.1343458
url
https://doi.org/10.1080/03069885.2017.1343458View
Published Version

Abstract

mental health mindfulness self-kindness social support well-being
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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26 Times Cited - Web of Science

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Collaboration types
Domestic collaboration
Web Of Science research areas
Psychology, Applied

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#3 Good Health and Well-Being

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