Predictors of undergraduates’ psychological well-being: Social support stability, campus resource stability, and locus of control

Abstract

The purpose of the present study was to investigate social and campus resources as predictors of students’ psychological well-being, with locus of control (LOC) as a potential mediator. The study consisted of 138 participants who were enrolled in an Introductory Psychology course, and the students completed an online questionnaire with an incentive of 1 course credit as compensation for participating in the study. Findings demonstrated that perceived stability of resources added additional variance in students’ psychological well-being, suggesting that the stability of resources should be considered in addition to the availability of resources when assessing students’ psychological well-being. Results demonstrated that perceived campus support also accounted for additional variance in students’ psychological well-being, and therefore should be considered alongside perceived social support when investigating support systems and students’ well-being. Individual measures of perceived support did not predict LOC, nor did LOC serve as a significant mediator in the relationship between perceived support and psychological well-being. Using the findings of the present study as the foundation for future research, as well as resource organization and prioritization, it is possible to further the general understanding of students’ support needs while helping to ensure a positive university experience both academically and socially.