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Stress and Subjective Well-Being Among First Year UK Undergraduate Students

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  • Andrew Denovan

    (Manchester Metropolitan University)

  • Ann Macaskill

    (Sheffield Hallam University)

Abstract

Transition to university is stressful and successful adjustment is imperative for well-being. Historically research on transitional stress focussed on negative outcomes and ill health. This is the first UK study applying a positive psychology approach to investigate the characteristics that facilitate adjustment among new university students. A range of psychological strengths conceptualised as covitality factors, shown individually to influence the stress and subjective well-being (SWB) relationship were assessed among 192 first year UK undergraduates in week three of their first semester and again 6 months later. Path analyses revealed that optimism mediated the relationship between stress and negative affect (a component of SWB) over time, and academic self-efficacy demonstrated significant relationships with life satisfaction and positive affect. Contrary to predictions, stress levels remained stable over time although academic alienation increased and self-efficacy decreased. Optimism emerged as a key factor for new students to adjust to university, helping to buffer the impact of stress on well-being throughout the academic year. Incorporating stress management and psycho-educational interventions to develop strengths is discussed as a way of promoting confidence and agency in new students to help them cope better with the stress at university.

Suggested Citation

  • Andrew Denovan & Ann Macaskill, 2017. "Stress and Subjective Well-Being Among First Year UK Undergraduate Students," Journal of Happiness Studies, Springer, vol. 18(2), pages 505-525, April.
    • Handle: RePEc:spr:jhappi:v:18:y:2017:i:2:d:10.1007_s10902-016-9736-y
    DOI: 10.1007/s10902-016-9736-y
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    References listed on IDEAS

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    Cited by:

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    7. Choi, Changyong & Lee, Juyeon & Yoo, Min Sang & Ko, Eunhye, 2019. "South Korean children's academic achievement and subjective well-being: The mediation of academic stress and the moderation of perceived fairness of parents and teachers," Children and Youth Services Review, Elsevier, vol. 100(C), pages 22-30.
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