SOCIAL SUPPORT, STRESS AND LIFE SATISFACTION OF THE FIRST YEAR STUDENTS IN TRA VINH UNIVERSITY
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Published:
Feb 15, 2021
Keywords:
first-year students, life satisfaction, social support, stress, Tra Vinh University
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Abstract
The objective of the study is to analyze the relationship between social support, stress and life satisfaction of first-year university students at Tra Vinh University. Research is conducted through two phases, preliminary qualitative research and formal quantitative research. With the convenient sampling method, 599 valid
survey forms were collected. Cronbach’s Alpha scale reliability testing method, exploratory factor analysis (EFA), confirmation factor analysis (CFA) and linear structural model analysis (SEM) were used. The results showed that (1) all components of social support influence on the stress; (2) teacher and family support positively effect on first-year university students’ life satisfaction; (3) stress negatively effects on firstyear university students’ life satisfaction. Based on the results, policy implications are proposed to Tra Vinh University and related parties for providing timely support to students, contributing to reducing stress and improving life satisfaction of students.
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1.
Ho D, Nguyen U. SOCIAL SUPPORT, STRESS AND LIFE SATISFACTION OF THE FIRST YEAR STUDENTS IN TRA VINH UNIVERSITY. journal [Internet]. 15Feb.2021 [cited 19Apr.2024];11(42):47-0. Available from: https://journal.tvu.edu.vn/index.php/journal/article/view/691
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References
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Giáo dục. 2018; 34(3):1–13.
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https://news.zing.vn/vi-sao-hang-nghin-sinh-vienbi-duoi-hoc-o-sai-gon-post809718.html/ [Ngày truy
cập: 12/8/2019].
[3] Nguyễn Thị Thúy. Nhân tố ảnh hưởng đến sự chuyển
tiếp từ trường phổ thông lên đại học của sinh viên
người dân tộc Khmer tại tỉnh Trà Vinh. Tạp chí Khoa
học Trường Đại học Trà Vinh. 2014; 17:26–31.
[4] Lê Thị Xuân Mai. Nghiên cứu kỹ năng tự học của
sinh viên năm thứ nhất Trường Đại học Trà Vinh [Đề
tài nghiên cứu khoa học cấp Khoa]. 2015.
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Nguyễn Khắc Quốc, Trầm Hoàng Nam, Võ Thành
C. Nghiên cứu các nhân tố ảnh hưởng đến động cơ
học tập của sinh viên Khoa Kỹ thuật và Công nghệ,
Trường Đại học Trà Vinh. Tạp chí Khoa học Trường
Đại học Trà Vinh. 2018; 31:39–46.
[6] Lamothe D, Currie F, Alisat S, Sullivan T, Pratt
M, Pancer S. M, Hunsberger B. Impact of a social
support intervention on the transition to university.
Canadian Journal of Community Mental Health.
1995; 14:167–180.
[7] Cobb S. Social Support as moderator of life stress.
Psychosomatic Medicine. 1976; 38:300–314.
[8] Dusselier L, Dunn B, Wang Shelley MC, Whalen DF.
Personal, health, academic, and environmental predictors of stress for residence hall students. Journal of
American College Health. 2005; 54:15–24.
[9] Trockel M. T, Barnes M. D, Egget DL. Health-related
variables and academic performances among firs-year
college students: Implication for sleep and other behaviours. Journal of American College Health. 2000;
49:125–131.
[10] Shima Shahyad. The Relation of Attachment and
perceived social support with Life Satisfaction: Structural Equation Model. Procedia Social and Behavioral Sciences. 2011; 15:952–956.
[11] Trường Đại học Trà Vinh. Quyết định xóa tên sinh
viên năm học 2018 – 2019: Quyết định số 3278/QĐ-
ĐHTV ngày 06/06/2019; 2019.
[12] Trường Đại học Trà Vinh. Quyết định xóa tên sinh
viên năm học 2019 - 2020: Quyết định số 6915/QĐ-
ĐHTV ngày 15/11/2019 và Quyết định số 4944/QĐ-
ĐHTV ngày 25/8/2020; 2020.
[13] Trường Đại học Trà Vinh. Quyết định xóa tên sinh
viên học kỳ I, năm học 2020 –2021: Quyết định số
1050/QĐ-ĐHTV ngày 09/3/2021; 2021.
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Trường Đại học Trà Vinh; 2018. Truy cập từ:
https://www.tvu.edu.vn/chinh-sach-chat-luong-dennam-2025/. [Ngày truy cập 15/4/2020].
[15] Malecki C. K, Demaray M. K, Elliott S. N, Nolten
P.W. The Child and Adolescent Social Support Scale.
DeKalb, IL: Northern Illinois University; 1999.
[16] Dollete M, Steese S, Phillips W, Matthews G. Understanding girls’ circle as an intervention on perceived
social support, body image, self-efficacy, locus of
control and self-esteem. The Journal of Psychology.
2004; 90(2):204–215.
[17] Bukhari S. R., Afzal, F. Perceived social support
predicts psychological problems among university
students. The International Journal of Indian Psychology. 2017; 4(2):2349–3429.
[18] McInnis C, Hartley R. Managing study and work:
The impact of full-time study and paid work on the
undergraduate experience in Australian Universities.
Canberra: DEST; 2002.
[19] Lee M, Larongson R. The Korean ‘examination hell’:
Long hours of studying, distress, and depression.
Journal of Youth and Adolescence. 2000; 29(2):249–
271.
[20] Ong B, Cheong K. Sources of stress among college
students–the case of a credit transfer program. College
Student Journal. 2009;43:1279–1286.
[21] Lee E. Working with Asian Americans: A guide for
clinicians. New York: Guilford Press; 1997.
[22] Diener E. Subjective Well-Being. Psychological Bulletin. 1984; 95:542–575.
[23] Proctor C. L, Linley P. A, Maltby J. Youth Life
Satisfaction: A Review Of The Literature. Journal of
Happiness Studies. 2009; 10:583–630.
[24] Diener E, Suh E. Measuring quality of life: Economic,
social, and subjective indicators. Social Indicators
Research. 1997; 40:189–216.
[25] Heretohelp. Nhận thức về hỗ trợ xã hội; 2020. Truy
cập từ: https://www.heretohelp.bc.ca/visions/socialsupport-vol6/social-support/. [Ngày truy cập
15/4/2020].
[26] Lakey B, Cohen. Social support theory and
measurement. ResearchGate; 2000. DOI:
10.1093/med:psych/9780195126709.003.0002
[27] Cohen S, Kamarck T, Mermelstein R. A global measure of perceived stress. Journal of Health and Social
Behavior. 1983; 24:385–396.
[28] Cutrona C. E, Russell D. W. Type of social support
and specific stress: Toward a theory of optimal matching. Social support: An interactional view. 1990; 319–
366.
[29] Mead G. H. Mind, self, and society. Chicago: University of Chicago Press; 1934.
[30] Beck A. T, Rush A. J, Shaw. B. F., Emery. G.
Cognitive therapy of depression. New York: Guilford;
1979.
[31] Jie Li, Xue Hana, Wangshuai Wang, Gong Sun, Zhiming Cheng. How social support influences university students’ academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning
and Individual Differences. 2018; 61:120–126.
[32] Sarason B. R, Sarason I. G, Pierce G. R. Social
support: The sense of acceptance and the role of
relationships. New York, NY: Willey & Sons; 1990.
[33] Jacobs, S. R., Dodd, D. K. Student burnout as a
function of personality, social support, and workload. Journal of College Student Development. 2003;
44(3):291–303.
[34] Rueger S. Y, Malecki C. K, Demaray M. K. Relationship between multiple sources of perceived social
support and psychological and academic adjustment
in early adolescence: Comparisons across gender.
Journal of Youth and Adolescence. 2008; 39(1):47.
DOI:10.1007/s10964-008-9368-6.
[35] Leary M. R. Making sense of self-esteem. Current
Directions in Psychological Science. 1999; 8(1):32–
5.
[36] Kakada P, Deshpande Y, Bisen S. Technology support, social support, academic support, service support, and student satisfaction. Journal of Information
Technology Education: Research. 2019; 18:549–570.
[37] Yuan Guo. Relationship between Social Support and
Life Satisfaction of College Students: Resilience As
a Mediator and Moderator. Ethics in Progress. 2017;
8(2):28–43.
[38] Gilman R, Ashby J. S, Sverko D, Florell D, Varjas K.
The relationship between perfectionism and multidimensional life satisfaction among Croatian and American youth. Personality and Individual Differences.
2005; 39:155-166.
[39] Gall T. L., Evans D. R, Bellerose S. Transition to
first-year university: Patterns of change in adjustment
across life domains and time. Journal of Social and
Clinical Psychology. 2000; 19(4):544–567.
[40] Sha Tao. Social Support: Relations to Coping and
Adjustment During the Transition to University in the
People’s Republic of China. Journal of Adolescent
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