Psychological Well-Being of College Students: Validation of the Personal-Social Responsibility and Wellness Module

Home , Social responsibility

Journal of Educational and Human Resource Development 8:59-70 (2020) Southern Leyte State University, Sogod, Southern Leyte, Philippines

*Gino A. Cabrera, Helene D. Daya Noreen P. Echague Southern Luzon State University Lucban, Quezon, Philippines

Abstract The present study is the second phase of an earlier study that identified the psychological well-being (PWB) of college students in a state university in Quezon Province, Philippines. The findings of the previous study served as the basis for formulating and developing the Personal-Social Responsibility and Wellness (PSRW) course module, which is integrated into the new college curricula as a 3-unit subject. The course module aims to increase wellness and well-being among the students to cope with the demands of college life positively. This present study is the validation of the developed module. The validation is carried out using a combination of an ex post facto research that intends to measure the effectiveness of the course module in enhancing the PWB of the students and a predictive cross-sectional study to ascertain the socio-demographic predictors of PWB. This research involves 676 first-year students from six colleges of the main campus and eight satellite campuses of the university. Using Ryff’s PWB scale as pre- and post-test, paired sample t-test indicated a significant change in the six PWB dimensions such as autonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance, and overall PWB of the students. Henceforth, results suggest the continued use of the developed evidence-informed module. A follow-up study focusing on qualitative data on how the module improved student PWB is recommended. Future studies may also explore factors that contribute to the effectiveness of the module.

Keywords: Psychological Well-being of college students; Validation of the personal-social responsibility and wellness module

Introduction have been dramatic shifts in lifestyle-related behaviors and how to manage stress (Bian, Wu, Li & Largo-Wright, 2012). In fact, in College life can be chaotic and full of college days, there are overwhelming peer psychological stress due to many factors, pressure and academic demands that one including cognitive challenges, social has to cope with. adjustments, and financial demands. As Bernardo and Resurreccion (2018) have a college student, one might experience observed that there is a growing number transferring from a remote rural area going to of researches, especially in other countries a place of a somehow different cultures, which that deal particularly with stress in higher may require adjustments. Some of them have education students. Also, more mental health to engage in part-time jobs to finance their practitioners became more responsive to expenses at school. Consequently, there

*Correspondence: [email protected] ISSN 2545-9759 Cabrera, Daya, and Echague JEHRD Vol.8, 2020 the range of student stressors. Evident to (Villarosa & Ganoticem 2018). The scale is this, psychological assessment tools have intended for a wide range of age groups, and been developed, adapted, and validated captures the six dimensions of PWB, such as for use in specific populations of college autonomy, environmental mastery, personal students. Consequently, several studies have growth, positive relations, purpose in life, and been conducted to explore the psychological self-acceptance. well-being (PWB) of those in college (e.g., Knowing the characteristics of students who Daraei, 2013; Suvera, 2013). Since PWB are likely experiencing psychological distress plays a role in shaping academic outcomes is a necessary first step for developing (Datu & Lizada, 2018), it is vital for an interventions (Burris, Brechting, Salsman, & educational institution to look into the PWB Carlson, 2009). The earlier study conducted of its students. Suvera (2013) explained by Cabrera, Daya, and Echague (2019) that that PWB indicates physical and mental involved 700 students became the basis for wellness, which has something to do developing a 3-unit euthenics subject that with people’s feelings about everyday life was integrated into the new college curricula activities that range from mental states of the university. Some of their significant and psychological strains such as anxiety, findings include: (1) majority of the students depression, frustration, emotional exhaustion, came from low-income family; (2) more unhappiness, and dissatisfaction. Daraei than half of them were boarders and were (2013) stressed that knowledge about the living away from their family; (3) they were different aspects of PWB could help in lower in autonomy, environmental mastery, designing prevention programs for students and self-acceptance; (4) younger students to mend their psychological and social were lower in environmental mastery; (5) functioning. teacher education students were lowest in Higher education institutions should look autonomy; (6) arts and sciences students were into the PWB of its students to provide lowest in environmental mastery, personal evidence-based intervention programs, and growth, positive relations, purpose in life, and appropriate student services. Interestingly, self-acceptance. Based on these findings, the annual report of the Guidance, Counseling 23 modules were formulated grounded on and Testing Center of the university under experiential learning approach. The 23 study in 2017-2018 indicated that the leading modules that comprised the 3-unit subject was disciplinary cases were tardiness (39%) titled as “Personal-Social Responsibility and and absenteeism (22%), while the common Wellness” (PSRW), which aims to inculcate life causes of dropouts and withdrawal were skills among students that are necessary to financial problems (25%), health problems help them handle the challenges and demands (37.5%), and family problems (31.35%). Also, of college life. The course teaches necessary students who sought counseling services coping skills in order to successfully survive reported health-related issues (66%) and in their academic pursuit and in their life family concerns (19%). outside the university. Within a semester of its Carol Ryff’s (1989) model of PWB provides first implementation, it underwent expert and a robust framework through which one pilot validation which resulted to a series of can analyze and organize one’s life, and revisions of the course material and later in can generate ideas about how to live the merging and reduction of topics totaling better (Mansuri, 2017). Ryff formulated a to 19 modules. Teachers who handled the theory-based psychological well-being scale subject were oriented and trained in a 3-day (PWBS) noted for eudaimonic components seminar-workshop during the Summer of 2018 of happiness which captured various on how to deliver the modules. perspectives in one measurement model Gustems-Carnicer and Calderon (2013)

60 Cabrera, Daya, and Echague JEHRD Vol.8, 2020 pointed out that copings are positively related Methodology to students’ PWB. Equipping students with coping strategies and life skills may lower Research Design anxiety, increase positive mood and academic performance. Given these notions, this study The research was undertaken using is conceptualized to validate the effectiveness ex-post facto and predictive-cross sectional of PSRW module in inculcating coping and life approaches. To ascertain the validity or skills among students. effectiveness of the course module, an ex-post facto research was performed. Ex Conceptual Framework post facto research examines the effects of the modules to the college students Figure 1 summarizes the conceptual who have undertaken the subject through framework of the study. The current study comparison of their pre-test and post-test is the second phase of an earlier study results. Hence, a one-group-within-subject which served as the basis for the formulation, research design was made. Meanwhile, to development, and design of the module for the examine which among the socio-demographic subject Personal-Social Responsibility and variables of the participants predict their Wellness (PSRW). The previous study was PWB, a predictive-cross sectional analysis initially carried out to address the common was conducted. It intends to predict or issues reported at the university’s Guidance, forecast some events or phenomena in the Counseling, and Testing Center. With the aim future (without regard for cause and effect) of ensuring that the psychological wellness from data that were collected from research modules are addressing the needs of the participants at a single point in time or during students, this study is conceptualized to a single, relatively brief period (Johnson, validate the developed materials. Literature 2001). (e.g., Darei, 2012) shows that evidence-based prevention and intervention programs are Participants necessary to mend the psychological and social functioning of students. Pre-tests and Since the PSRW course was integrated in post-tests were conducted prior and after the the first year of all new college curricula, implementation of the module in one semester this study included only first-year students. which formed an ex-post facto research. In During the second semester of academic addition, predictive cross-sectional analysis year 2018-2019, there was a total of 1, was performed to know the determinants of 387 enrollees (997 enrollees from the main PWB among college students. campus and 390 from satellite campuses). In This study validates the effectiveness selecting the participants, stratified sampling of the course module in Personal-Social procedure with equal allocation was used. Responsibility and Wellness (PSWR). From each of the six colleges and eight Specifically, it sought to: (1) compare the campuses, there was an equal allocation of 65 psychological well-being (PWB) of the participants. This scheme resulted to a grand participants before and after implementing the total of 910 participants. However, after the module based on the following dimensions: pre-test, the number of participants reduced to (a) autonomy; (b) environmental mastery; 676 due to invalid responses and missing data. (c) personal growth; (d) positive relations; Table 1 shows the distribution (e) purpose in life; and (f) self-acceptance; of the participants along with their and (2) determine the predictors of students’ socio-demographic characteristics. There after undergoing the PSRW among their were 666 (98%) participants within the age socio-demographic profile. range of 18 to 24 years old and 10 (2%)

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Figure 1. Conceptual paradigm of the study

Table 1. Frequency and percentage distribution of the respondents’ sex, socio-economic status, type of course, living condition, and family arrangement Sex Frequency Percent Male 257 38 Female 419 62 Total 676 100 Socio-Economic status Frequency Percent Below 100,000 451 66.7 100,000 – 250,000 203 30 Above 250,000 22 3.3 Total 676 100 Course Frequency Percent Board 463 68.5 Non-Board 213 31.5 Total 676 100 Living Condition Frequency Percent Boarding house/ dormitory/ bed space 360 53.3 Non-boarding 316 46.7 Total 676 100 Family Arrangement Frequency Percent Nuclear 465 68.8 Extended 152 22.5 Separated 47 7 Single parent 12 1.8 Total 676 100 participants whose ages were 25 years old the youngest is 18 years old and the oldest is and above. The average age is 19 years old, 40 years old.

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Table 2. Frequency and percentage distribution of the respondents’ sex, socio-economic status, type of course, living condition, and family arrangement Sex Frequency Percent Male 257 38 Female 419 62 Total 676 100 Socio-Economic status Frequency Percent Below 100,000 451 66.7 100,000 – 250,000 203 30 Above 250,000 22 3.3 Total 676 100 Course Frequency Percent Board 463 68.5 Non-Board 213 31.5 Total 676 100 Living Condition Frequency Percent Boarding house/ dormitory/ bed space 360 53.3 Non-boarding 316 46.7 Total 676 100 Family Arrangement Frequency Percent Nuclear 465 68.8 Extended 152 22.5 Separated 47 7 Single parent 12 1.8 Total 676 100

Furthermore, 62% of the participants are Research Instrument females while 257 of the 676 participants, or 38% are males. In terms of socio-economic The research instrument included a prelude status, 66.7% of the participants belong to part for the socio-demographic profile of the low-income families with annual family income participants. The profile was comprised of of below P100, 000; 30% are from mid-income age; sex; socioeconomic status (based on families with P100,000 to P250,000 yearly the participants’ annual family income using income; and only 22 participants have above the former socialized tuition fee scheme); type P250,000 annual family income belonging to of course being undertaken (whether it is the high-income group. In terms of type of for board or non-board examination); living course, most of them are enrolled in board condition (whether boarding or non-boarding); courses (68.5%) while only 31.50% are in and family arrangement (whether nuclear, non-board courses. More than half of the extended, separated or single-parent type of participants are either staying in boarding family). houses, dormitories or bed spaces (53.3%) while 46.7% are living in their permanent In order to measure PWB, this study utilized residences or non-boarding. In terms of family the Psychological Well-Being Scale (PWBS) arrangement, majority of the participants developed by Dr. Carol D. Ryff. This is came from nuclear families (68.80%); 22.5% a theory-based PWB scale that has been were from extended families; 7% were from tested for validity and reliability with variety separated parents, and only 12 of them came of samples including Filipinos (Villarosa & from single-parent families. Ganotice, 2018). Dr. Ryff, the author of the scale gave permission for the use of the said

63 Cabrera, Daya, and Echague JEHRD Vol.8, 2020 scale for the pursuit of this study. This study were distributed, administered, and scored used the short form consisting 42 questions by the researchers through the assistance grouped in the following six dimensions. Each of the college guidance counselors and dimension has seven questions. These campus guidance coordinators. Informed dimensions are the following (Ryff, 1995 as consent forms containing the nature and cited in Daraei, 2013): purpose of the study were accomplished. 1. Self-Acceptance: measures a positive It was further explained that participation and accepting view of the self. in the study was completely voluntary and 2. Positive relations with others: measures participants can withdraw anytime without positive relationships, empathy, and intimacy. any disadvantage. Throughout the semester, 3. Autonomy: measures independence and close mentoring, coordination, and monitoring self-regulation of behavior. with teacher-facilitators were done to ensure 4. Environmental mastery: measures that students receive the same conditions. perceptions of competence in life. Upon the completion of the 23 modules, a 5. Purpose in life: measures a sense of post-test was given. The data collected as direction and meaning in life. well as the participants’ identity were kept 6. Personal growth: measures feelings of anonymous and confidential. There was no perceptions of growth, realizing potential, and remuneration or any form of reciprocity for being open to new experiences. participating. Each question is formed in a 6-point Likert-type response scale (strongly disagree, Data Analysis moderately disagree, slightly disagree, slightly agree, moderately agree, strongly agree). The data analysis used descriptive and The scores generated from the scale were inferential statistics. The descriptive statistics interpreted as follows: 1.00-14.99 = low; pertaining to the socio-demographic profile of 15.00-28.99 = moderate; and 29.00-42.00 = the participants was presented in frequency high level. Each of the 6 dimensions has count and percentage distribution. The high levels of internal consistency with alpha results of the ex post facto study were coefficients ranging from 0.86 to 0.93 and analyzed using mean, standard deviation, correlation with 20-item parent scale ranging and paired sample t-test. Moreover, for the from 0.97 to 0.99 (Ryff, 1989 as cited in Daraei, predictive cross-sectional study, multivariate 2013). multiple regression was utilized. Six multiple The PWB scale has been validated in the regressions were performed using the Philippines among Filipino teachers. From the subfactors of PWB as outcome variables validation study, it showed that PWB scale and the demographic profiles as predictor among Filipino sample has an acceptable variables. internal consistency ranging from 0.62 to 0.85 (Villarosa & Ganotice, 2018). Results and Discussion

Data Gathering Table 2 presents the results of the quasi-experiment of the course module Students who were enrolled in the subject validation. Participants obtained the lowest PSWR took the 23 modules for an entire pre-test (M=25.67; SD = 4.51) and post-test semester. Subject teachers who were scores (M=26.87; SD=4.38) in autonomy. trained to handle the subject served as Whereas, their highest pre-test (M=20.27; facilitators of the modules. At the beginning SD=5.52) and post-test scores were in terms of the semester, selected students were of personal growth (M=31.28; SD=5.40). given a pre-test. Research instruments This result implies that college students

64 Cabrera, Daya, and Echague JEHRD Vol.8, 2020 consistently showed lower autonomy and establishment of one’s personal identity higher personal growth as compared to the (Sanders, 2013). Local data from the other dimensions of the PWB scale. Ryff university’s Guidance, Counseling, and (2014) explained that low autonomy is caused Testing Center showed a significant decrease by poor regulation of one’s behavior and in recorded cases of student disciplinary dependence on expectations and evaluation cases and counseling sessions conducted. of others while higher personal growth refers From 208 recorded disciplinary cases from to seeing oneself as growing or expanding. academic year 2018-2019, only 47 cases Looking at the nature of first-year students, were recorded in the following academic year. they commonly conform to social pressures Likewise, from 410 individual counseling as they are still exploring and adapting in sessions in 2018-2019, only 210 were their new environment. Meanwhile, they have conducted in the next academic year. greater sense of positive growth because they According to the guidance counselors of see college life as part of their continuous the university who also served as subject development. teachers and facilitators of the modules, most Moreover, the paired sample t-test indicated of the students’ concerns are already tackled that there were significant differences in the and processed through the PSWR subject. pre-test and post-test scores in all of the facets This explains the decrease in cases and of psychological well-being at p < 0.05. Data incidences reported. showed significant increase in the participants’ Table 3 summarizes the multiple regression scores in the post-test which were significantly analysis with the six domains of PWB as higher than the pre-test. Also, the overall PWB outcome variables along with demographic was found to have increased with moderate profile of the participants as predictor level during the pre-test and high level in variables. Here, six multiple regressions the post-test (t=7.45; p < 0.05). This result were performed using the domains of PWB infers that there was an increase or positive as outcome variables and the demographic change in the PWB of the students after profiles as predictor variables. The study undergoing the PSWR subject. The course also notes that female, low-income SES, inculcates among the students the various life non-board living condition, and nuclear skills which are vital in coping with stresses family arrangement are missing. This in college life and dealing with their issues is in accordance with the N-1 rule when as adolescents. These copings are positively conducting regression with categorical related to students’ PWB (Gustems-Carnicer variables. The predictor variables are actually & Calderon, 2013). Capacitating students being compared with female, low-income with coping strategies and life skills may lower SES, non-board living condition, and nuclear anxiety, increase positive mood, and better family arrangement as indicated by the academic performance. constant. Furthermore, the biggest increase in score Data shows that on autonomy, a good model was in self-acceptance with mean difference fit has been achieved at F (8, 705) = 3.202 of M=1.47 followed by autonomy with mean where sig. is < 0.0005. Autonomy is predicted difference of M=1.20. The data connotes by sex at Unstd Beta = 1.308, where sig. < that the PSWR course can best develop 0.05. Males were reported to have higher level and enhance students’ sense of autonomy of autonomy as compared to females. SES, and self-acceptance. Sense of autonomy course, living conditions, and family conditions and self-acceptance are critical issues in were not found as predictors of autonomy. adolescence. This development stage is The work of Daraei (2013) cited that in characterized by developmental tasks that UK studies, men reported higher PWB scores emphasize development of autonomy and than women because women are typically

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Table 3. Comparing the participants’ PWB before and after implementing the module Pre-Test Post-Test Paired Sample Test Dimensions Mean SD I Mean SD I Diﬀ t df sig. Autonomy 25.67 4.51 Mod 26.87 4.38 Mod 1.2 6.3 675 0.00* Environmental Mastery 27.06 4.8 Mod 27.86 4.6 Mod 0.8 4.02 674 0.00* Personal Growth 30.47 5.31 High 31.28 5.4 High 0.81 4 675 0.00* Positive Relations 30.27 5.52 High 31.26 5.34 High 0.99 4.78 675 0.00* Purpose in Life 30 5.09 High 30.88 7.16 High 0.88 3.1 675 0.00* Self-Acceptance 27.54 5.17 Mod 29.01 5.5 High 1.47 6.94 675 0.00* Psychological Well-Being 28.5 3.71 Mod 29.53 3.98 High 1.03 7.45 675 0.00* *sig. ¡0.05; N=676 Interpretation (I): 1.00-14.99 = low; 15.00-28.99 = moderate; and 29.00-42.00 = high level

Table 4. Multiple regression analyses of the dimensions of the participants’ psychological well-being by socio-demographic proﬁle Regression 1 Regression 2 Regression 3 Regression 4 Regression 5 Regression 6 Predictors Autonomy Environmental Personal Positive Purpose Self-Acceptance Mastery Growth Relations Life Unstd. B Unstd. B Unstd. B Unstd. B Unstd. B Unstd. B (Constant) 26.52 28.09 32.02 31.99 31.18 29.12 Sex - Male 1.31** 0.3 -0.32 -0.25 -0.35 0.72 SES - Mid-income -0.38 -0.33 -0.24 -0.83 -0.25 -0.53 SES - Low-income 1.97 2.03* 3.19* 1.34 2.16 2.28* Course - Board 0.06 -0.02 -0.03 0.36 -0.05 0.07 LC - Non-boarding -0.04 -0.28 -0.88 *-0.80 -0.11 -0.36 FA - Extended -0.36 -0.48 -0.81 -0.76 0.34 -0.37 FA - Separated -0.52 -0.75 0.2 -1.39 -0.93 -0.43 FA - Single parent 0.47 -0.41 1.15 0.46 -0.5 -0.67 F 3.2 1.31 2.44 1.96 0.54 1.51 Df 8, 705 8, 705 8, 705 8, 705 8, 705 8, 705 sig.(p) 0 0.23 0.01 0.05 0.83 0.15 adj. R2 0.02 0 0.02 0.01 -0.01 0.01 *p¡0.05; p¡0.01**; N = 676 Legend: SES – Socio-economic status; LC – Living conditions; FA – Family arrangements

66 Cabrera, Daya, and Echague JEHRD Vol.8, 2020 more self-critical and assign a lower value of self-acceptance can be explained by the to themselves than men do. Similarly, the model. Those who earn a family income of study of Suvera (2013) revealed that men P250,000 pesos and above are predicted to have higher PWB. This is because in Indian have higher self-acceptance as compared to society, males get more freedom than females. those with lower SES at Unstd Beta = 2.283, Men take personal decisions while women where sig. < 0.05. Students who belong to are limited to domestic works. The same high-income family have developed better is true in other countries having collectivist level of self-acceptance as compared to those culture like the Philippines. On the contrary, participants belonging from lower-income Burris and colleagues (2009) cited one study families. The rest of the variables were not that reported female university students who predictors of environmental mastery, personal were significantly more likely than their male growth, and self-acceptance. counterparts to seek help for psychological In support to this, Bernardo and problems. Generally, more girls than boys Resurreccion (2018) found out that among develop anxiety disorders and symptoms. people with better financial capability Girls reported greater number of worries, and lower financial stress, external-spirit more separation anxiety and higher level of locus-of-hope has a positive relationship generalized anxiety (as cited in Sharma & with life satisfaction. Students who do not Tiwari, 2015). experience financial stress, experience better On environmental mastery, the analysis life satisfaction which translates to higher of variance (ANOVA) results support good PWB. model fitting at F (8, 705) =1.314, where Further, results of the ANOVA support good sig. is < 0.05. Around 3.5% of the model fit at F (8, 705) =1.957, where sig. is variance of environmental mastery can be < 0.05 for positive relations. The coefficient explained by the model. Specifically, those of determination indicates that 1.1% of the whose family earn P250,000 pesos and above change in positive relations can be explained were predicted to have higher environmental by the model. Non-boarding students are mastery at Unstd Beta = 2.03, where sig. < predicted to have lower positive relations than 0.05. This means that those who earn much those who are boarding at Unstd Beta = were able to cope to their environment. In -0.796, where sig. obtained is < 0.05. the case of the students, those who were This implies that those students who live in from high-income families can better adjust to boarding houses developed positive relations the demands of university life. Similarly, data as they mingle with people whom they share on personal growth indicates a good model the same housing facilities. Non-boarding fit has been achieved at F (8, 705) = 2.444 students or those who live in their permanent where sig. is < 0.0005. The coefficient of residence, on the other hand, have limited determination shows that 1.6% of the change social interactions because they are more in personal growth can be explained by the likely to be confined in the domicile of their independent variables. Those who earn family. P250,000 pesos and above are predicted to Gustems-Carnicer and Calderon (2013) have higher personal growth as compared to explained that entering university coincides those with lower SES at Unstd Beta = 3.19, with the process of separation from the where sig. < 0.05. This implies that for family and adapting to a new environment. students in college, better financial condition Contrary to the findings, students coming allows them to grow as individuals. from other areas of different cultural context Also, results on self-acceptance indicated a were expected to feel isolated from other good model fitting at F (8, 705) = 1.506, where students (O’Reilly, Ryan, & Hickey, 2010). sig. is < 0.05. Around 6% of the variance It is therefore more common that boarding

67 Cabrera, Daya, and Echague JEHRD Vol.8, 2020 students experience a relatively lower PWB. PWB. At their current phase, they have not However, having the collectivist culture yet experienced academic stresses and the of Filipinos and the hospitable environment risk of possible burnout that were associated in rural areas, students who are living in with the course they are taking. Considering their boarding houses while studying were the design of the college curricula, they still able to develop better positive relations. are still in the year level intended for basic Myers (2013) explained this in the context of and general education subjects. Commonly, social-responsibility norm which is the belief subjects required in the board examinations that people should help those who need were given in the succeeding years in college. help, without regard to future exchanges. On family arrangements, Cabrera et al. (2019) In collectivist culture, people support the contended that this might be influenced by social-responsibility norm more strongly than the collectivist and family-oriented culture of in the West. Also, this can be attributed to the Filipinos. In a collectivist country like what Datu and Lizada (2018) explained as the Philippines, loyalty to family runs strong the kind of happiness that is harmonized with (Myers, 2013). Filipinos give priority to the other people and connected to the collective goals of their family. Regardless of the type way of well-being. Living away from their of family, students optimize the experience families pave the way for the students to of socially-oriented happiness which improves experience some degree of independence, their well-being. thereby developing their sense of personal Conversely, other researches pointed out growth. In the same way, their condition that family and social relationships play prompted them to develop positive relations as an important role in PWB. For instance, they need to deal with new people and new Daraei (2013) cited that social support among environment to cope with. undergraduate Turkey students revealed Similarly, the study of O’Reilly et al. strong association with PWB and positive (2010) revealed that international students mental health. Family connectedness means in Ireland felt they had extra support from a sense of ties and closeness among family their new friends. With new network of members, and it is one of the most important friends, boarding students experienced high social factors that contribute to positive effects level of social support which ameliorates the on PWB. negative effects of stress and adjustments, thus developing higher sense of PWB. Another possible explanation on this is the Conclusion sameness of culture. Students from far-flung areas were not challenged by the need to This study validates the developed adapt and adjust with a new culture. They psychological wellness modules and experience significantly less sociocultural determines the predictors of PWB among difficulty (Cabrera et al., 2019). college students. Experts on mental health On purpose in life, none of the demographic and psychological science advocates the variables yielded as predictors at sig. obtained creation of intervention and prevention is > 0.05. Sex, SES, course, living conditions, programs to alleviate student stress while they and family arrangements cannot determine pursue their academic endeavors in college college students’ PWB. Also, course and and to build their resiliency to combat more family arrangements were not predictor of any challenges later in life. of the domains of PWB. Considering that the The PSRW course module was found participants were still in their first year in the to be an effective material to develop all university, their academic experiences with aspects and overall PWB of college students. their course has nothing to do yet with their Consistent with its scientific framework – the

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PWB model, the modules resulted to better follow-up study using qualitative approaches sense of autonomy among males; better may be undertaken to gather behavioral data environmental mastery, personal growth, on how the module improved the students’ and self-acceptance among students from PWB. Further study may also delve on high-income families; and more positive the factors which might have influenced relations among boarding students. Hence, the effectiveness of the module such as sex, SES, and living conditions were gender, background, and interpersonal skills predictors of some of the domains of college of teachers handling the subject. students’ PWB. However, sex, SES, living conditions, and family arrangements were not Acknowledgement predictors of purpose in life among college students. Meanwhile, course and family This research was funded by Southern Luzon arrangements cannot predict any of the State University. PWB domains among students in college. In general, the modules were able to instill among students healthy coping strategies References Cited and life skills that are helpful in handling their anxiety, increase positive mood, and ability Bernardo, A. B. I., & Resurrecion, K. F. to handle their academic responsibilities. (2018). Financial stress and well-being of Given this, the developed and validated Filipino students: The moderating role of module may now serve as one of the tools external locus-of-hope. Philippine Journal of the university’s guidance, counseling, and of Psychology, 51(1), 33-61. testing center for its group guidance and counseling programs. It was also utilized as Bian, H., Wu, J., Li, Y., & Largo-Wright, E. the main instructional material for one of its (2012). Multiple health behaviors and institutionally mandated subjects that was psychological well-being of Chinese integrated in all its undergraduate courses female undergraduate students. The following were the limitations of International Electronic Journal of Health the study: (1) results were based from Education, 15(1), 51-61. homogenous type of students from a state university who are mostly from rural areas; Burris, J. L., Breachting, E. H., Salsman, J., (2) PWB was analyzed and measured using Carlson, C. R. (2009). Factors associated a Western-developed theory and test; (3) with the psychological well-being and the PWB scale was self-report which pose a distress of university students. Journal of possibility of social desirability bias; (4) PWB American College Health, 57(5), 536-543. may also be episodic, hence it may not be consistent; and (5) the validation was carried Cabrera, G. A., Daya, H. D., & Echague, N. P. out without having a true experimental design, (2019). Factors affecting the psychological it is hard to say that the changes were caused well-being of college students in a state directly by the module alone. Because of this, university. The Guidance Journal, 46(2), authors still suggest a more robust evaluation 56-72. despite of the statistical evidences of positive change after undergoing the course. Daraei, M. (2013). Social correlates This study further recommends to maximize of psychological well-being among the use of the developed and validated undergraduate students in Mysore City. evidence-informed module among college Social Indicators Research, 114(1), students and explore the possible use of the 567-590. material among other groups of students. A

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