Mediating role of Social Support and Self-efficacy on Academic stress and Student's Psychological well-being among University Students in Mogadishu -Somalia.

Q2 Pharmacology, Toxicology and Pharmaceutics

F1000Research Pub Date : 2025-05-30 eCollection Date: 2024-01-01 DOI:10.12688/f1000research.155275.3

Ali Dahir Mohamed, Abdulkadir Jeilani

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引用次数: 0

Abstract

Background: Academic stress is a significant factor affecting students' psychological well-being, particularly in higher education. Understanding the mediating roles of social support and self-efficacy can provide insights into how these factors influence students' psychological well-being in public and private universities.

Methods: The study examined the mediating roles of social support and self-efficacy in the relationship between academic stress and psychological well-being among university students in Mogadishu, Somalia. Utilizing a stratified sampling technique, data were collected from 663 students across public (52.6%) and private (47.4%) universities through a structured questionnaire and analyzed using path analysis to assess direct and indirect effects. Structural equation modeling technique was used for data analysis.

Results: The analysis revealed a significant direct effect of academic stress on psychological well-being (β = 0.087, p = 0.001). Social support was significantly related to Academic stress (β = 0.117, p = 0.031) and self-efficacy (β =0.088, p = 0.021). However, both social support (β = 0.099, p = 0.000) and self-efficacy (β = 0.646, p = 0.000) were significantly related to psychological well-being. The mediating analysis showed that social support partially mediated the relationship between academic stress and psychological well-being (Indirect effect = 0.012, CI [0.002, 0.024], p = 0.000), while self-efficacy did not mediate this relationship (Indirect effect = 0.057, CI [0.006, 0.111], p = 0.068).

Conclusions: The findings suggest a significant positive impact of academic stress on psychological well-being, while social support partially mediates this relationship, highlighting its buffering role. Conversely, self-efficacy, although positively contributing to psychological well-being, does not mediate the effect of academic stress. These results underscore the importance of robust social support systems and targeted interventions to enhance students' coping mechanisms and overall psychological well-being. Study limitations and implication are discussed.

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社会支持和自我效能感对摩加迪沙-索马里大学生学业压力和心理健康的中介作用

研究背景：学业压力是影响大学生心理健康的重要因素，在高等教育中尤其如此。了解社会支持和自我效能感的中介作用，有助于了解这些因素如何影响公立和私立大学学生的心理健康。方法：本研究考察了社会支持和自我效能感在学业压力与心理健康关系中的中介作用。采用分层抽样技术，通过结构化问卷收集了来自公立大学（52.6%）和私立大学（47.4%）的663名学生的数据，并使用通径分析来评估直接和间接影响。采用结构方程建模技术对数据进行分析。结果：学业压力对心理健康有显著的直接影响（β = 0.087, p = 0.001）。社会支持与学业压力（β = 0.117, p = 0.031）和自我效能感（β =0.088, p = 0.021）显著相关。而社会支持（β = 0.099, p = 0.000）和自我效能感（β = 0.646, p = 0.000）与心理健康均有显著相关。中介分析显示，社会支持在学业压力与心理健康之间具有部分中介作用（间接效应= 0.012,CI [0.002, 0.024], p = 0.000），自我效能感在学业压力与心理健康之间没有中介作用（间接效应= 0.057,CI [0.006, 0.111], p = 0.068）。结论：学业压力对心理健康有显著的正向影响，而社会支持在这一关系中起部分中介作用，突出其缓冲作用。相反，自我效能感虽然对心理健康有积极的贡献，但并不能调节学业压力的影响。这些结果强调了健全的社会支持系统和有针对性的干预措施对增强学生应对机制和整体心理健康的重要性。讨论了研究的局限性和意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

F1000Research Pharmacology, Toxicology and Pharmaceutics-Pharmacology, Toxicology and Pharmaceutics (all)

CiteScore

5.00

自引率

0.00%

发文量

1646

审稿时长

1 weeks

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