Social capital and subjective well-being: The mediating role of social networking sites

an article by Li-Ann Hwang, Jason Wei Jian Ng and Santha Vaithilingam (Monash University Malaysia) published in First Monday Volume 24 Number 10 (October 2019)

Abstract

Many studies have examined the separate impacts of social capital (bonding and bridging) and the use of social networking sites (SNSs) on subjective well-being (SWB). However, few studies address the mediating role that SNS use has on the relationship between social capital and SWB.

The current study addresses this research gap, examining the extent to which SNS use mediates the relationship between social capital and SWB. Moreover, this study theorizes SNS use to be a behavioural outcome of social capital, as opposed to the widespread view that SNSs are a tool to generate social capital.

Using primary data from a sample of 307 undergraduate students, the partial least squares structural equation modelling technique was used to analyze the data via a sequential mediating mechanism.

The findings highlight the importance of the utilitarian use of SNS in mediating the relationship between bridging social capital and SWB. On the other hand, the direct effect of bonding social capital on SWB was found to be stronger than the indirect effects, indicating that SNS use is not crucial in mediating this particular relationship.

Theoretical and practical implications of the study are subsequently discussed.

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The role of social support, being present and self-kindness in university student well-being

an article by Helen M. Stallman and Belinda Chiera (University of South Australia, Adelaide, Australia) and Jeneva L. Ohan (The University of Western Australia, Crawley, Australia) published in British Journal of Guidance & Counselling Volume 46 Issue 4 (2018)

Abstract

Poor well-being in university students is a serious concern. Using self-kindness – an attitude of understanding and benevolence in times of adversity or failure – may be key to enabling students to maintain well-being despite the pressures inherent to their student role.

This study aimed to test a theoretically guided model of how self-kindness, along with the ability to be in the present moment and the experience of receiving social support, contribute to well-being in university students. Participants were 6,195 university students who completed a web-based survey.

Structural equation modelling analyses confirmed our hypotheses, showing that:

1. receiving social support is important to the capacity for self-kindness both directly and indirectly through the ability to ‘be present’; and
2. the relationship between social support and well-being is partially mediated by the practices of self-kindness and being present.

Overall, the model explained 39% of the variance in student well-being. These findings have implications for our understanding of well-being in university students, as well as the importance of considering self-kindness, on its own, as a target for intervention.

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Navigating drugs at university: normalisation, differentiation and drift?

an article by David Patton (University of Derby, UK) published in Safer Communities Volume 17 Issue 4 (2018)

Abstract

Purpose
Whilst drug use appears to be common amongst university students, the purpose of this paper is to move beyond mere drug prevalence, and use the six dimensions of normalisation to better understand the role and place drugs play in the lives of university students.

Design/methodology/approach
In total, 512 students completed a student lifestyle survey.

Findings
A differentiated normalisation is occurring amongst different student groups; the social supply of drugs is common, and some users are “drifting” into supply roles yet such acts are neutralised. Students are “drug literate” and have to navigate drugs, and their consumption, availability and marketing, as part of their everyday student life.

Practical implications
Student drug use is not homogenous and very little is known about the nuances and diversity of their use/non-use beyond prevalence data. Qualitative studies are needed to better understand the processes of differentiated normalisation and social supply.

Originality/value
This is the first study in the UK to use the six dimensions of normalisation amongst a sample of university students.

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Student psychological distress and degree dropout or completion: a discrete-time, competing risks survival analysis

an article by Stefan Cvetkovski, Anthony F. Jorm and Andrew J. Mackinnon (University of Melbourne, Victoria, Australia) published in Higher Education Research & Development Volume 37 Issue 3 (2018)

Abstract

Studies of psychological distress (PD) in university students have shown that they have high prevalence rates. These findings have raised concerns that PD may be leading to poorer student outcomes, such as elevated dropout rates.

The aim of this study was to examine the association of PD in undergraduate university students with the competing risks of degree dropout or completion. It analysed data from the Household Income and Labour Dynamics in Australia (HILDA) survey.

The sample comprised 1265 university students. PD (i.e., probable depression and/or anxiety) was measured with a validated cut-off score of ≤65 on the 5-item Mental Health Inventory (MHI-5) from the Short Form 36 (SF-36). The study used an accelerated longitudinal design with student year of study as the metric of time and estimated dynamic discrete-time, competing risks survival models.

Contrary to expectations, the study found that students with PD had lower odds of degree dropout and higher odds of degree completion than students without PD in year 4 of their degrees.

This study contributes to the empirical literature on university student mental health by showing that, while PD can be debilitating and negatively affect students’ general educational experience, it is not as harmful to academic progress as might be assumed.

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Exploring the use of internet by university students for seeking health related information

an article by Asad Ahmad, Mohammed Naved Khan and Obaidur Rahman (Aligarh Muslim University, India) published in Interactive Technology and Smart Education Volume 14 Issue 4 (2017)

Abstract

Purpose
Internet is both a medium and a platform for information exchange. This characteristic of internet is gradually metamorphosing it into an e-learning enabler. A significant percentage of internet users access health-related information through the medium of internet, but little is known about the factors that determine such behaviour. This study aims to explore the factors that determine the behaviour of those seeking health-related information in the virtual world.

Design/methodology/approach
The present study analyses the role of perceived ease of usefulness (PEOU), perceived usefulness (PU), self-efficacy (SE) and information quality (IQ) on the intention (IU) of the internet users to seek health-related information. Researcher-controlled sampling was used for data collection from 210 university students. Exploratory factor analysis (EFA), t-test and correlation have been used for data analysis.

Findings
The results of the study demonstrate that except SE, all other factors have a positive relationship with the intention of the users to seek health-related information. The findings suggest that PU and IQ overshadow PEOU in encouraging the users seeking such health-related information over the internet.

Originality/value
The present study extends the understanding of e-learning adoption associated with seeking health-related information. The researchers propose an extended technology acceptance model (TAM) model to study the factors influencing the use of internet in seeking health-related information by the students enrolled in medical and non-medical courses.

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How much is Teaching and Learning in Higher Education Digitized? Insights from Teacher Education

Jens Riehemann and Regina Jucks (University of Münster, Germany) published in International Journal of Higher Education Volume 6 Number 3 (2017)

Abstract

The digital age has changed how we communicate, inform ourselves, and even how we teach and learn. This study systematically analyses and compares the perspectives of university academics (N = 75) and university students (N = 206) from the field of teacher education on digitized teaching and learning.

In a between-subjects design, participants of both groups were asked for their perspectives on dealing with digital media (i.e., general assessment of digital media, use of different media types and the role of digital media in university courses).

Furthermore, they were asked for their own and their anticipated perspectives of each other, in particular, their assumed advantages of using digital media in university teaching.

In sum, the findings indicate that it might be fruitful for university academics and students to exchange their views on the use of digital media for teaching and learning in higher education.

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University students' depression: a cross-cultural investigation

an article by Nigar G. Khawaja and Rachel Smith (Queensland University of Technology, Brisbane, Australia), Maria Luisa R. Santos (University of Aveiro, Portugal) and Mojtaba Habibi (Shahid Beheshti University GC, Tehran, Iran) published in Higher Education Research & Development Volume 32 Issue 3 (June 2013)

Abstract

Australian, Iranian and Portuguese university students (n = 967) completed the University Students Depression Inventory (USDI) in English, Persian and Portuguese languages, respectively.

A series of MANOVA analyses were used to examine differences in depression symptoms as an effect of the country and demographic variables. Interactions were also examined. The results indicated that country, gender and year level had some impact on the depressive symptoms of the university students.

Australian students were more depressed than the Iranian and Portuguese students, while Iranian students were more depressed than the Portuguese students.

Sub-scales of USDI – Lethargy, Motivation and Cognitive/Emotional – were also used to compare the depressive symptoms of students.

• The Australian female students reported a significantly higher level of lethargy than their male counterparts.
• Similarly, the first-year male students from Iran were significantly more lethargic than the first-year Iranian female students.
• Iranian and Portuguese male students, compared to the female students of these countries, experienced a lower level of motivation.
• The Australian and Iranian students, compared to the Portuguese students, reported a significantly higher level of cognitive and affective symptoms.

The scores on the Cognitive/Emotional sub-scale increased with the year level. Differences among students' depression are described and implications discussed.

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