Author(s)

Gary M. Williams, Hannah Pendlebury, Kai Thomas, Andrew P. Smith^*

Centre for Occupational and Health Psychology, School of Psychology, Cardiff University, Cardiff, UK.

Recent research has used short questionnaires based on single item versions of psychosocial concepts to assess well-being. This has largely been confined to occupational samples and the present article describes the extension of this process to university students. The Student Well-being Process Questionnaire (Student WPQ) was used to examine predictors of positive well-being, negative mental health and cognitive function. An online survey was used with 478 first and second year undergraduates as participants. Regression analyses showed that positive well-being (e.g. happiness, positive affect and life satisfaction) was predicted by positive personality (high optimism, self-esteem and self-efficacy), high social support and low stressors and low negative coping scores. Negative outcomes (e.g. perceived stress, anxiety and depression) were predicted by high stressor, coping and conscientiousness scores, and low positive personality and social support scores. Cognitive problems were predicted by high stressor and negative coping scores and low positive personality scores. A MANOVA showed that there were no significant interactions between the predictor variables. The best predictor of all outcomes was a combined score including all predictor variables. Overall, the present study shows that the Student WPQ can provide useful information on predictors of different aspects of well-being. Future research can include additional potential predictors and other outcomes to determine whether other factors are significant when established predictors are adjusted for.

Well-Being; Student WPQ, Stressors, Personality, Social Support, Coping, Happiness, Life Satisfaction, Positive and Negative Affect, Perceived Stress, Anxiety and Depression

Williams, G. , Pendlebury, H. , Thomas, K. and Smith, A. (2017) The Student Well-Being Process Questionnaire (Student WPQ). Psychology, 8, 1748-1761. doi: 10.4236/psych.2017.811115.