Acceso usuarios
Célia Palma Figueira, Alexandra Marques Pinto, Cicero Roberto Pereira, Magda Sofia Roberto
This study analyzed the influence of perceived time pressure, role clarity, working conditions and peer social support on the personal well-being (subjective, psychological and social well-being) of higher education students, in a sample of 128 Portuguese students from the University of Lisbon. A model was proposed which predicts a negative influence of time pressure and a positive influence of role clarity, working conditions and peer social support on students’ personal well-being, throughout the academic year. Data was collected by means of a longitudinal design, at the beginning and end of the academic year, through self-report questionnaires. Structural equation models were used to analyze cross-sectional and cross-lagged relations among the variables. At cross-sectional level, results revealed a good fit to data (CFI = .928; IFI = .931; RMSEA = .060) illustrating that the perception of academic context variables was related to well-being dimensions. At longitudinal level, however, cross-lagged models did not fit so well to the data (CFI = .863; IFI = .869; RMSEA = .058) with both perceptions of time pressure (β = .167; p = .037) and role clarity (β = –.288; p = .031) significantly predicting well-being, but not in the expected direction, encouraging the accomplishment of studies to further a broader understanding of higher education students’ well-being and its predictors. Implications for higher education scholars and practitioners and suggestions for future research are discussed.
