PDF

Published

2024-02-04

Issue

Vol. 9 No. 5 (2024)

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Yıldırım, M., Olcay, Z. F., Akın, G. C., & Taşdemir, D. Çevik. (2024). Exploring the mediating role of student commitment in the relationship between life satisfaction and general well-being in university students. Environment and Social Psychology, 9(5). https://doi.org/10.54517/esp.v9i5.2177

Exploring the mediating role of student commitment in the relationship between life satisfaction and general well-being in university students

Murat Yıldırım

Department of Social and Educational Sciences, Lebanese American University

Zeynep Feride Olcay

Department of Occupational Health and Safety, Istanbul Aydin University

Güfte Caner Akın

Department of Occupational Health and Safety, Istanbul Gelisim University, İstanbul, Türkiye.

Derya Çevik Taşdemir

Department of Management and Organization, Gaziantep University, Gaziantep, Türkiye


DOI: https://doi.org/10.54517/esp.v9i5.2177


Keywords: work psychology, general well-being, life satisfaction, student commitment, mediating, university students

Abstract

Since the inception and the spread of COVID-19 from March 2020 in India, companies have experienced a rapid increase in the rate of unemployment as well as employee turnover intention. However, though employer appears to have additional power due to high unemployment levels, but it’s also been balanced by employees having new and more alternatives over whom they get employed due to extensive adoption of remote working by all the companies. Employees are highly satisfied at the workplace, prone to get retained with the organization, develop faith in the organizational system only if there is fulfillment of their psychological contract; employer’s showing concern for employees. This study aims to examine the relationship between psychological contract and employee turnover intention for the employees working in general insurance companies in India. The study further explores the moderating effect of select demographic variables for the relationship between psychological contract and employee turnover intention. These demographic variables are considered as independent groups and their moderation effect relationship between Psychological Contract and Employee Turnover Intention is tested with the help of SMART PLS software. The findings are insightful and will pave the way for the insurance companies to retain the employees by reducing their employee turnover intention and focusing on fulfillment of psychological contract.

References

[1]. Yildirim M, Belen H. Fear of happiness predicts subjective and psychological well-being above the Behavioral Inhibition System (BIS) and Behavioral Activation System (BAS) model of personality. Journal of Positive Psychology and Wellbeing. 2018, 2(1): 92-111.

[2]. Yıldırım M, Cağış ZG, Batra K, et al. Role of resilience in psychological adjustment and satisfaction with life among undergraduate students in Turkey: A cross-sectional study. Journal of Health and Social Sciences. 2022, 7(2): 224–235. doi: 10.19204/2022/RLFR8

[3]. Novello AC, Degraw C, Kleinman D. Healthy children ready to learn: An essential collaboration between health and education. Public Health Rep, 1992. 107(1): 3–15.

[4]. Hagenauer G, Gläser-Zikuda M, Moschner B. University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective. Journal of Further and Higher Education. 2017, 42(6): 808-826. Doi: 10.1080/0309877x.2017.1323189

[5]. Gyimah S. Minister Gyimah: Universities must ensure their mental health services are fit for purpose. Available online: https://educationhub.blog.gov.uk/2018/09/16/minister-gyimah-universities-must-ensure-their-mental-health-services-are-fit-for-purpose/

[6]. Hughes G, Spanner L. The university mental health charter. Student Minds. 2019.

[7]. Dodd AL, Priestley M, Tyrrell K, et al. University student well-being in the United Kingdom: a scoping review of its conceptualisation and measurement. Journal of Mental Health. 2021, 30(3): 375-387. Doi: 10.1080/09638237.2021.1875419

[8]. Backhaus I, Varela AR, Khoo S, et al. Associations Between Social Capital and Depressive Symptoms Among College Students in 12 Countries: Results of a Cross-National Study. Frontiers in Psychology. 2020, 11. Doi: 10.3389/fpsyg.2020.00644

[9]. Auerbach RP, Mortier P, et al. WHO World Mental Health Surveys International College Student Project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology. 2018, 127(7): 623-638. Doi: 10.1037/abn0000362

[10]. Andrews FM, Withey SB. Social indicators of well-being: America’s perception of life quality. Plenum; 1976.

[11]. Frey BS, Stutzer A. Happiness and economics. Princeton University Press. 2002.

[12]. Huppert FA, So TTC. Flourishing Across Europe: Application of a New Conceptual Framework for Defining Well-Being. Social Indicators Research. 2011, 110(3): 837-861. doi: 10.1007/s11205-011-9966-7

[13]. Laschinger HKS, Grau AL. The influence of personal dispositional factors and organizational resources on workplace violence, burnout, and health outcomes in new graduate nurses: A cross-sectional study. International Journal of Nursing Studies. 2012, 49(3): 282-291. doi: 10.1016/j.ijnurstu.2011.09.004

[14]. Melnyk BM, Hrabe DP, Szalacha LA. Relationships Among Work Stress, Job Satisfaction, Mental Health, and Healthy Lifestyle Behaviors in New Graduate Nurses Attending the Nurse Athlete Program. Nursing Administration Quarterly. 2013, 37(4): 278-285. doi: 10.1097/naq.0b013e3182a2f963

[15]. Jarden RJ, Sandham M, Siegert RJ, et al. General well‐being of intensive care nurses: A prototype analysis. Nursing in Critical Care. 2021, 28(1): 89-100. doi: 10.1111/nicc.12706

[16]. Sen A. Capability and well-being. In: Nussbaum M, Sen A (editors). The quality of life. Clarendon Press; 1993. pp. 30-53.

[17]. Diener E, Lucas RE, Oishi S. Advances and Open Questions in the Science of Subjective Well-Being. Hall N, Donnellan MB, eds. Collabra: Psychology. 2018, 4(1). doi: 10.1525/collabra.115

[18]. Odaci H, Feridun K, Kinik Ö. Adaptation study of the short form of the general well-being scale into Turkish. Dokuz Eylul University Buca Education Faculty Journal. 2021, (52): 97-111. doi: 10.53444/deubefd.841481

[19]. Dağlı A, Baysal N. Adaptation of life satisfaction scale to Turkish: A study of validity and reliability. Electronic Journal of Social Sciences, 2016. 15(59).

[20]. Diener E, Seligman MEP. Beyond Money. Psychological Science in the Public Interest. 2004, 5(1): 1-31. doi: 10.1111/j.0963-7214.2004.00501001.x

[21]. Prasoon R, Chaturvedi KR. Life satisfaction: A literature review. The Researcher: International Journal of Management, Humanities and Social Sciences. 2016, 1(02): 24-31.

[22]. Yıldırım M, Aziz IA, Vostanis P, et al. Associations among resilience, hope, social support, feeling belongingness, satisfaction with life, and flourishing among Syrian minority refugees. Journal of Ethnicity in Substance Abuse. Published online May 30, 2022: 1-16. doi: 10.1080/15332640.2022.2078918

[23]. Matheny KB, Curlette WL, Aysan F, et al. International Journal of Stress Management. 2002, 9(2): 81-97. doi: 10.1023/a: 1014902719664

[24]. Özgür G, Babacan Gümüş A, Durdu B. Life satisfaction of university students staying at home and dormitory. Journal of Psychiatric Nursing. 2010, 1(1): 25-32.

[25]. Kim W, Ok C. The Effects of Relational Benefits on Customers’ Perception of Favorable Inequity, Affective Commitment, and Repurchase Intention in Full-Service Restaurants. Journal of Hospitality & Tourism Research. 2009, 33(2): 227-244. Doi: 10.1177/1096348008329874

[26]. Cohen A. Multiple commitments in the workplace: An integrative approach. Lawrence Erlbaum Associates; 2003.

[27]. Strauss LC. Predictors of institutional commitment at two-year and four-year institutions [Unpublished doctoral dissertation]. The Pennsylvania State University, State College, PA. 2001.

[28]. Sarwar M, Ashrafi GM. Students’ commitment, engagement and locus of control as predictor of academic achievement at higher education level. Current Issues in Education. 2014, 17(3): 1-10.

[29]. Çınkır Ş, Kurum G, Yıldız S. Student commitment scale in higher education: Validity and reliability study. Cumhuriyet International Journal of Education, 2017. 10(1): 273-298.

[30]. Braxton JM, Milem JF, Sullivan AS. The Influence of Active Learning on the College Student Departure Process: Toward a Revision of Tinto’s Theory. The Journal of Higher Education. 2000, 71(5): 569. doi: 10.2307/2649260

[31]. Sandler ME. Research in Higher Education. 2000, 41(5): 537-580. doi: 10.1023/a: 1007032525530

[32]. Strauss LC, Volkwein JF. Predictors of Student Commitment at Two-Year and Four-Year Institutions. The Journal of Higher Education. 2004, 75(2): 203-227. Doi: 10.1353/jhe.2004.0007

[33]. Guney S. Life satisfaction of university students in Turkey. In: 1st world positive psychology conference. 18-23 June 2009. Pennsylvania, USA.

[34]. Mehmood T, Shaukat M. Life satisfaction and psychological well-being among young adult female university students. International Journal of Liberal Arts and Social Science, 2014. 2(5): 143-153.

[35]. Huebner ES. Research on Assessment of Life Satisfaction of Children and Adolescents. Social Indicators Research Series. Published online 2004: 3-33. doi: 10.1007/978-1-4020-2312-5_2

[36]. Li Y, Lerner RM. Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology. 2011, 47(1): 233-247. Doi: 10.1037/a0021307

[37]. Mart CT. Commitment to school and students. International Journal of Academic Research in Business and Social Sciences. 2013, 3(1): 336.

[38]. Salmela‐Aro K, Upadyaya K. School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology. 2013, 84(1): 137-151. doi: 10.1111/bjep.12018

[39]. Tuominen-Soini H, Salmela-Aro K. Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology. 2014, 50(3): 649-662. doi: 10.1037/a0033898

[40]. Baranova T, Khalyapina L, Kobicheva A, et al. Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment. Education Sciences. 2019, 9(2): 138. doi: 10.3390/educsci9020138

[41]. Boulton CA, Hughes E, Kent C, et al. Student engagement and wellbeing over time at a higher education institution. Della Giusta M, ed. PLOS ONE. 2019, 14(11): e0225770. doi: 10.1371/journal.pone.0225770

[42]. Wong ZY, Liem GAD, Chan M, et al. Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology. Published online October 23, 2023. doi: 10.1037/edu0000833

[43]. Longo, Y., Coyne, I., & Joseph, S. The scales of general well-being (SGWB). Personality and Individual Differences, 2017, 109, 148–159. https://doi.org/10.1016/j.paid.2017.01.005

[44]. Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment,1985, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13

[45]. Çınkır, Ş., Kurum, G., & Yıldız, S. Yükseköğretimde öğrenci bağlılığı ölçeği: geçerlik ve güvenirlik çalışması. Cumhuriyet International Journal of Education, 2021, 10 (1), 273-298.

[46]. Anderson JC, Gerbing DW. Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 1988. 103(3): 411–423. doi: 10.1037/0033-2909.103.3.411

[47]. Stevens J. Applied multivariate statistics for social sciences, 4th ed. Lawrence Erlbaum Associates Inc; 2002.

[48]. Tabachnick BG, Fidell LS. Using multivariate statistics, 5th ed. Allyn and Bacon; 2007.

[49]. O’brien RM. A Caution Regarding Rules of Thumb for Variance Inflation Factors. Quality & Quantity. 2007, 41(5): 673-690. Doi: 10.1007/s11135-006-9018-6

[50]. Jöreskog KG, Sorbom D. LISREL 8: Structural equation modeling with the simplis command language. Scientific Software International, Inc. 1993.

[51]. McDonald RP, Marsh HW. Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin. 1990, 107(2): 247-255. Doi: 10.1037/0033-2909.107.2.247

[52]. Browne MW, Cudeck R. Alternative ways of assessing model fit. In: Bollen K, Long J (editors). Testing structural equation models. pp. 136-162. Sage; 1993.

[53]. Cortina JM. What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology. 1993, 78(1): 98-104. Doi: 10.1037/0021-9010.78.1.98

[54]. Yıldırım M, Green. Social support and resilience mediate the relationship of stress with satisfaction with life and flourishing of youth. British Journal of Guidance & Counselling, 2023, 1-12. Doi: 10.1080/03069885.2023.2172551

[55]. Çağış ZG, Öztekin GG, Aziz IA, Chirico, Rizzo A, Yıldırım. Meaning in Life and Loneliness as Mediators between COVID-19 Anxiety and Life Satisfaction in the Post-Pandemic among the General Population in Turkey: A Serial Mediation Model. European Journal of Investigation in Health, Psychology and Education, 2023, 13(10): 2214-2225. Doi: 10.3390/ejihpe13100156

[56]. Eisenberg D, Golberstein E, Hunt JB. Mental Health and Academic Success in College. The BE Journal of Economic Analysis & Policy. 2009, 9(1). Doi: 10.2202/1935-1682.2191

[57]. Wynaden D, Wichmann H, Murray S. A synopsis of the mental health concerns of university students: results of a text-based online survey from one Australian university. Higher Education Research & Development. 2013, 32(5): 846-860. Doi: 10.1080/07294360.2013.777032

[58]. Demir R, Tanhan A, Çiçek İ, et al. Yaşam Kalitesinin Yordayıcıları Olarak Psikolojik İyi Oluş ve Yaşam Doyumu. Yaşadıkça Eğitim. 2021, 35(1): 192-206. Doi: 10.33308/26674874.2021351256

[59]. Wilkins S, Butt MM, Kratochvil D, et al. The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education. Studies in Higher Education. 2015, 41(12): 2232-2252. Doi: 10.1080/03075079.2015.1034258

[60]. Getir S. Examining the relationship between perfectionism perception, life purpose, psychological well-being and academic achievement (Turkish) [Master’s thesis]. Ege Üniversitesi. 2015.

[61]. Ateş B. Psychological Well-Being and Social Competence as Predictors of Academic Success in University Students (Turkish). Electronic Journal of Social Sciences, 2016. 15(59).

[62]. Upadyaya K, Salmela-Aro K. Positive Youth Development Through Student Engagement: Associations with Well-Being. Handbook of Positive Youth Development. Published online 2021: 361-374. Doi: 10.1007/978-3-030-70262-5_24

[63]. Ruggeri K, Garcia-Garzon E, Maguire Á, et al. Well-being is more than happiness and life satisfaction: a multidimensional analysis of 21 countries. Health and Quality of Life Outcomes. 2020, 18(1). Doi: 10.1186/s12955-020-01423-y



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com