Psychosocial well-being among undergraduate students in Hong Kong and Kazakhstan

Psychosocial well-being among undergraduate students in Hong Kong and Kazakhstan

• Cheng, Wing Tung Michelle The Education University of Hong Kong
• Gaipov, D. Suleyman Demirel University
• Kadyrov, S. Suleyman Demirel University
• Lo, Sing Kai The Education University of Hong Kong

International Journal of Higher Education Pedagogies, 3(4), 24-33, 2022

IJHEP

2022

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• A 人的成長與發展
  • AE 社會經濟差異、文化差異、階級和家庭背景
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Psychosocial Well-being Mental Health Status Higher-education Kazakhstan

• Hong Kong

• 1997.7 onwards

• 專上教育

• View Full Text 全文連結

This paper aims to provide comparative insights into the psychosocial well-being of Hong Kong and Kazakhstan undergraduate students, focusing specifically on the role of ethnicity and gender. The existing body of literature on students’ health-promoting lifestyle has shown how age, gender, income level, sociability, and knowledge of health can shape one’s perception of physical and mental well-being. Much lesser attention, however, has been paid to the ways in which students from diverse ethnic origins differ from each other in cultivating different dimensions of psychosocial well-being. To address this issue, this study delivered questionnaires to 284 undergraduate students from Hong Kong and 281 undergraduate students from Kazakhstan. Developed from the Health-Promoting Lifestyle Profile II, the questionnaire is designed to measure undergraduate’s psychosocial well-being threefold. Using independent sample t-test, this paper shows that Hong Kong undergraduate students have higher levels of psychosocial well-being in terms of “interpersonal relations” and “stress management” whereas Kazakhstan undergraduate students are stronger in another dimension of well-being – “spiritual growth”. Results show that the influence of gender on students’ psychosocial well-being varies in different contexts. One of the important implications of these findings suggests that school administrators and students from different countries may benefit from cross-cultural exchange, co-promoting all dimensions of psychosocial well-being. Copyright © 2022 The Author(s).

• 英文

期刊論文

• 26692333

• 10.33422/ijhep.v3i4.91

https://bibliography.lib.eduhk.hk/tc/bibs/b7577adc

2023-09-19