The road to success is paved with good values' : college students' life values and students well-being in a study of school and family factors

Abstract

Se analiza cómo influyen los valores de vida y el bienestar en el rendimiento académico y personal de estudiantes universitarios de la provincia de Guangxi (China). Para ello, se centra en la interconexión entre la participación del alumnado en actividades organizadas, la relación con las familias y los contenidos personales. Se lleva a cabo un estudio de tipo transversal, y se realiza un cuestionario autoadministrado. La muestra se compone de 390 discentes. Se extrae que la actividad extracurricular y el apoyo de los padres tienen una influencia positiva en el rendimiento y el bienestar de los estudiantes y, a su vez, en los valores personales. Se concluye que se requieren políticas educativas en materia de defensores de estrategias de afrontamiento satisfactorias, estímulo de los padres y bienestar de los estudiantes, así como educación en valores de vida estrictos e integrales.

Importance: College students' life values and well-being are unquestionable in determining their academic and personal achievement. Gap in Literature: Nevertheless, the current body of literature pays scant attention to complex relations between involvement in organised activities, parental encouragement, and personal contents in the sphere of education. Objective: This study intends to fill this gap by analysing the interconnection between these variables and their impact on students' quality of life and values. Methodology: Following a cross-sectional study design, the current study used a self-administered questionnaire to sample 390 university students from different universities in Guangxi Province, China. Key Findings: The study shows that extracurricular activity and parental support had a positive influence on students' performance and well-being and in turn on personal values. More importantly, coping strategies were hypothesised to mediate the relationships, while learning environments were found to moderate the six relationships. Implications: Such findings call for educative policies in matters for champions of satisfactory coping strategies, parental encouragement, and students' well-being, as well as education of strict and comprehensive life values.