Impact of Perceived Social Support, Resilience, and Subjective Well-Being on Psychological Distress among University Students: Does Gender Make a Difference?

Abstract

The academic literature on educational psychology has provided extensive insights into the determinants of psychological distress. However, few empirical studies have explored whether and how three core components of psychological distress (i.e., perceived social support, resilience, and subjective well-being) affect students' mental health. Developing the concept of psychological distress from social support theory perspectives, this research explores the predictors of psychological distress among educational institutions of Pakistan. The purpose of the study is to delve into the influencing factors of psychological distress namely, perceived social support, subjective well-being, and resilience. Additionally, gender difference has created immense ambition, enthusiasm drivers of psychological distress. Methodologically, this research is developing an approach of quantitative method. Accordingly, this research contributes to use a survey method to address the psychological distress among university students. Data were obtained from 389 university students. Additionally, partial least square structural equation modeling (PLS-SEM 3.2.9) software was tested to examining the hypothesis and effects of predictors. In the means of testing our hypothesis and thus quantifying it, the results have led us to confirm an overall positive effect of perceived social support, subjective well-being, and resilience on psychological distress. Additionally, this research carry-out the context of gender difference acts as an emerging concept in the psychological distress context. Based on the findings, this research provides females with a higher influence on psychological distress than male. Further, the implications for policymakers to promote mental health care mechanism for facilitating new health care atmosphere and getting the foremost advantage of mental satisfaction and academic performance.