PROJECT PROPOSAL

RELATIONSHIP BETWEEN RESILIENCE AND PSYCHOLOGICAL WELL

BEING AMONG UNIVERSITY STUDENTS

Submitted by:
Bc210206936

STUDENT NAME:
Zainab Farooq

DEPARTMENT OF PSYCHOLOGY,
VIRTUAL UNIVERSITY OF PAKISTAN

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Chapter I Introduction

University life presents a unique blend of excitement and challenges. Students encounter
academic pressures, social anxieties, financial concerns, and the complexities of personal
growth. These can be overwhelming, potentially leading to declines in mental well-being.
However, amidst these challenges, a crucial factor emerges: Resilience refers to the ability to
adapt and bounce back in the face of adversity. It's the inner strength that allows students to
navigate difficulties, maintain emotional well-being, and thrive in their academic pursuits.

This purposeof current study is to exmine the correlation between resilience and
psychological well-being among students of universities. Resilience is operationalized as a
predictor variable that indirectly impacts psychological well-being via role stress as the mediated
pathway.

The American Psychological Association (2014) defines resilience as “the process of

adapting well in the face of adversity, trauma, tragedy, threats or even significant sources of
stress. When person faced with challenges and changes in life, resilience helps us to deal with
and manage those changes. It also helps us adapt in times of adversity to manage sources of
stress and possible trauma. without experiencing a significant impact on our wellbeing.

Resilience has many types, physical resilience, mental resilience, emotional resilience,
social resilience academic resilience. Academic resilience is the ability of a student to face and
control academic pressure and stress.it assist the student to strive and gain better academic goal.

Psychological well-being is fundamental to the overall health of undergraduates,

particularly to enable them to address challenges at the university. Life at university consistently
puts students under various challenges which lead to various possibilities of success or failure
(Bataineh, 2013). In fact, there is an increase in the literature that concerns with well-being of
both university undergraduates (Alim et al., 2016; Omar, 2010) and graduates (Roslan et al.,
2017) because of the constant challenges that they have to endure.

Psychological well-being, encompassing positive emotions, life satisfaction, and healthy

coping mechanisms, plays a pivotal role in academic success, personal growth, and overall life
quality. Understanding the relationship between resilience and psychological well-being in
university students is essential for fostering a supportive environment that promotes both positive
mental health and academic achievement.

This research provides a strong foundation for universities to develop interventions and
support systems that promote resilience among students. By fostering resilience, universities can
create a more supportive environment where students can thrive and achieve their full potential.

University students face a unique set of challenges that can impact their resilience and
psychological well-being. These challenges include academic stress, social pressures, financial
concerns, and identity development. In the face of these challenges, resilience, the ability to
bounce back from adversity, is an important asset for university students. Rutter in 2006 said that
it looks that resilience perfectly reflects the desire for optimism and psychological well-being
under adversity.

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Background of the project:

Resilience is often defined as the ability to adapt and cope effectively in the face of
stress, adversity, or trauma. It is not the absence of negative experiences but rather the ability to
bounce back from them. Psychological well-being encompasses a broader range of positive
mental health aspects, including emotional well-being, social well-being, and personal well-
being.
Kuntz's in 2016 did research and said that resilience is antecedent to having higher levels
of well-being. There are many advantages of resilience in students.
Numerous studies have demonstrated how positive emotions help people be resilient, and
they have suggested that resilience and other related categories can act as moderators between
stresses and outcomes related to well-being (Flinchbaugh, Luth, & Li, 2015; Min, Kim, & Lee,
2015).
University students face a unique set of challenges that can impact their resilience and
psychological well-being. These challenges include academic stress, social pressures, financial
concerns, and identity development. In the face of these challenges, resilience, the ability to
bounce back from adversity, is an important asset for university students.
Psychological well-being is a state of positive mental health that includes feeling good
about oneself, having meaningful relationships, and coping effectively with stress. It is an
important indicator of overall health and well-being, and it is essential for success in university
and beyond.
Murray et al. in 2010 explained resilience as successful adaption to complex situation.
Personal characteristics may also define resilience if they are healthy after stressful situations.
In background history, Lugo et al. (2021) : This research explored the relationship
between mindfulness and resilience in promoting psychological well-being among university
students. They found that both mindfulness and resilience were positive predictors of well-
being, suggesting that these factors work together to foster mental and emotional health.
More over Liu et al. (2022) : This study investigated the impact of social support
networks on the relationship between resilience and psychological well-being. They found that
students with strong social support networks experienced a stronger positive effect of resilience
on their well-being. This highlights the importance of social connection in bolstering resilience
and promoting mental health.
Wroash et al said that besides resilience, another factor behaves in similar manner with
optimism that is psychological well-being. Universities can play a role in promoting resilience
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and psychological well-being among students by providing resources and support services.
1.2 Variable I:

Resilience:

Resilience for university students refers to their ability to bounce back from academic,
social, and personal challenges, while maintaining their mental and emotional well-being. It's not
about being invincible or avoiding stress altogether, but rather about having the resources and
skills to cope effectively and adapt to difficult situations.
Psychological resilience is the tendency to deal with Complex situations. Resilience
refers to ability to come out of dilemma of hard time like any trauma, stressor mental illness,
threats, and be able to function despite stress. This term was initially discussed in 70s by Werner.
It is characterized by positive outcomes relative to stress, threats. It is a set of personal
characteristics which assists individual to strive when faced with difficulties. Universities can
play a role in promoting resilience and psychological well-being among students by providing
resources and support services
Resilience is also a fixed as well as a stable trait that helps individual to remove life
stressors. In addition, it promotes a greater sense of mastering difficult situations and promotes
psychological wellbeing of an individual. Many psychologists have trust in the building of
resilience by positive emotions, social support and hardiness.
Resilience plays a vital role in ensuring university students have a positive and successful
academic experience. By fostering resilience, universities can create a more supportive
environment where students can thrive and reach their full potential.

Variable II:

Psychological well-being:

Psychological well- being is a state of positive mental health that includes feeling good
about oneself, having meaningful relationships, and coping effectively with stress. It is an
important indicator of overall health and well-being, and it is essential for success in university
and beyond. Psychological well-being for university students is a multifaceted concept
encompassing their emotional, mental, and social health. It's about thriving, not just surviving,
in the demanding environment of higher education. Psychological well-being is a state of
positive mental health characterized by a sense of contentment, satisfaction, and overall well-
being. It encompasses a range of factors, including:

For university students, psychological well-being is particularly important for their overall
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success in higher education. A strong sense of psychological well-being can help students to:
Perform better academically: Studies have shown that students with higher levels of
psychological well-being tend to have better academic outcomes. This is likely due to the fact
that psychological well-being can enhance focus, concentration, and motivation.
With good psychological well-being, students can focus on their studies, participate actively
in class, and achieve their academic goalsCope with stress effectively: University life can be
highly stressful, with demanding academic workloads, social pressures, and financial concerns.
Students with strong coping skills are better able to manage stress and maintain their mental
health.

Chapter II Literature Review

The study of resilience and psychological well-being in university students is a relatively

young field, gaining significant momentum in the latter half of the 20th century. While
universities have always acknowledged the challenges students face, the formal exploration of
their impact on mental health is a more recent phenomenon. An ample of research had been done
on the said topic. Some of the research outcomes are explained below:
Waugh et al. (2018): This research investigated the impact of resilience on mental health in
medical students. They found that higher levels of resilience were associated with lower levels of
depression, anxiety, and stress. This highlights the protective role of resilience in promoting
psychological well-being among students facing high academic pressure.
Pre-1970s: Mental health research in universities primarily focused on broad topics like
stress and anxiety. Studies explored how academic demands and social pressures impacted
students' well-being.
Huang et al. (2020): This study examined the influence of resilience on mental health
during the COVID-19 pandemic. Researchers found that students with higher resilience reported

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fewer symptoms of depression and anxiety compared to those with lower resilience. This
emphasizes the importance of resilience in coping with unforeseen challenges and maintaining
well-being.
Roy in 2012 said that wellbeing is expectation of positive outcomes in the future. It assigns
positive meaning to reality. It can be said that it is the confidence or self-belief that helps a
person in handling everyday situations efficiently, and reduce negative stressors.
2000s-Present: Research has become more nuanced, exploring the specific factors that
contribute to resilience and how they interact with different stressors faced by university
students. Recent events: Research now acknowledges the influence of external factors on student
resilience and well-being. For example, studies explore how the financial crisis of 2008 and the
COVID-19 pandemic impacted student mental health and exacerbated existing stressors.
Pidgeon et al. in 2014 argued that besides academic pressure, another kind of pressure i.e.,
financial pressure cast a negative effect on the resilience of students. To compensate that the
institute must have to take actions to enhance the psychological well-being and resilience if
students.
Carver and Scheier in 1985 said that if an institute want to enhance her students to learn
facing drastic challenges in more adaptive manners, they are to learn how to enhance resilience
among them.
In previous studies, resilience is much more associated to academic achievement (Khalaf,
2014) as well as some other constructs about positive development such as persistence (Jin &
Kim, 2017), optimism (Souri & Hasanirad, 2011), adjustments (Moon, Kwon & Chung, 2015),
and social intelligence (Annisa & Ratih, 2017).
Other than the subjective aspects of well-being such as happiness and satisfaction, students’
well-being should also be assessed from the other sides of the coin, that is their ability to
function optimally as a university student. This perspective defined the concept of psychological
well-being (PWB), which is the focus in this study.
"Resilience and Psychological Well-Being Among College Students" by Zeng, R., & Yang,
Y. (2019) - This study explores the relationship between resilience and psychological well-being
among college students and how resilience contributes to their overall mental health.
"Predictors of Psychological Well-being in College Students" by Macaskill, A., &
Denovan, A. (2014) - This research identifies various predictors of psychological well-being
among university students, including resilience, coping strategies, and social support.
Resilience and Psychological Distress in Psychology and Medical Students" by Hope, V.,
Henderson, M., & Misajon, R. (2014) - This study examines the levels of resilience and

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psychological distress among psychology and medical students, highlighting the importance of
resilience in buffering against mental health issues.
"The Role of Resilience and Social Support in Predicting Mental Health of College
Students" by Souri, H., & Hasanirad, T. (2011) - This research investigates the impact of
resilience and social support on the mental health outcomes of college students, emphasizing
their interconnectedness.
Molenro et all in 2018 conducted research in a university in Spain. He concluded that there
is a positive correlation between resilience and well-being of the students. Those students who
were less scorer on optimism were also less on psychological well-being and self-efficacy.
Fredrickson & Tugade (2003) : This study explored the "broaden-and-build theory" of
positive emotions. Researchers found that students who experienced more positive emotions, a
characteristic often associated with resilience, also reported higher levels of psychological well-
being, including greater life satisfaction and emotional resilience.
These are just a few researches, and the field of research continues to grow. These studies
consistently demonstrate a positive correlation between resilience and psychological well-being
in university students. Students with higher resilience are better equipped to manage stress, cope
with challenges, and maintain positive mental and emotional health.
These studies and references provide insights into how resilience influences the
psychological well-being of university students, clarifying on the factors that contribute to their
mental health and potential interventions to support their resilience

2.1 Rationale of the study:

This study will contribute to the advancement of research and practice in understanding
the relationship between resilience and psychological well-being. The rationale is based on the
fact that, we find a large amount of research on the said topic in other part of world but relatively
less work has been done in local environment.
This research will enhance the understanding of student’s aptitude in local settings.This
research could serve as a guide to develop an idea to help students to face Complex situations
and find the solution successfully and increasing their well-being and life satisfaction levels and
decreasing university absenteeism.

Research consistently demonstrates association between resilience and psychological

well-being among university students. Students with higher resilience tend to experience fewer
negative emotions, better social relationships, and greater satisfaction with life. This relationship

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is likely due to the fact that resilience enables students to manage stress effectively, maintain
optimism, psychological well-being and persevere in the face of challenges. University students
face a multitude of stressors, including:
 Academic Pressures: The relentless pursuit of good grades, deadlines, and the pressure
to succeed can be overwhelming.
 Social Challenges: Building new friendships, navigating unfamiliar social circles, and
feelings of loneliness can be emotionally taxing.
 Financial Burdens: The rising costs of education, coupled with living expenses, can be a
significant source of stress and anxiety.
 Life Transitions: For many, university is a time of significant life changes, such as leaving
home for the first time. Adapting to a new environment can be emotionally draining.
These stressors can have a negative impact on students' psychological well-being,
leading to issues

Resilience and psychological well-being are essential for university students' academic
success, personal growth, and overall well-being. Understanding the factors that contribute to
these constructs and the role of universities in promoting them is crucial for fostering a
supportive and healthy learning environment that empowers students to thrive.
This study is important for the local students to understand their own level of resilience
and its outcomes on their psychological well being skills which would be very beneficial in their
professional career.
This study is being conducted in order to successfully clear requisite subject for
completion of degree.

2.2Objectives of the Study

 To find out correlation between resilience and psychological well-being among

university students
 To find out gender differences in terms of resilience
 To find out gender differences in terms of psychological well-being

2.3 Hypotheses

 H1=There is likely to be a relationship between resilience and psychological well-

being among university students.
 H²= Male students will differ from female students in terms of resilience

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 H³= Male students will differ from female students in terms of psychological well-
being

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Chapter III Methodology

3.1 Nature of Research

Quantitative research will be carried out. Quantitative research provides results with more
accuracy.

3.2Research Design
It would be Cross-sectional research. Cross-sectional study is time saving and economic
to conduct.

3.3 Research/Sampling Strategy

Type of non probability sampling, Purposive sampling will be used.

3.4 Sample
 100 students from Virtual University of Pakistan will be invited.
 Age range will be 20 to 30 will be the part of this sample.
 Their study program will be BS, psychology all semesters.
 Married plus unmarried will be included

Inclusion / Exclusion Criteria

 Age range 20 to 30
 Married and unmarried students will include in this research.
 Above the 30 of age will not include in this research
 Disabled students will not be the part of study.

3.5 Assessment Measures

 3.5.1 Demographic Information Questions

 Researcher will use sample size of 100 students (N=100).

 Their age will be in range of 20 to 30 years old.

 Their study program will be BS psychology all semesters

 Marital status will be asked.

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3.5.2 Scale I: The Resilience Scale (1987)

This scale developed by Gail M. Wagnild & Heather Young in 1987. Answers
are made on 7-point Likert scale. It is 25 items scale It uses 6-point Likert scale. Its
reliability is 0.72

Scoring:

It scores range from 25 to 175. The higher the score the more resilience will be.

 3.5.3 Scale II: Psychological Wellbeing (18 items)

It is 18 item scale by Ryff, C. D., & Keyes, C. L. M. (1995). Answer Format: 1 = strongly agree;

2 = somewhat agree; 3 = a little agree; 4 = neitheragree or disagree; 5 = a little disagree; 6 =

somewhat disagree; 7 = strongly disagree.

Scoring:

The Autonomy subscale items are Q15,Q17, Q18. The Environmental Mastery subscale items

are Q4, Q8, Q9. The Personal Growth subscale items are Q11, Q12, Q14. The Positive Relations

with Others subscale items are Q6, Q13, Q16. The Purpose in Lifesubscale items are Q3, Q7,

Q10. The Self-Acceptance subscale items are Q1, Q2, andQ5.Q1, Q2, Q3, Q8, Q9, Q11, Q12,

Q13, Q17, and Q18 should be reverse-scored. Reverse-scored items are worded in the opposite

direction of what the scale ismeasuring. The formula for reverse-scoring an item is:((Number of

scale points) + 1) - (Respondent’s answer)For example, Q1 is a 7-point scale. If a respondent

answered 3 on Q1, you wouldre-code their answer as: (7 + 1) - 3 = 5.In other words, you would

enter a 5 for this respondents’ answer to Q1.To calculate subscale scores for each participant,

sum respondents’ answers to eachsubscale’s items. Higher scores mean higher levels of

psychological well-being.

3.6 Procedure:

Prior to data collection procedure, participants will be informed about purpose of the
study. Consent would be presented to them. If the participants agree to take part in the study
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then, questionnaires will be presented to them to fill them. The time of conducting this
questionnaire/test will be scheduled according to the respondent.Print of scales, Google Forms
would be used to collect the data.
3.7 Ethical Considerations

 No participant will be harmed/deceived/pressurized.

 No individual will be forced to participate in the study.
 All credentials of the participants/respondents will be kept secrets.
 Informed consent will take from each and every respondent.
 Only relevant information to this study will be taken from participants.

 Protection of privacy and respect of respondents was ensured.

3.8 Proposed analysis:

1. SPSS will be used to find out the relationship between variables for hypothesis.
2. Pearson product moment correlation for investigating relationship variables
3. T test will apply for gender differences

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Zeng, R., & Yang, Y. (2019). Resilience and Psychological Well-Being Among College

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 Appendices

SCALE – I:

The Resilience Scale(1987)

(TRS)

Appendix B
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 SCALE–II:

PsychologicalWellbeing scale

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