Determining what factors influence the psychological well-being of undergraduate university students may provide valuable information to inform the development of intervention programs and targeted learning activities. The objective of this study was to investigate the correlation between psychological well-being in university students and their self-reported learning styles and methodologies, social skills, emotional intelligence, anxiety, empathy and self-concept. The final sample consisted of 149 Spanish university students, with an average age of 21.59 years (SD = 4.64). Psychological well-being dimensions, along with learning style and methodology preferences, social skills, level of social responsibility, emotional intelligence, state and trait anxiety, empathy and levels of self-concept were measured using a series of validated self-report scales. The results indicate that the total variance explained by the university students’ psychological well-being factors were as follows: i) self-acceptance dimension (R² = 0.586, F(6,99) = 23.335, p < 0.001); ii) positive relationships dimension (R² = 0.520, F(6,99) = 17.874, p < 0.001); iii) autonomy dimension (R² = 0.313, F(4,101) = 11.525, p < 0.001); iv) environmental mastery dimension (R² = 0.489, F(4,101) = 24.139, p < 0.001); v) personal growth dimension (R² = 0.354, F(4,101) = 13.838, p < 0.001); and vi) purpose-in-life dimension (R² = 0.439, F(4,101) = 19.786, p < 0.001). The study findings may be used to inform new educational policies and interventions aimed at improving the psychological well-being of university students in the international context.

中文翻译：

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大学生心理健康与社会心理因素的关系。

确定哪些因素会影响本科生的心理健康，可能会提供有价值的信息，以帮助制定干预计划和有针对性的学习活动。这项研究的目的是调查大学生的心理健康与其自我报告的学习方式和方法，社交技能，情绪智力，焦虑，同情心和自我概念之间的相关性。最终样本由149名西班牙大学生组成，平均年龄为21.59岁（SD= 4.64）。使用一系列经过验证的自我报告量表来衡量心理健康维度，以及学习方式和方法偏好，社交技能，社会责任水平，情商，状态和特质焦虑，同情心和自我概念水平。结果表明，由大学生的心理健康因素解释的总方差如下：i）自我接受维度（R ² = 0.586，F（6,99）= 23.335，p <0.001）；ii）正向关系维度（R ² = 0.520，F（6,99）= 17.874，p <0.001）; iii）自治维度（R ² = 0.313，F（4,101）= 11.525，p <0.001）；iv）环境精通度（R ² = 0.489，F（4,101）= 24.139，p <0.001）; v）个人成长维度（R ² = 0.354，F（4,101）= 13.838，p <0.001）; vi）生活目标维度（R ² = 0.439，F（4,101）= 19.786，p <0.001）。研究结果可用于指导新的教育政策和干预措施，以改善国际背景下大学生的心理健康。