Psychological Capital and Satisfaction with Course of Study as Correlates of Psychological Well-Being among Undergraduates
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This study investigates the association of psychological capital, satisfaction with the course of study and psychological well-being among undergraduates. Three hypotheses derived from the specific objectives of the study were tested. This study’s design was cross-sectional survey and quantitative data gathered with questionnaires were used. The questionnaire was used to elicit responses from 250 respondents, that made the sample size. The hypotheses were tested using Pearson Product-Moment Correlation. Results showed that the relationship between psychological capital and psychological well-being among undergraduates is negative, and the relationship between course of study satisfaction and psychological well-being among undergraduates is positive. It was recommended that interventions aimed at increasing psychological capital, such as teaching students positive psychological skills, can be effective in improving psychological well-being, efforts should be made to increase student satisfaction with their course of study, such as through careful course planning and advising, as well as providing opportunities for meaningful involvement in the learning process among others.
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