Belongingness and Positivity: The Mediation Role of Problem Fields Among University Students

Abstract

While university students are fulfilling their developmental tasks, they can both possess academic and professional gains and face some problems. In the current paper, an evaluation based on problem fields of university students was carried out. The main aim of the present study was to explore the mediation roles of problem fields in the association between belongingness and positivity among university students. The study group was composed of 330 university students. The General Belongingness Scale, Problem Fields Scale, and Positivity Scale were used as measures. Pearson product-moment correlation and mediation analysis (Process Macro, Model 4) were applied as well as descriptive analysis to obtain statistical outcomes. Correlational analysis revealed that belongingness and positivity were associated with problems with family structure, problems with body image, problems with social competence, and problems with academic life. Additionally, there was significant association between belongingness and positivity. According to the results of mediation analysis, the indirect effect of belongingness on positivity through problem fields (problems with family structure, problems with body image, problems with social competence, and problems with academic life) was significant. All problem fields partially mediated the association between belongingness and positivity. It was concluded that belongingness and problem fields of university students may have possible contribution to the maintenance of the positivity. Research findings would provide empirical evidence to the positivity literature, particularly, in terms of problem fields among university students.

Keywords

• Belongingness
• problem fields
• positivity
• university students

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