RELATIONSHIPS BETWEEN ACADEMIC ENVIRONMENT, PEER RELATIONSHIP, TIME MANAGEMENT AND PSYCHOLOGICAL WELL-BEING
RELATIONSHIPS BETWEEN ACADEMIC ENVIRONMENT, PEER RELATIONSHIP, TIME MANAGEMENT AND PSYCHOLOGICAL WELL-BEING
HANINA HALIMATUSSAIDIYAH HAMSAN, 2 LOH PEI YEE
1,2 Fakulty of Human Ecology, Universiti Putra Malaysia
Abstract
The purpose of this study was to determine the relationship between academic environment, peer relationship, time management and psychological well-being among final year students in Universiti Putra Malaysia. The study also determines the level of each stressor, and the relationship
variable (academic environment, peer relationship, time management) and dependent variable (psychological well-being) among final year students. Besides, this study also Respondents were 333 final year students who study at Faculty of Human Ecology (FEM), Faculty of Economic and Management (FEP), and Faculty of Engineering (FK). They were selected based on Proportionate stratified random sampling. A self- administered questionnaire was used as a tool for data collection. University Environment Scale (Gloria and Karpius, 1996), Index of Peer Relationship (Walter W. Hudson, 1992), The Time Management Behavior Scale (Macan, 1990), and were used to measure academic environment, peer relationship, time management respectively. Dependent variable which was psychological well-being was measured by using Depression Anxiety Stress Scale 21 (DASS 21) which developed by Lovibond and Lovibond’s in year 1995. The results showed that majority of student had moderate level of perception to academic environment, setting goal and priorities, planning and scheduling, perceived control over time, preference for disorganization, overall time management behaviour and moderate level on depression. Besides, most of majority student have low peer relationship, extremely severe anxiety, and had normal stress. There is significant correlation between academic environment and depression (r=0.149**). Respectively, peer relationship was found have significant relationship with the psychological well-being subscales: depression (r=-0.468***), anxiety (r=0.374***), and stress (r=0.441***). Time management also
between
each
independent
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
have significant relationship between depression (r=-0.189***), anxiety (r=0.207***), and stress (r=0.197***). Academic environment have no significant relationship between anxiety (p>0.05) and stress (p>0.05). The study concluded that peer relationship (PR), and time management (TM) have significant predictor towards depression (Β PR =0.458; Β TM =0.233), anxiety (Β PR =0.407; Β TM =0.209), and stress (Β PR =0.463; Β TM =0.212) among final year students. Among the two predictors, peer relationship was found have most significant towards depression, anxiety, and stress of final year student, followed by time management. Study suggested that university should develop intention program, appropriate counselling service to student. Besides, student should learn good time management skills and habit in order to develop positive psychological well-being. Future study are encourage to include more possible sources of student psychological well-being, add more size of sample and apply different data collection tools for deeper investigation.
Keyword : Peer Relationthips, Time Management, Psychological Well- Being
INTRODUCTION
exposition of the factor that giving effect on psychological well-being.
Psychological well-being means that broadly
Psychological
well-being,
how people assess their lives. On happiness, life-satisfaction, and self-
can be defined
as
the other words, psychological well- growth, represents one of the most
being refers to a person’s own important
assessment of their satisfaction with psychological functioning (Vallerand,
life (Diener, 1997). Mental health 2012). According to Bradburn in year
researches often give concern on 1969, psychological well-being can
negative
emotion such as
be measure in two aspect which are depression, anxiety and stress. But, positive aspect (happiness, life
nowadays, there is much literature satisfaction and competency) and
on examine positive as well as also negative aspect (depression,
negative aspects of psychological anxiety, and stress).
well-being.
Over five decades ago, the study Psychological well-being also or literature about psychological
can defined as the sickness or well-being has progressed speedily.
healthy of individual as a result of an Social scientists and psychologists
internal part of a person such as have given a lot of concern and try
thoughts, sense, their best in understanding and
individual
sentiment,
understanding and
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
perceptions. Negative life experience severe psychological problem, and and events of a person have
close to 6 percent had serious significant related with depression,
impairments that they could not stress and anxiety (World Health
remain in college, or could do so Organization, 2012). The ability of a
only with extensive psychological student to cope or adjust his or her
help. The common psychological psychological or internal emotion is
disorders were depression, anxiety, important in order to face new
suicidal ideation, eating disorders challenges. When a person fairly
and self-injury.
cope or adjust their internal emotion Psychological well-being of a when
student especially final year students challenges effectively can become a
solve the
problem or
can be affected by academic serious problem especially on their
environment or campus climate. psychological health.
University life is a significant period
A National College Health for an adolescent or young adult Assessment (NCHA) survey which
explores themselves and gain more conduct by American College Health
experiences before a person turn Association (ACHA) of 28,000
himself to the working environment. Western’s students from 44 colleges
environment is and universities by using random
So, academic
important place in order student can sampling is used to assess student’s
explore themselves and learn new health status and behavior, including
knowledge. Sense of belonging or depression, anxiety, and stress in
feeling of being support such as the previous study year. Based on
teacher, lecturer, university staff and their findings in year 2012, 31.6%
etc. also important to a student and have felt depressed that it was
will affect a student development in difficult to do things, 23.7% feeling
environment (Ryzin, very sad with preceding two weeks;
academic
Gravely &Roseth, 2009). Students 51.3% reported having an anxiety
who feel supportive, comfortable, disorder in anytime within last 12
familiar and warm in academic months; and 30.5 percent reported
environment will have more positive that stress has negatively impacted
aspect of psychological well-being their
compare to others (Moos, 2003). (Reference Group Data Report
academic
performance
More so, another component Spring, 2011).
part of is peer relationship, has been Similarly, the 2012 National
found to be significantly related to Survey
of Counseling Center psychological well-being of a student Directors (NSCCD) on a 228
(Zalaquett, 2005; Wycoff, 1996; campuses reported that 37.4 percent
Friedman, Tripton, & Linn, 2000, of counseling center clients had
Preiffer,
2001; Stanton-Salazar
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
&Spina, 2005).
Negative aspect of psychological relationship of an individual is one of
Interpersonal
well-being such as depression, the components of psychological
anxiety, and stress can be reduce if well-being. When people have good
an individual have good time interpersonal relationship, he or she
management by being more in also will have better psychological
control of their time and being more well-being. Peers are important
effectiveness. People who are good source of social support which
time management skill will have contributes to student’s well-being
more quality time to relax and enjoy (Stanton-Salazar &Spina, 2005).
their life (Jones, 2002). Some of the studies stressed that
In generally, this present study peer
would like to determine relationships psychological well-being of students
between academic environment, or moderated or reduced the
peer relationship, time management negative aspect of psychological
and psychological well-being among well-being, while others opined that
final year students Universiti Putra peer relationship have mediated or
Malaysia, Serdang, Selangor. increase depression, anxiety and stress among students (Reis,
1.1 Statement of problem
Sheldon, Gable, Roscoe, & Ryan, Psychological well-being has
2000; Ueno, 2005). In line with always been studies of educator and
above overview, this present study is researchers for a long time.
conduct in order to examine the Relationship between academic
relationship between
peer
environments, peer relationship, time relationship and psychological well-
management and psychological well- being.
being have been studied but, the Besides, time management of a
relationships among these all student
also has
significant
variables have not yield consistent relationship will psychological well-
results. For example, Moos (2003); being. A person who have planning
Ryan and Deci (2000) have studied and clearly understanding what so
about
relationship between
he want to do, what they need to do
environment and and so on is a person who can
academic
psychological well-being. Besides, manage their time effectively (Laurie,
Wycoff (1996); Friedman; Tipton and 2012). People who have higher in
Linn (2000); Preiffer (2001); Stanton- perceive control over time will have
Salazar and Spina (2005); Ueno higher performance in academic and
(2005) and also Zalaquett (2005) psychological well-being and also
have examined between peer emotional
adjustment
(Macan,
psychological well- Shahani, Dipboye& Phillips, 1990).
relationship
being. Last but not least, Macan,
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
Shahani, Dipboye and Phillips in research which have conduct by year 1990; Britton and Tesser in year
Wong and Lua in year 2011, a 1991 and Jones in year 2002 have
research which have done by World investigated
Health Organization in year 2001 management and psychological well-
between
time
showed that about 150 million being. However, all above literature
people suffer themselves from did not conclude all the variables in a
depression and anxiety. Besides, single
according to study of WHO relationship between these all
organization, around one million variable need further investigation.
people think negatively and suicide Low
in every year. These numbers are satisfactions, anger, depression and
self-esteem,
low
increasing nowadays and become a anxiety
serious problem towards Malaysia. psychological factors which can
were some
of
the
The rising number of student in observe
negative aspect of psychological Depression can be characterized by
among
students.
well-being such as depression, sadness, loss of interest, less
anxiety, and stress also have given focusing on thing, loss self-worth,
effect on eating disorders, substance affect sleep quality, feeling of
abuse and self-injury of a student tiredness. It is a common mental
which have founded by National disorder and affects individual’s
Counseling Center ability in doing their work, at school
Survey of
Directors (NSCCD). Thus, in order to and family. In globally, more than
respond proactively to negative 350 million of people are affected by
aspect of psychological well-being, it depression. Depression can become
is important to understand and
a serious health condition if it didn’t assess the academic environment, cope by the person (World Health
relationship and time Organization, 2012). On average
peer
management of UPM students. about 1 in 20 people having depression disorder in year 2011
1.2 Significant of study
which have conducted in 17 University life is a significant
countries by World Mental Health period for an adolescent or young
Survey (Marcus, Yasamy, Ommeren, adult explores themselves and gain
Chisholm &Saxena, 2012). more experiences before a person
Depression, anxiety and stress turn himself to the working
in young adults have rank as the environment. Besides, university life
most common health problem by also is a period that can let young
college centers and it also a growing adult learn more, try more and learn
to public concern (World Health from mistake. So, their well-being in
Organization, 2012).
According
this transition period may bring effect
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
to their future life. Student, especially It is also can be significant to those who are final year is more
related to any other university in busy when compare to others. They
Malaysia. This study can be used in have a lot of workload, most if not all
a form practical. Result from this of them need to decide their future
study can be used as important career, and some of them may busy
information in order to upgrade and in doing Final Year Project (FYP)
improve the point of view of those which have given a big challenging
universities which have the power to and felt stressful in his or her study
make an impact on student life. Hence, this study appears as an
psychological well-being and benefit evident that contributes in field of
student community, such as develop study of Bachelor Science (Human
some activities and programs. For Development and Management).
example, intervention program can This study has empirical data of
be organize by UPM in order to result in order to provide guideline
negative aspect of for researcher for the purpose of
prevent
psychological well-being happened academic and research.
among university students. Although there are a lot of
This study also can be vital to a existing journal, book and knowledge
nation consequently. Having good regarding the contributing factor to
psychological well-being condition is students’ psychological well-being,
one of the important aspects of but most of them were done outside
student development and it may Malaysia (example: “Stress level of
affect his or her social competency university student” which study by
and respectively the society as Sayner in year 2006; Perceived
whole. Gradually, finding from this control of time: time management
study can provide fundamental and personal effectiveness at work
information for the next generation to which study by Brown in year 2009;
study in depth on this topic. and The effects of friendship networks on adolescent depressive
2.1 Student’s psychological well-
symptoms by Ueno in year 2004).
being
Our country is lack of the studies on There was no much article or
this topic. Therefore, this study can research examined psychological
be used as literature review and well-being among university students
important information to other. and how the experience may affect a
Besides, this study can be significant student’s psychological well-being
related to any person such as
2010). However, academic community, university
(Bowman,
psychological well-being could be psychologists, educator, as well as
defined as a combination of other student.
determine
emotional, cognitive,
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
behavioral and interpersonal virtues
growth, positive (Wissing& Van Eeden, 2003; Smith,
personal
relationship with others, purpose in 2008). Psychological well-being also
self-acceptance and could broadly define as happiness,
life,
belongingness and engagement in life satisfaction, and self-growth;
school has contributors to an represent one of the most important
individual sense of well-being. In this aspects of efficient psychological
article of Ryzin, Gravely and Roseth functioning (Vallerand, 2012).
(2009) also have stated that people According to Bradburn on his
who have positive psychological Affect Balance Scale (ABS) in year
adjustment such as self-esteem, 1969, he found that psychological
self-worth and so on will have well-being basically could be divided
positive psychology feeling and into two affects, which were positive
avoid from mental illness. affect
Negative pattern of thinking Happiness, life satisfaction and
and negative
affect.
have contributed feeling depression competency were including in
towards a person (Beck, 1967). positive affect. However, negative
Depression could be characterized
by sadness, loss of interest, less depression, anxiety, and stress
affect could be measured as
focusing on thing, loss self-worth, mood. A positive psychological well-
affect sleep quality, feeling of being with happiness could be
tiredness. It was a common mental achieved when it has balance
disorder and affects individual’s between positive and negative affect
ability in doing their work, at school (Ryan &Deci, 2001). This important
(World Health aspects which were positive and
and
family
Organization, 2012). In globally, negative affect should be included in
more than 350 million of people were psychological
affected by depression. Depression agreed by researchers who were in
well-being
have
can become a serious health the field of psychological well-being
condition if it didn’t cope by the (Boey& Chiu, 1998; Tang, 2008).
person.
One of the elements including in defined as a sense of emotional
Psychological
well-being
psychological well-being was stress. health which can prove by high self-
Human’s experience in stress was esteem and positive relationships
different from each other. Major life with others, and a lack of anxiety,
event, trouble in daily life, and depression, and deviant behavior.
changes in life have been related According to the study which have
with stress (Pfeiffer, 2001). Stress done by Ryzin, Gravely and Roseth
has become one of the serious (2009) reported that sense of
issues which could give effect on autonomy, environmental mastery,
university student’s life. Its effects
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
have given impact on student social, perception could be either positive or academic
negative perceptions of students Individuals’
and mental
health.
toward their university environment. communication and efficiency have
behaviors,
The result of cultures, values, and affected by negative emotional such
traditions which support by the as stress in educational environment
community of campus such as (Sayner, 2006). For example, people
faculty, staff, and students were the who were under pressure will tried to
result of campus climate (Garcia, become smoker or take up smoking,
excessive in eating, unhealthy According to research on social weight gain and also take alcohol
socio-ecological and drug. Stress may occur because
context
and
perspective which have done by of a person failed in psychological
Moos in year 2003, it have stated adjustment.
that psychological well-being have Besides, stress could have
significant intimately relationship with positive and negative effect to a
social climate of an environment. person if didn’t manage it well
Social climate which states by Moos (Stevenson & Harper, 2006). A
in year 2003 was means that each person respond toward stress
environment such as depend on his or her perception
social
classroom, a family, or a task- regarding an event whether the
oriented group and society have event was assessed as a challenge
unique personality and may be give or a threat (Lazarus &Folkman,
coherence or different 1984).
some
be between each other. For example, a stimulated as positive outcome such
Challenge
could
person will feel more supportive, as motivation and if a person feels
comfortable, familiar and warm in an event was threat, it could result
some social environment when feeling anxiety, stress, depression
compare to other environment. and social dysfunction.
Moreover, different people with different characteristics have their
2.2 Relationship
between
own suitable environments such as a
academic environment
and
people who are self-directed and
psychological well-being
task oriented will more comfortable and enjoy in the environments which
Academic environment also encourage self-direction and task
could be described as campus orientation when compared to
climate. Campus climate could be others. Moos also has states that a
defined as the perceptions of wide range of quality of life areas,
students towards their university or including psychological well-being,
college’s response to ethnicity, race,
achievement, self- and diversity on university. The
personal
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
understanding, decision making and Connell, 1989; Ryzin, Gravely so on have been influence by social
&Roseth, 2009). It was important climate.
that university give opportunity to a Some of the study found that
student to practice, experience and student motivation, engagement and
increasing the amount of choices academic achievement could be
such as student have autonomy in encouraged
choosing his courses very semester, learning situation. For example, a
by
high-autonomy
the society that the want to join, and school which provides a high degree
so on could contribute to adolescent of choice and self-direction could
well-being and encourage student to do the decision
psychological
become more success in their life. and take responsible to the decision.
Sense of belonging or feeling of It could encourage and give
being support also important to a motivation to a student when the
student and will affected a student decision or choices are correct
in academic (Ryan
development
environment. Students who have Vansteenkiste et al., 2004; Ryzin,
&Grolnick,
support from friends, teacher, Gravely &Roseth, 2009). However, if
lecturer,
academic staff and
a student was control by teacher or university staff have been found to lecturer, his or her perceptions
have more success in academic, towards autonomy have reduced
have motivation and also have better (Grolnick& Ryan, 1987; Ryzin,
feeling. Moreover, supportive by Gravely &Roseth, 2009). So the
teachers or lecturer was also support by university, teacher,
important to students. It can build up lecturer, and academic staff was
prosocial behavior, plays an important role to the
students’
motivation, participation, interest in student in order to build autonomy
also academic and sense of belonging to success in
school
and
achievement (Roeser&Eccles, 1998; school.
Roeser et al., 1998; Ryan &Grolnick, Besides, autonomy of a student
1986; Ryan et al., 1994; Wentzel, in academic also have been found
1994, 1997, 1998; Ryzin, Gravely have relationship with psychological
&Roseth, 2009). When students feel well-being (Ryan &Deci, 2000).
him or her being support by people Students who have autonomy in
in academic environment and have their academic will have positive
sense of belonging, he was easier relationship with positive coping
and success in adjusting himself strategies. However, students who
toward problem that he faced. So, have lower academic autonomy
the level of psychological problem have higher level of negative coping
such as depressive, anxiety, and strategic and feeling anxiety (Ryan &
stress were lower compared to
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
others who are alone or didn’t have sense of belonging in academic environment.
Class size or classroom also has given impact on psychological well-being of students. According to the study of Blatchford, Bassett, Goldstein and Martin in year 2003, a large teaching group of student present problem like inattentiveness and off-task behavior. Teachers were difficulty in communicated with all students. Compare to large teaching group of students, a smaller group of student in a class have given benefit to individualize instruction among student. Teachers could increase their monitoring of student learning and behavior in a small size group of student compare to large group of student in a class. Besides, teacher has
chance in
immediate
individualized teaching in small class size of student. Teacher also could
be easily interacted with student and understand the need of student and know more the ability of each student (Gross, 2009). Student in smaller group will have sense of belonging from teacher or lecturer. Sense of belonging was important and
it contributes
positive
psychological well-being of students (Ryzin, Gravely &Roseth, 2009).
2.3 Relationship between peer relationship and psychological well-being
Peer refers to an individual or a group of people, who interact with each other, share friendship, hang out, talk to each other and do activities together (Brown, 2009). Peers were important source of social support which contributes to adolescents’ well-being (Stanton- Salazar &Spina, 2005). According to the American Academy of Child and Adolescent Psychiatry (2012), peer relationship has been recognized as among the most influence factors during the period of late adolescent and young adult. On the other word means that peer group plays a significant role in the socialization on the period of adolescent. Many psychologists,
sociologists, economists, social and behavioral scientists, and medical researchers have studied the reflecting of important of peers in adolescent life (Larson & Richards, 1991; Robert & Clea, 2008). During this particular time, the frequency spends with parent or families were low compared to the time that spends with peer. Hence, social support among friends was very important.
Many research have showed that the important of social support in
a life of successful student (Zalaquett, 2005; Wycoff, 1996; Friedman, Tipton, & Linn, 2000, Preiffer, 2001). Social support has been found important in a student lives. Social supports consist of meaning full interaction between people. Student could use social
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
support in order to help them get out loyalty were particular important or change personal perspectives
predictor variables and significant from the negative aspect of
related to psychological well-being. psychological well-being which is
development of peer stress, anxiety, and depression that
Hence,
relationship should be encouraged they are experiencing. Besides, self-
because close peer relationship esteem, competency, autonomy,
related to various aspects of psychological adjustment of a psychological well-being.
person could also be improved when One of the research on late
a student have peer acceptance and adolescent or young adult has social support from peer (Parker &
showed that higher psychological Asher, 1993). According to the
well-being have connected with research of Parker, Rubin, Price, and
feeling understood, appreciated and Rosier in the year 1995 have stated
meaningful interaction with friends that a person may have higher
(Reis, Sheldon, Gable, Roscoe, & degree of loneliness and depression
Ryan, 2000). According to Hartup when he or she have difficult in
research in year 1996 also reported developing peer relationship, so
that closer peer relationship and developing peer relationship was
have meaningful interaction with very important to a youth or young
peer will contributed positively well- adult.
being to a person. However, feeling According to the study of Ueno
depressed and negative self-views (2005), it showed that individuals
of a person will occurred when he or who were integrated into social
she have peer relationship problem network at school have better mental
such as peer rejection (Gross, health than those who were social
Juvonen, & Gable, 2002). excluded by measured the numbers
Besides, interpersonal theories of depressive symptoms. Besides,
of depression have state that a the
person will begin feel low self-worth symptoms also have showed that
analyses of
depressive
and low effectiveness on peer individual who having more friends,
relationship when he or she felt fewer depressive symptoms have
depressed (Coyne, 1976). Although showed by him or her. In the study
the person will try to compensate his by Ueno also have conclude that
self-worth by increasing his or her positive feelings in the peer
social contact and sought feeling of relationship such as sense of
belonging among friends, but these belonging, trust, support, and
actions no only created more tension communication were contributed to
to the friends and make them diving the positive psychological well-being.
away from the depress person, it Peer support, peer trust and peer
was also influence and give impact
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
on the depressed person (Phillips, it also affects how they adjust to their 2001). Besides, a study have stated
academic responsibilities by using that women were at higher risk
time that available for them experience to depression when
(Bonhomme, 2007). Product of compare
organizing skills was often defined Hoeksema, Susan, 2001).
as time management, but the same Some of the studies (Schafer,
processes may not be applied for 1996; Greenberg, 1996; Pfeiffer,
every people in same pattern or way 2001; Harajyoti, Dipankar, Lipika,
(Macan, 1996).
&Nabanita, 2012) have concluded Personal application of practical that
skill effectively in doing and relationship between stress and
there has a significant
daily activity and college student. Making new friends,
organizing
responsibilities has included in time changing
management. The needed of time in developing new friendship were one
doing the activity must be able to of the sources of stress among
forecast by a person in order to take student and it could be stressful
advantages of using time effectively activities to some of the student
(Kelly, 2002). A person who have (Greenberg, 1996). The process of
planning and clearly understanding developing new friendship or finding
what so he want to do, what they someone who can share something
need to do and so on was a person and get support was an important
who can manage their time step in the development of student
effectively (Soucie, 1986; Laurie, and it was also important source of
Negative aspect of psychological well-being and social
psychological well-being such as support. New friendship need a
stress could be reduced if an period of time to test how much self-
have good time disclose to that person and feel
individual
management by being more in comfortable between each other.
control of their time and being more This process could be stressful to a
effective. People who have good person (Pfeiffer, 2001).
time management skill more quality time to relax and enjoy their life
2.4 Relationship between time
(Macan, Shahani, Dipboye& Phillips,
management and psychological
1990; Jones, 2003).
well-being
Four-factor models of time management which were setting Time management was a major
goals and priorities, planning and issue among university students. It
scheduling, perceived control over affects how a student view and using
preference for the time available to them. Besides,
time,
and
disorganization related to university
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
student have introduced by Macan,
a problem or research question. The Shahani, Dipboye and Phillips in
purpose of research design was to year 1990. Perceive control over
recognize the most appropriate way time have strongly related to a
of conducting research. Besides, it students’
also used to identify research psychological
academic
and
variable and the way of variable adjustment. People who have higher
in perceive control over time was The resign design that used in having higher performance in
this research was descriptive academic and psychological and
research. In this present studies, emotional
descriptive research was used in &Tesser, 1991; Macan et al., 1990).
adjustment
(Britton
order to describe the current state of Besides, Macan et al. in year
affairs of the phenomena at the time 1990 have strongly stated those
of the study. Descriptive research students who have the ability in
was including collect data which can perceived control of time have
describe the event and organize, correlated to the lower stress levels.
express in word, and describe the Students who were ability to manage
data (Glass & Hopkins, 1984). their
Survey research which studied the productively such as writing lists,
time successfully
and
characteristics of population through setting goals and so on has felt less
the survey was used in these stress in their experience of study
studies. The basic tools such as life. In contrast, if they do not have
questionnaire was used in order to ability to control their time or have
relationship between good attitude to time management,
examine
environment, peer they has felt stressed in their life.
academic
relationship, time management, and Moreover, high level of perceive
psychological well-being among final control the time have high level of
year student in Universiti Putra coping among university of student
Malaysia, Serdang. (Misra& McKean, 2000). If student
Besides that, this research was have ability in coping themselves
going to use correlational research, with university environment, and
or also called as relational design. problem, he or she will feel happy
According to Janet Waters, a and less stressful in their university
a life.
correlational
research was
quantitative method of research in which used to describe the
METHODOLOGY
relationship between two or more variables (independent variable and
Research Design
was
dependent variable). Thus, this structure and plan of research in
research was suitable to use in this order to provide a credible answer to
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
study the correlation between academic
environment,
peer
3.2 Population and Sample Size
relationship, time management, and psychological well-being among final
In this study, the populations year student in Universiti Putra
were the students who studied at Malaysia, Serdang. The correlation
Universiti Putra Malaysia, Serdang, research helps to determine the
Selangor. The sample was the final relationship
year students with eldest category or environment and psychological well-
between
academic
“Sulung” category that studied at being, peer relationship between
Faculty of Human Ecology, Faculty psychological well-being, as well as
of Economics and Management, time management and psychological
Engineering which well-being.
Faculty
of
provided by Academic Department of UPM, Serdang.
3.1 Study Location RESULT AND ANALYSIS
This study was conducted in
4.1 Respondent Background
Universiti Putra Malaysia (UPM), which is locating in Serdang,
Descriptive statistics was used Selangor. Universiti Putra Malaysia
to analysis the percentage; mean, is one of the government universities
standard deviation, minimum and in Peninsular Malaysia and occupy
maximum value of the variables. 2,740.65 acre. It was formerly known
There were total of 333 final year as “UniversitiPertanian Malaysia” or
students, which had 158 males Agricultural University of Malaysia.
(47.4%) and 175 female (52.6%). Universiti Putra Malaysia is a
There were 10 student (3.0%) who research university which offering
aged 22, 86 students (25.8%) who undergraduate and post-graduate
aged 23, 175 students (52.6%) who courses. Currently Universiti Putra
aged 24, 40 students (12.0%) who
aged 25, 15 students (4.5%) who degree
Malaysia offers 73 Bachelor’s
aged 26, 6 students (1.8%) who programs, 12 Masters and Doctoral
programs,
8 Diploma
aged 27, and 1 student (0.3%) who programs. There are 16 Faculties,
aged 29. The mean of age was
17 Colleges, 8 Centers, 6 Institutes,
23.96 years old; meanwhile the
2 Schools, a University Park and a standard deviation was 0.958. The branch campus in Bintulu, Sarawak.
minimum age of the students was 22 Convenience was the main factor
years old; the maximum age was 29 considered for the research location
years old. For the race, it had 92 in which I can easily get the
Malay students or 27.6%. Indian respondent.
race students were consists of 30
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
people (9.0%) and Chinese students
respondents.
were 211 people or 63.4% as the
Table 1: Final Year Student’s Characteristics (n=333)
Variable
% Age (Years)
Gender Male
47.4 Female
52.6 Race Malay
30 9.0 Note. Sd. = Standard deviation, Min. = Minimum, Max. = Maximum
4.2 Level of
Academic
level of perception toward university
Environment
environment had categorized into 3 ranges, which were low level of
Level of academic environment was
to academic measured by using University environment (14-27),
perception
moderate Environment Scale (UES). This
level of perception to academic UES had 14 items in order to environment (28-41), and high level measure the perceptions and
to academic concern of student to the university
of
perception
(42-56). Majority environment. Five out of fourteen students’ perception to academic items were negative statement, environment was moderate level, which were 1, 4, 5, 11 and 13. The
environment
which means 265 students or
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
79.58% not had too high or not too only had 2 students who had high low
level of concern about academic academic environment. There were
The mean for
3 students (0.9%) fall under low academic environment score was perception
38.466 whereas the standard environment. Students who had
of
academic
deviation was 4.081. The minimum high
total university environment only had 65 students
environment score was 21 and (19.52%), which means out of 10
maximum value was 50.
Table 2: Academic Environment (n=333)
% High (42-56)
Level (Score)
65 19.52 Moderate (28-41)
79.58 Low (14-27)
Note. Sd. = Standard deviation, Min. = Minimum, Max. = Maximum
4.3 Level of Peer Relationship
students or 58.26% didn’t had severity or problem with their peers.
Peer relationship was examined by There were 134 students (40.24%) using Index of Peer Relationship fall under moderate level of peer (IPR). A total 25 questions were relationship. Students who had high asked in order to measure the level of peer relationship only had severity, degree or magnitude of 1.50% out of total respondents that problem between respondent with means they were only 5 students had peers. The level of peer relationship severity of problem with peer. The had categorized into 3 ranges, which mean for peer relationship score was were low level of peer relationship
whereas the standard (25-74), moderate level of peer deviation was 21.298. The minimum relationship (75-124), and high level value for total university environment of peer relationship (125-175).
score was 25 and maximum value Majority respondents had low level of
was 138.
peer relationship, that means 194
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
Table 3: Peer Relationship (n=333)
Level (Score)
High (125-175)
5 1.50 Moderate (75-124)
40.24 Low (25-74)
Note. Sd. = Standard deviation, Min. = Minimum, Max. = Maximum
4.4 Level of Time Management
of setting goals and priorities (38-
Behaviour
52). Most of the final year students were fall under moderate level of
There were four subscales under setting goals and priorities which time management, which were were 262 students (78.68%) that setting goals and priorities; planning mean respondents were not too and scheduling, perceived control frequent use of time management over
time, preference
for
skills or too frequent use of time disorganization. This section was management skills. There were 34 discussed on the level of these
students (10.21%) fall under low subscales. level of setting goals and priorities.
Students had high level of setting
4.4.1 Setting Goals and
goals and priorities only had 11.11%
Priorities
which means 37 students out of 333 Setting goal and priorities scale was
had good time evaluated the willing of respondent
students
management skill. The mean for in
selecting and
prioritizing
level of setting goals and priorities academic tasks in order to reach was 31.342 whereas the standard their objective. Total level of setting
deviation was 5.302. The minimum goals and priorities was categorized
total university into 3 ranges, which were low level environment score was 19 and of setting goals and priorities (10-
value
for
maximum value was 43. 23), moderate level of setting goals
and priorities (24-37), and high level
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
Table 4: Setting Goals and Priorities (n=333)
Level (Score)
High (38-52)
37 11.11 Moderate (24-37)
78.68 Low (10-23)
Note. Sd. = Standard deviation, Min. = Minimum, Max. = Maximum
4.4.2 Planning and Scheduling
too
use of time management skills. There were 29
frequent
Planning and scheduling evaluates students (8.71%) fall under low level the
planning and scheduling of planning and scheduling, which techniques with effective time means 29 students didn’t had good management. Total level of planning time management skill in this study. and scheduling was categorized Students who had high level of into 3 ranges, which were low level planning and scheduling only had of planning and scheduling (11-25), 26.43% which means 88 students moderate level of planning and out of 333 students had good time scheduling (26-40) and high level of management skill. The mean for planning and scheduling (41-56). level of planning and scheduling Most of the final year student had was 35.321 whereas the standard fall under moderate level of deviation was 6.918. The minimum planning and scheduling which were
total university 216 students (64.87%), which mean environment score was 16 and respondents were not too frequent
value
for
48. use of time management skills or
maximum
value was
Table 5: Planning and Scheduling (n=333)
Level (Score)
High (41-56)
88 26.43 Moderate (26-40)
64.87 Low (11-25)
Note. Sd. = Standard deviation, Min. = Minimum, Max. = Maximum
Al-Fikra: Jurnal Ilmiah Keislaman, Vol. 16, No. 1, Januari – Juni, 2017 (1 – 27)
4.4.3 Perceived Control over
mean respondents were not too
Time
dedicating or too dedicating lot of time in secondary tasks and lacks of
Perceived control over time was sensation in control time. There used to do an evaluation the degree were 53 students (15.92%) fall of respondent perceived his or her under low level of perceived control effectively control of time. High over time. They were 11.41% of score means that respondent student fall under high level of dedicating a lot of time in secondary perceived control over time, which tasks and lacks of sensation in means 38 students lack of control time. Level of perceived sensation in control the time or control over time was categorized taking too many work
and into 3 ranges, which were low level responsibility. The mean for level of of perceived control over time (5-
perceived control over time was 11), moderate level of perceived 15.126 whereas the standard control over time (12-18) and high deviation was 3.230. The minimum level of perceived control over time
total university (19-26). Most of the final year environment score was 17 and student fall under moderate level of
value
for
22. perceived control over time which
maximum
value was
were 242 students (72.67%), which
Table 6: Perceived Control over Time (n=333)
Level (Score)
High (19-26)
38 11.41 Moderate (12-18)
72.67 Low (5-11)
Note. Sd. = Standard deviation, Min. = Minimum, Max. = Maximum
preference for
Disorganization
disorganization was categorized into 3 ranges, which were low level
Preference for disorganization was of preference for disorganization (8- referred
the way respondent 18), moderate level of preference organizing his or her tasks and the for disorganization (19-29) and high degree of which his or her maintain
level
of
preference for
a study environment. High score on disorganization (30-41). Most of the this
factor represent
the
final year students fall under development of activities without moderate level of preference for prior structuring and planning or disorganization which were 229 maintaining a study setting. Total
students (68.77%). There were 48
Hanina Halimatussaidiyah Hamsan; Relationships between academic environment, peer relationship, time management and psychological well-being
students (14.41%) fall under low planning. The mean for level of level
preference for disorganization was disorganization. They were 16.82%
of preference
for
24.165 whereas the standard of student fall under high level of
deviation was 4.986. The minimum preference
total university which means 56 students out of 333
environment score was 13 and students developed their activities
22. without
maximum
value was
prior structuring
and
Table 7: Preference for Disorganization (n=333)
Variable