Key result
Core self-evaluations and social support partially mediated the relationship between perceived stress and subjective well-being in student veterans with and without disabilities.
Why the study?
Transitioning from military service to college can be stressful for student veterans with and without disabilities, highlighting the need to explore protective person-environmental contextual factors to help them manage stress and enhance well-being.
Do positive traits and social support mediate the relationship between perceived stress and subjective well-being in student veterans?
Cross-Sectional (n=205)
Do positive traits and social support mediate the relationship between perceived stress and subjective well-being in student veterans?
Core self-evaluations and social support can partially protect student veterans' subjective well-being from the negative effects of perceived stress.
Positive person-environmental factors may aid stress management among student veterans; leaves open causal effects and intervention trials.
The transition from the regimented environment of military service to a less structured college lifestyle can be stressful for student veterans with and without disabilities, which highlights the importance of exploring protective person-environmental contextual factors that can help student veterans with and without disabilities manage their stress effectively, leading to enhanced well-being. The purpose of this cross-sectional correlational design study was to examine the role of positive person-environment contextual factors, including hope, resilience, core self-evaluations, and social support, to reduce the influence of perceived stress on the subjective well-being (SWB) of student veterans with and without disabilities. The sample consisted of 205 student veterans (71.7% males; 80.5% White; M age = 29.32; 39% with service-connected disability). Findings suggested that core self-evaluations and social support partially mediated the relationship between perceived stress and SWB in student veterans with and without disabilities. Implications for clinicians, university counselors, and university staff are also discussed.
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Umucu et al. (2022) conducted a cross-sectional in Student veterans with and without disabilities (n=205). Positive person-environment contextual factors (hope, resilience, core self-evaluations, social support) was evaluated on Subjective well-being (SWB). Core self-evaluations and social support partially mediated the relationship between perceived stress and subjective well-being in student veterans with and without disabilities.
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