The Relationship Between Lifestyle and Social Support on the Psychological Well-Being of Guidance and Counselling Students

This study sought to ascertain the levels of lifestyle and perceived social support and to investigate their associations with the psychological well-being of guidance and counseling students at university east of Malaysia. Employing a quantitative, cross-sectional survey design, the study involved 120 respondents selected through simple random sampling. Measurement instruments comprised a lifestyle questionnaire adapted from the Adolescent Lifestyle Questionnaire (ALQ), a perceived social support scale grounded in the Multidimensional Scale of Perceived Social Support (MSPSS), and a psychological well-being measure derived from Ryff’s Psychological Well-Being Scale. Data were analyzed using Jamovi version 2.6.26, incorporating descriptive statistical procedures and Pearson product–moment correlation analysis. Findings indicated that respondents exhibited moderate levels across all three constructs lifestyle, social support, and psychological well-being. Notwithstanding these moderate levels, correlation analyses demonstrated no statistically significant relationships between lifestyle and psychological well-being (r = 0.050, p = 0.587) or between social support and psychological well-being (r = 0.067, p = 0.468). These results suggest that, within this cohort, lifestyle practices and perceived social support may not function as primary determinants of psychological well-being. The study underscores the need for higher education institutions to implement multidimensional interventions that extend beyond lifestyle modification and social support enhancement to address students’ psychological health more holistically. The findings contribute to the empirical discourse on student mental health and may inform the formulation of evidence-based policies and comprehensive intervention frameworks in university contexts

Lifestyle, Social Support, Psychological Well-Being

1. Abd Rahman, S., Ishak, I., Abd Warif, N. M., Ibrahim, F. W., Che Din, N., Harun, D., Ghazali, A. R., & Mohamed, S. (2019). Hubungan antara hafazan al‑Quran dan kualiti hidup pelajar tahfiz di Selangor, Malaysia [Relationship between Qur’anic memorization and quality of life among tahfiz students in Selangor, Malaysia]. Jurnal Sains Kesihatan Malaysia, 17(SI), 1–11. https://doi.org/10.17576/jskm-2019-01 [Google Scholar] [Crossref]

2. Abdullah, M. F. N. L., & Wei, L. T. (2017). Learning Form One geometry: Validity and reliability of a self‑evaluation instrument. Malaysian Journal of Learning and Instruction, 14(1), 211–265. https://doi.org/10.32890/mjli2017.14.1.9 [Google Scholar] [Crossref]

3. Abraham, S., Noriega, B. R., & Shin, J. Y. (2018). College students’ eating habits and knowledge of nutritional requirements. Journal of Nutrition and Human Health, 2(1), 2–6. https://doi.org/10.35841/nutrition-human-health.2.1.13-17 [Google Scholar] [Crossref]

4. Aceijas, C., Waldhäusl, S., Lambert, N., Cassar, S., & Bello‑Corassa, R. (2017). Determinants of health‑related lifestyles among university students. Perspectives in Public Health, 137(4), 227–236. [Google Scholar] [Crossref]

5. Aguayo, R., Cañadas, G. R., Assbaa‑Kaddouri, L., Cañadas‑De la Fuente, G. A., Ramírez‑Baena, L., & Ortega‑Campos, E. (2019). A risk profile of sociodemographic factors in the onset of academic burnout syndrome in a sample of university students. International Journal of Environmental Research and Public Health, 16(5), Article 707. https://doi.org/10.3390/ijerph16050707 [Google Scholar] [Crossref]

6. Al‑Awwad, N. J., Al‑Sayyed, H. F., Zeinah, Z. A., & Tayyem, R. F. (2021). Dietary and lifestyle habits among university students at different academic years. Clinical Nutrition ESPEN, 44, 236–242. [Google Scholar] [Crossref]

7. Alsubaie, M. M., Stain, H. J., Webster, L. A. D., & Wadman, R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth, 24(4), 484–496. https://doi.org/10.1080/02673843.2019.1568887 [Google Scholar] [Crossref]

8. Badger, J., Quatromoni, P. A., & Morrell, J. S. (2019). Relationship between stress and healthy lifestyle factors of college students. Health Behavior and Policy Review, 6(1), 43–55. [Google Scholar] [Crossref]

9. Baghoori, D., Roduta Roberts, M., & Chen, S. P. (2024). Mental health, coping strategies, and social support among international students at a Canadian university. Journal of American College Health, 72(8), 2397–2408. [Google Scholar] [Crossref]

10. Bertasi, R. A. O., Humeda, Y., Bertasi, T. G. O., Zins, Z., Kimsey, J., & Pujalte, G. (2021). Caffeine intake and mental health in college students. Cureus, 13(4), e14313. https://doi.org/10.7759/cureus.14313 [Google Scholar] [Crossref]

11. Boitet, L. M., Estep, C., Schwiebert, L., Upshaw, K., Wolfner, C., Chatham, A. H., Garner, S., Stowe, A., & Lanzi, R. G. (2022). Racism and racial injustice during COVID‑19: Impact on university student mental health. medRxiv. https://doi.org/10.1101/2022.08.30.22279409 [Google Scholar] [Crossref]

12. Böke, B. N., Mills, D. J., Mettler, J., Heath, N. L., Naz, B., Devin, B., & (others). (2019). Stress and coping patterns of university students. 60(1), 85–103. [Google Scholar] [Crossref]

13. Buss, A. R. (1978). The structure of psychological revolutions. Journal of the History of the Behavioral Sciences, 14(1), 57–64. https://doi.org/10.1002/1520-6696(197801)14:1<57::AID-JHBS2300140109>3.0.CO;2-7 [Google Scholar] [Crossref]

14. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID‑19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934 [Google Scholar] [Crossref]

15. Ch’ng, B., Md Nor, M., & Loh, S. C. (2023). Psychological well‑being and postgraduate students: Recommendations for higher education in Malaysia. International Journal of Education, Psychology and Counseling, 8(49), 197–210. https://doi.org/10.35631/ijepc.849014 [Google Scholar] [Crossref]

16. Chan, W., Oh, J., & Luo, P. (2021). The implications of population changes on generalization and study design. Journal of Research on Educational Effectiveness, 14(2), 471–500. https://doi.org/10.1080/19345747.2021.1875529 [Google Scholar] [Crossref]

17. Chen, S., Saklofske, D. H., Flett, G. L., & Hewitt, P. L. (2024). Assessing and evaluating the perfectionism social disconnection model: Social support, loneliness, and distress among undergraduate, law, and medical students. Journal of Psychoeducational Assessment. Advance online publication. https://doi.org/10.1177/07342829241244951 [Google Scholar] [Crossref]

18. Cobo‑Rendón, R., López‑Angulo, Y., Pérez‑Villalobos, M. V., & Díaz‑Mujica, A. (2020). Perceived social support and its effects on changes in the affective and eudaimonic well‑being of Chilean university students. Frontiers in Psychology, 11, 590513. https://doi.org/10.3389/fpsyg.2020.590513 [Google Scholar] [Crossref]

19. Conceição, V., Rothes, I., & Gusmão, R. (2021). The association between changes in the university educational setting and peer relationships: Effects in students’ depressive symptoms during the COVID‑19 pandemic. Frontiers in Psychiatry, 12, 783776. https://doi.org/10.3389/fpsyt.2021.783776 [Google Scholar] [Crossref]

20. Cockerham, W. C. (2005). Health lifestyle theory and the convergence of agency and structure. Journal of Health and Social Behavior, 46(1), 51–67. [Google Scholar] [Crossref]

21. Curcio, G., Ferrara, M., & De Gennaro, L. (2006). Sleep loss, learning capacity and academic performance. Sleep Medicine Reviews, 10(5), 323–337. https://doi.org/10.1016/j.smrv.2005.11.001 [Google Scholar] [Crossref]

22. Deeter‑Schmelz, D. R., & Ramsey, R. P. (1997). Considering sources and types of social support: A psychometric evaluation of the House and Wells (1978) instrument. The Journal of Personal Selling & Sales Management, 17(4), 49–61. [Google Scholar] [Crossref]

23. Din, N. C., Ibrahim, N., Amit, N., Abdul Kadir, N. B., & Halim, M. R. T. A. (2018). Reasons for living and coping with suicidal ideation among adolescents in Malaysia. Malaysian Journal of Medical Sciences, 25(5), 140–150. https://doi.org/10.21315/mjms2018.25.5.13 [Google Scholar] [Crossref]

24. Firth, J., Solmi, M., Wootton, R. E., Vancampfort, D., Schuch, F. B., Hoare, E., Gilbody, S., Torous, J., Teasdale, S. B., Jackson, S. E., Smith, L., Eaton, M., Jacka, F. N., Veronese, N., Marx, W., Ashdown‑Franks, G., Siskind, D., Sarris, J., Rosenbaum, S., … Stubbs, B. (2020). A meta‑review of “lifestyle psychiatry”: The role of exercise, smoking, diet and sleep in the prevention and treatment of mental disorders. World Psychiatry, 19(3), 360–380. https://doi.org/10.1002/wps.20773 [Google Scholar] [Crossref]

25. Gaube, J., & Kern, R. M. (2015). Importance of Adlerian lifestyle personality attributes for body mass index among women. European Scientific Journal, 11(2). [Google Scholar] [Crossref]

26. Giebel, C., Pulford, D., Cooper, C., Lord, K., Shenton, J., Cannon, J., Shaw, L., Tetlow, H., Limbert, S., Callaghan, S., Whittington, R., Rogers, C., Komuravelli, A., Rajagopal, M., Eley, R., Downs, M., Reilly, S., Ward, K., Gaughan, A., … Gabbay, M. (2021). COVID‑19‑related social support service closures and mental well‑being in older adults and those affected by dementia: A UK longitudinal survey. BMJ Open, 11(1), e045889. https://doi.org/10.1136/bmjopen-2020-045889 [Google Scholar] [Crossref]

27. Gillis, A. J. (1997). The Adolescent Lifestyle Questionnaire: Development and psychometric testing. Canadian Journal of Nursing Research, 29(1), 29–46. [Google Scholar] [Crossref]

28. Gomez, A. J. S. (2024). Addressing mental health issues among senior high school students in Island Garden City of Samal: A community‑based intervention program. PPSD International Journal of Education, 3(2), 226–235. https://doi.org/10.59175/pijed.v3i2.209 [Google Scholar] [Crossref]

29. Goncalves, A., Le Vigouroux, S., & Charbonnier, E. (2021). University students’ lifestyle behaviors during the COVID‑19 pandemic: A four‑wave longitudinal survey. International Journal of Environmental Research and Public Health, 18(17), 8998. [Google Scholar] [Crossref]

30. Grace, B., Wainwright, T., Solomons, W., Camden, J., & Ellis‑Caird, H. (2020). How do clinical psychologists make ethical decisions? A systematic review of empirical research. Clinical Ethics, 15(4), 213–224. https://doi.org/10.1177/1477750920927165 [Google Scholar] [Crossref]

31. Hommadova Lu, A., & Mejova, Y. (2024). All the lonely people: Effects of social isolation on self‑disclosure of loneliness on Twitter. New Media & Society, 26(6), 3347–3369. [Google Scholar] [Crossref]

32. Ignacio, J. J., & Taylor, B. J. (2013). Ethical issues in health‑care inquiry: A discussion paper. International Journal of Nursing Practice, 19(Suppl 1), 56–61. https://doi.org/10.1111/ijn.12017 [Google Scholar] [Crossref]

33. Kafka, G. J., & Kozma, A. (2002). The construct validity of Ryff’s Scales of Psychological Well‑Being (SPWB) and their relationship to measures of subjective well‑being. Social Indicators Research, 57(2), 171–190. https://doi.org/10.1023/A:1014451725204 [Google Scholar] [Crossref]

34. Kalkbrenner, M. T., Jolley, A. L., & Hays, D. G. (2021). Faculty views on college student mental health: Implications for retention and student success. Journal of College Student Retention: Research, Theory & Practice, 23(3), 636–658. https://doi.org/10.1177/1521025119867639 [Google Scholar] [Crossref]

35. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. (Your source listed a later reprint; APA citation uses the original 1970 article.) [Google Scholar] [Crossref]

36. Latkin, C. A., Edwards, C., Davey‑Rothwell, M. A., & Tobin, K. E. (2017). The relationship between social desirability bias and self‑reports of health, substance use, and social network factors among urban substance users in Baltimore, Maryland. Addictive Behaviors, 73, 133–136. https://doi.org/10.1016/j.addbeh.2017.05.005 [Google Scholar] [Crossref]

37. Lavasani, M. G., Borhanzadeh, S., Afzali, L., & Hejazi, E. (2011). The relationship between perceived parenting styles, social support and psychological well‑being. Procedia Social and Behavioral Sciences, 15, 1852–1856. [Google Scholar] [Crossref]

38. Lock, I., & Seele, P. (2015). Quantitative content analysis as a method for business ethics research. Business Ethics: A European Review, 24(S1), S24–S40. https://doi.org/10.1111/beer.12095 [Google Scholar] [Crossref]

39. Lopes, A. R., & Nihei, O. K. (2021). Depression, anxiety and stress symptoms in Brazilian university students during the COVID‑19 pandemic: Predictors and association with life satisfaction, psychological well‑being and coping strategies. PLOS ONE, 16(10), e0258493. https://doi.org/10.1371/journal.pone.0258493 [Google Scholar] [Crossref]

40. Lopez, R. B., Courtney, A. L., Liang, D., Swinchoski, A., Goodson, P., & Denny, B. T. (2024). Social support and adaptive emotion regulation: Links between social network measures, emotion regulation strategy use, and health. Emotion, 24(1), 130–?. (Page range incomplete in source.) [Google Scholar] [Crossref]

41. Lu, J., Hu, T., Wang, X., & Wang, Y. (2023). The relationship between social support and subjective well‑being among college students: An analysis of the mediating effect of mental toughness. Region—Educational Research and Reviews, 5(4), 1. https://doi.org/10.32629/rerr.v5i4.1359 [Google Scholar] [Crossref]

42. Martins, B. G., Marôco, J., Barros, M. V. G., & Campos, J. A. D. B. (2020). Lifestyle choices of Brazilian college students. PeerJ, 8, e9830. https://doi.org/10.7717/peerj.9830 [Google Scholar] [Crossref]

43. Morawa, E., & Erim, Y. (2018). Health‑related lifestyle behavior and religiosity among first‑generation immigrants of Polish origin in Germany. International Journal of Environmental Research and Public Health, 15(11), 2545. [Google Scholar] [Crossref]

44. Mou, Q., Zhuang, J., Wu, Q., Zhong, Y., Dai, Q., Cao, X., Gao, Y., Lu, Q., & Zhao, M. (2024). Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students. BMC Psychology, 12(1), 1–9. https://doi.org/10.1186/s40359-024-01635-7 [Google Scholar] [Crossref]

45. Nagy‑Pénzes, G., Vincze, F., & Bíró, É. (2020). Contributing factors in adolescents’ mental well‑being.The role of socioeconomic status, social support, and health behavior. Sustainability, 12(22), 9597. https://doi.org/10.3390/su12229597 [Google Scholar] [Crossref]

46. Nahas, M. V., de Barros, M. V., & Francalacci, V. (2000). The pentacle of well‑being: Conceptual basis for assessing the lifestyle of individuals or groups. Brazilian Journal of Physical Activity & Health, 5(2), 48–59. [Google Scholar] [Crossref]

47. Ng, C. G., Amer Siddiq, A. N., Aida, S. A., Zainal, N. Z., & Koh, O. H. (2010). Validation of the Malay version of the Multidimensional Scale of Perceived Social Support (MSPSS‑M) among a group of medical students in Faculty of Medicine, University Malaya. Asian Journal of Psychiatry, 3(1), 3–6. https://doi.org/10.1016/j.ajp.2009.12.001 [Google Scholar] [Crossref]

48. Oswald, H., & Süss, K. U. (1994). The influence of parents and peers on misconduct at school: Simultaneous and synergistic effects. In R. K. Silbereisen & E. Todt (Eds.), Adolescence in context: The interplay of family, school, peers and work in adjustment (pp. xx–xx). Springer‑Verlag. [Google Scholar] [Crossref]

49. Özyer, K., & Polatci, S. (2017). The effects of organizational and social support on employees’ psychological well‑being. PEOPLE: International Journal of Social Sciences, 3(3), 258–267. [Google Scholar] [Crossref]

50. Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS (6th ed.). Open University Press. [Google Scholar] [Crossref]

51. Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823 [Google Scholar] [Crossref]

52. Rahim, A., & Nadira, N. (2022). Application of model group investigation based on experiments against student academic skills. International Journal of Education and Teaching Zone, 1(2), 116–122. https://doi.org/10.57092/ijetz.v1i2.35 [Google Scholar] [Crossref]

53. Rahman, U. F. A., & Asmad, A. (2023). Mental health and UNISSA students’ motivation in online learning during pandemic COVID‑19. Journal of Al‑Tamaddun, 18(1), 103–114. https://doi.org/10.22452/JAT.vol18no1.9 [Google Scholar] [Crossref]

54. Rahman, Z. A., Hashim, A., Mohamed, M., & Zulkifli, A. F. (2023). Translation, validity, and reliability of the Malay version of the Adolescent Healthy Lifestyle Questionnaire. Journal of Population and Social Studies, 31, 132–151. https://doi.org/10.25133/JPSSv312023.008 [Google Scholar] [Crossref]

55. Rathakrishnan, B., Singh, S. S. B., & Yahaya, A. (2022). Perceived social support, coping strategies and psychological distress among university students during the COVID‑19 pandemic: An exploration study for social sustainability in Sabah, Malaysia. Sustainability, 14(6), 3250. https://doi.org/10.3390/su14063250 [Google Scholar] [Crossref]

56. Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well‑being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. [Google Scholar] [Crossref]

57. Sarason, I. G., Levine, H. M., Basham, R. B., & Sarason, B. R. (1983). Assessing social support: The Social Support Questionnaire. Journal of Personality and Social Psychology, 44(1), 127–139. [Google Scholar] [Crossref]

58. Tang, Z., Feng, S., & Lin, J. (2021). Depression and its correlation with social support and health‑promoting lifestyles among Chinese university students: A cross‑sectional study. BMJ Open, 11(7), e044236. https://doi.org/10.1136/bmjopen-2020-044236 [Google Scholar] [Crossref]

59. Dierendonck, D., & Lam, H. (2023). Interventions to enhance eudaimonic psychological well‑being: A meta‑analytic review with Ryff’s Scales of Psychological Well‑Being. Applied Psychology: Health and Well‑Being, 15(2), 594–610. https://doi.org/10.1111/aphw.12398 [Google Scholar] [Crossref]

60. WHO Team. (2021). Mental health atlas 2020. World Health Organization. https://www.who.int/publications/i/item/9789240036703 [Google Scholar] [Crossref]

61. Wilson, J. M., Weiss, A., & Shook, N. J. (2020). Mindfulness, self‑compassion, and savoring: Factors that explain the relation between perceived social support and well‑being. Personality and Individual Differences, 152, 109568. https://doi.org/10.1016/j.paid.2019.109568 [Google Scholar] [Crossref]

62. Yıldırım, M., & Green, Z. A. (2024). Social support and resilience mediate the relationship of stress with satisfaction with life and flourishing of youth. British Journal of Guidance & Counselling, 52(4), 685–696. [Google Scholar] [Crossref]

63. Yurayat, P., & Seechaliao, T. (2021). Effectiveness of online positive psychology intervention on psychological well‑being among undergraduate students. Journal of Education and Learning, 10(4), 143–155. [Google Scholar] [Crossref]

64. Yusof, F., Arifain, S. M. K., Aziz, S., Suhaini, N., Malek, M. A. A., & Abidin, N. H. Z. (2022). Social support and psychological well‑being among students in higher education institutions. International Journal of Academic Research in Business and Social Sciences, 12(11). https://doi.org/10.6007/IJARBSS/v12-i11/15668 [Google Scholar] [Crossref]

65. Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study