Abstract
The psychological well-being of undergraduate students is a major concern in contemporary higher education. This study investigates the significant and distinct influence of gender and locality of residence (urban vs. rural) on the psychological well-being (PWB) of undergraduate students, a population facing intense developmental and environmental pressures. Recognizing that PWB is a crucial predictor of academic success and social adjustment, this research utilized a Descriptive Survey Method with a sample of 100 undergraduate students from Varanasi city. They shape students’ vulnerabilities, coping mechanisms, and overall adjustment to university life.
The transition to university is a critical developmental period, marked by demanding academic, social, and autonomy challenges. Consequently, undergraduate psychological well-being is a central and global concern for higher education institutions. The rising rates of anxiety, depression, and stress a form of psychological distress-are a growing and concerning trend. Given that well-being is a strong predictor of academic success, social adjustment, and life satisfaction, research should move beyond general observations to identify specific, varied factors.
This study explores the hypothesis that students’ psychological well-being is not uniform but is profoundly influenced by key sociodemographic variables:gender and locality of residence (urban vs. rural). A substantial body of literature suggests these factors are powerful social determinants of health, shaping how distress manifests, how coping mechanisms are adopted and what sources of fulfillment are found. While gender is known to affect vulnerability, with female students often reporting higher rates of internalizing disorders, locality adds complexity through its influence on resource access, community support, and socioeconomic stability.
Gender and locality are powerful social determinants of health that collectively shape the mental health landscape of undergraduate students. Evidence shows that female students are disproportionately affected by internalizing disorders, while the effect of locality is mixed and highly contextual, significantly mediated by socioeconomic status (SES), resource availability, and community resilience. Therefore, effective support for student mental health requires moving past a one-size-fits-all model. A holistic framework is essential for developing gender-sensitive and locality-informed interventions and targeted programs that address the distinct challenges faced by diverse student groups, ultimately fostering a more supportive and inclusive educational environment.
The research investigates how gender and locality influence the psychological adjustment of undergraduate students.
Keyword: Psychological Well-being, Psychological adjustment, Gender and Locality
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