106
M. K. Puteri Zarina et al.
experience similar patterns of circumstantial elements where pressure and need for
academic success is ranked among the most important things in life.
The need for understanding the roles of interconnectivity among the medical units
in handling stress is also crucial. Mousse et al. [10] investigated the perception of
50 students aged 18 years old and above at the University of Wolverhampton about
stress, the factors of stress and stress management [10]. The survey was held as part
of pharmacists’ campaign to reduce stress. It was found that stress impacted the
individuals’ lives. However, the participants were aware of the dangers of stress on
them. Among the principal factors of stress faced by 55.6% of the male participants
were work and emotional problems while 68.8% of the female respondents identified emotional problems as their biggest challenge to being stress-free. 55% of the
respondents also chose financial obligation as the major cause of their stress. This
study has provided ample knowledge for future pharmacists to assist better stress
management among their patients.
In another research, Cook et al. [11] developed a universal preventive approach
in efforts to avert mental problems and promote wellness among elementary school
pupils in the south-eastern region of the United States [11]. Positive behavioural
interventions and supports (PBIS) and social emotional learning (SEL) are two of
the most commonly adopted and evidential approaches to tackle problems related
to students’ mental health. These two distinct prevention approaches are often used
differently. Cook et al. were specifically determining how students’ mental health is
affected by the singular and combined effects of PBIS and SEL. As hypothesised,
the combined treatment yielded better results in overall mental health performance
of the respondents. Although this research was done on primary school pupils, this
universal prevention framework may be a solution to help our youths at the tertiary
institutions in tackling their mental health problems.
Chen et al. [12] conducted a study on five hundred and twelve university students
in the Mainland China to analyse their perception of the relationship between their
well-being and the learning environment [12]. It was revealed that a constructive
learning environment surrounding a student is directly linked to satisfaction and
affective conditions. This particular research shows that clear curricular structures,
interpersonal correlation between students and adequate learning infrastructure are
all factors that make university students mentally healthy. What Chen, Fan and Jury
suggest is that higher learning institutions should consider implementing a wellplanned curricula and efficient facilities to create a positive learning atmosphere for
the students.
An effective social support system at the university with opportunities for spiritual well-being also guarantees life satisfaction and overall well-being among the
students. Alorani and Alradaydeh conducted a study on 919 undergraduates at the
University of Jordan [13]. Positive relationship was determined between the variables, i.e. spiritual well-being, social support and life satisfaction among the students.
The study also indicates that when the students receive favourable social support,
they are normally satisfied with their lives as university students. Having identified
the elements that help create a positive living for university students, it would be
imperative for tertiary institutions to embed elements of spiritual well-being in the
M. K. Puteri Zarina et al.
experience similar patterns of circumstantial elements where pressure and need for
academic success is ranked among the most important things in life.
The need for understanding the roles of interconnectivity among the medical units
in handling stress is also crucial. Mousse et al. [10] investigated the perception of
50 students aged 18 years old and above at the University of Wolverhampton about
stress, the factors of stress and stress management [10]. The survey was held as part
of pharmacists’ campaign to reduce stress. It was found that stress impacted the
individuals’ lives. However, the participants were aware of the dangers of stress on
them. Among the principal factors of stress faced by 55.6% of the male participants
were work and emotional problems while 68.8% of the female respondents identified emotional problems as their biggest challenge to being stress-free. 55% of the
respondents also chose financial obligation as the major cause of their stress. This
study has provided ample knowledge for future pharmacists to assist better stress
management among their patients.
In another research, Cook et al. [11] developed a universal preventive approach
in efforts to avert mental problems and promote wellness among elementary school
pupils in the south-eastern region of the United States [11]. Positive behavioural
interventions and supports (PBIS) and social emotional learning (SEL) are two of
the most commonly adopted and evidential approaches to tackle problems related
to students’ mental health. These two distinct prevention approaches are often used
differently. Cook et al. were specifically determining how students’ mental health is
affected by the singular and combined effects of PBIS and SEL. As hypothesised,
the combined treatment yielded better results in overall mental health performance
of the respondents. Although this research was done on primary school pupils, this
universal prevention framework may be a solution to help our youths at the tertiary
institutions in tackling their mental health problems.
Chen et al. [12] conducted a study on five hundred and twelve university students
in the Mainland China to analyse their perception of the relationship between their
well-being and the learning environment [12]. It was revealed that a constructive
learning environment surrounding a student is directly linked to satisfaction and
affective conditions. This particular research shows that clear curricular structures,
interpersonal correlation between students and adequate learning infrastructure are
all factors that make university students mentally healthy. What Chen, Fan and Jury
suggest is that higher learning institutions should consider implementing a wellplanned curricula and efficient facilities to create a positive learning atmosphere for
the students.
An effective social support system at the university with opportunities for spiritual well-being also guarantees life satisfaction and overall well-being among the
students. Alorani and Alradaydeh conducted a study on 919 undergraduates at the
University of Jordan [13]. Positive relationship was determined between the variables, i.e. spiritual well-being, social support and life satisfaction among the students.
The study also indicates that when the students receive favourable social support,
they are normally satisfied with their lives as university students. Having identified
the elements that help create a positive living for university students, it would be
imperative for tertiary institutions to embed elements of spiritual well-being in the