PERCEIVED PEER RELATION, STUDENT ENGAGEMENT AND WELLBEING

AMONG COLLEGE STUDENTS

BY,

FENILDA MARIA VARGHESE

REGISTER NUMBER: 210021044483

UNDER THE GUIDANCE OF

MS. DILEENA A P

VI SEMESTER, [Link]. PSYCHOLOGY

SAINTGITS COLLEGE OF APPLIED SCIENCES, KOTTAYAM

SUBMITTED TO

MAHATMA GANDHI UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE

[Link]. PSYCHOLOGY

2021-2024
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SAINTGITS COLLEGE OF APPLIED SCIENCES, PATHAMUTTAM

DEPARTMENT OF PSYCHOLOGY

Certificate
This is to certify that project entitled, PERCEIVED PEER RELATION,

STUDENT ENGAGEMENT AND WELLBEING AMONG COLLEGE STUDENTS is a

record of work done by Ms. Fenilda Maria Varghese (Register No: 210021044483) under the

guidance of Ms. Dileena A P during the sixth semester of [Link]. Psychology Program in the

year 2023-2024 in partial fulfilment of the requirement of the award of the Bachelor degree in

Psychology of Mahatma Gandhi University, Kottayam.

Certified that the report has been duly examined by

Guide/Supervisor HOD Principal

Ms. Dileena A P Ms. Sikky J Dr. Mathew Jacob

Submitted for the examination held on

………………………………….. Examiners
 3

DECLARATION

I, Fenilda Maria Varghese do hereby declare that this project is an authentic study carried out

by me under the guidance and supervision of Ms. Dileena A P, Asst. Professor, department of

Psychology, Saintgits College of Applied Sciences, Kottayam, in partial fulfilment of the award

of the Degree of Bachelor of Science in Psychology.

I also declare that no part of this work has previously found the basis for the award of

Degree/Diploma in this or any other University.

Fenilda Maria Varghese

Place:

Date:
 4

ACKNOWLEDGEMENT

I would like to express my sincere gratitude to all those who have helped me throughout the

course of this project. It gives me immense pleasure to acknowledge all those who have

rendered encouragement and support for the successful completion of this work.

First and foremost, I am immensely thankful to God almighty for showering his merciful

blessings on us during the endeavour. Also, I would like to express my heartfelt gratitude to

our principal Dr. Mathew Jacob sir, my guide Asst. Prof. Dileena A P, Department of

Psychology and Asst. Prof Sikky J, Head of Department for their keen interest, valuable

suggestions, guidance, critical comments, and for their continues support throughout this study.

I extend all my gratitude to all the participants of my study and all those who have aided in

data collection process. Also, I would like to thank my family and friends for all their support

and encouragement for the successful completion of the project

Fenilda Maria Varghese

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Table of contents Page no

CERTIFICATE………………………………………………………………………..2

DECLARATION……………………………………………………………………..3

Acknowledgement……………………………………………………………………4

Table of Contents.………………………………………………………………...…..5

List of tables………………………………………………………………………….6

Abstract……………………………………………………………………………….7

Chapter 1 – Introduction……………………………………………………………...8

Chapter 2 – Review of literature…………………………………………………….16

Chapter 3 – Methods…………………………………………………………………22

Chapter 4 – Result and discussion…………………………………………………...33

Chapter 5 – Summary and conclusion…………………………………………….….45

References……………………………………………………………………………53

Appendices…………………………………………………………………………...56

Appendix A – Demographic details………………………………………………….57

Appendix B –CAYCI Peer Relationship Scale………………………………………58

Appendix C –Utrecht Work Engagement Scale………………………………………59

Appendix D –Student Subjective Well-being Scale………………………………….60

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List of Tables

Table No. Title Page No.

Table 1 The correlation between sub variables of work engagement (vigor, dedication, 33

absorption) and peer relationship among students.

Table 2 The correlation between sub variables of work engagement (vigor, dedication,
34
absorption) and well-being among students.

Table 3
The correlation between sub variables of well-being (Joy of learning, School 36
connectedness, Educational Purpose, Academic Efficacy, Student Well-being))
and work engagement among student.

Table 4 Mean, N, standard deviation and the t value for the sub variables of work

engagement of young adults on the basis of their gender. 38

Table 5
Mean, N, standard deviation and the t value for the perceived peer relations of
students on the basis of their gender. 39

Table 6
Mean, N, standard deviation and the t value for well-being of the students on the
basis of their gender. 40
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ABSTRACT

This quantitative study investigates the interplay between Perceived Peer Relation, Student Engagement

and Wellbeing among college students with a sample of 60 student participants. The study aims to find

the Perceived Peer relation, Student Engagement and Well – being among College Students.

Participants completed self-report measures assessing perceived peer relation, work engagement and

subjective student wellbeing. Perceived peer relation was measured using CAYCI Peer Relationship

Scale, Student Wellbeing was measured using Utrecht Work Engagement Scale (UWES-9), Wellbeing

was assessed through Subjective Student Wellbeing Scale (SSWS).

Quantitative analysis techniques, including correlation and t-test, were employed to examine

relationships between the variables.

The findings challenge the influences or roles of Perceived Peer Relations over Student Engagement and

Wellbeing among college students.

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INTRODUCTION
 9

INTRODUCTION

Perceived Peer Relationship refers to an individual’s subjective interpretation or understanding

of their interactions and connections with their peers. It involves how a person perceived the quality,

nature and dynamics of their relationships with those of similar age or social status. It can encompass

various aspects, such as social support, compassion, trust, communication and overall satisfaction with

interactions. It’s not solely about the objective reality of interactions but also about the individual’s

personal interpretation and feelings regarding those interactions.

La Greca and Harrison (2005) defined Peer relationship as, interpersonal relationships established

and developed during social interactions among peers or individuals with similar levels of psychological

development and are a form of social support.

Perceived peer relationships encapsulate a range of subjective characteristics that collectively

shape an individual's understanding of their interactions with peers. These characteristics include the

perceived availability of social support, the quality of companionship, trust in the reliability of peers,

effective communication, a sense of reciprocity, adept conflict resolution, feelings of inclusion within a

social circle, overall satisfaction, and the influence on identity development through shared values and

interests. Social interactions are not solely measured by objective criteria but are deeply intertwined with

personal interpretations and emotions. These characteristics collectively contribute to the rich tapestry of

an individual's social experiences, impacting emotional well-being and identity formation.

Understanding the dynamics of perceived peer relationships provides valuable insights into the complex

interplay of social factors that influence human development and satisfaction in various social contexts.

It also encompasses several factors and types that collectively influence an individual's subjective

experience within their peer group. One crucial factor is the quality of social support, where individuals

gauge the emotional, informational, and instrumental assistance they receive from peers. Companionship

is another significant type, reflecting the sense of shared activities and time spent together.
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Trust plays a pivotal role, representing the belief in the reliability and dependability of peers.

Effective communication is key, involving the feeling of being heard and understood. Reciprocity

involves the perception of mutual give-and-take in relationships, while conflict resolution skills

contribute to the overall harmony within the peer group. Inclusion and acceptance within the social circle

are vital, as is overall satisfaction derived from peer interactions. Identity development is influenced by

shared values and interests, contributing to a sense of belonging and personal growth. These factors

collectively shape the intricate landscape of perceived peer relationships, impacting individuals' social

and emotional well-being throughout their lives.

Perceived peer relationships offer a myriad of advantages that significantly contribute to an

individual's holistic development. These relationships serve as a crucial source of emotional support,

providing comfort and understanding during challenging moments. Positive interactions with peers

validate one's social identity, fostering a sense of belonging and acceptance within a community.

Additionally, these relationships facilitate the development of essential social skills, including

communication, cooperation, and conflict resolution, contributing to a well-rounded skill set. They act

as effective coping mechanisms, helping individuals navigate stressors with peer support. Perceived peer

relationships play a pivotal role in identity formation by providing a context for self-discovery and the

exploration of shared values. The positive feedback and acceptance from peers contribute to higher self-

esteem, fostering a positive self-image. Interacting with peers exposes individuals to diverse

perspectives, promoting open-mindedness and understanding of differences. These relationships also

offer opportunities for social learning and the adoption of positive behaviours. Overall, positive perceived

peer relationships are associated with increased well-being, life satisfaction, and the formation of lasting

friendships, emphasizing their profound impact on individuals' overall quality of life and resilience.

While perceived peer relationships offer numerous benefits, they are not without limitations. One

significant limitation lies in the subjective nature of perception, as individuals may misinterpret or

inaccurately gauge the quality of their interactions with peers.

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Perceived peer relationships are vulnerable to biases, and one's emotional state or self-esteem

can influence how interactions are perceived. Additionally, the quality of peer relationships may vary

across different contexts and stages of life, making it challenging to generalize findings. Social

comparison and the pressure to conform to perceived social norms within a peer group can also lead to

negative outcomes, such as feelings of inadequacy or social anxiety. Moreover, conflicts or

misunderstandings within perceived peer relationships can have a lasting impact on an individual's well-

being and self-esteem. Lastly, an over reliance on perceived peer relationships as a primary source of

support may neglect the importance of other significant relationships, such as family or mentors,

potentially limiting the diversity and depth of one's social support network.

Student engagement is a holistic concept that captures the depth of students' involvement,

interest, and participation in their educational experiences. It encompasses emotional, behavioural, and

cognitive dimensions, reflecting the extent to which students connect with their learning materials,

classmates, and the overall educational environment. Emotionally engaged students feel a sense of

belonging and connection, while behaviourally engaged students actively participate in class activities

and complete assignments. Cognitive engagement involves the intellectual effort and critical thinking

students invest in their studies. Motivational engagement considers the factors driving students, whether

through personal interest or external rewards. Additionally, relational engagement highlights the

importance of positive social interactions with peers and teachers. Recognizing the multifaceted nature

of student engagement is crucial for educators and institutions aiming to create environments that foster

curiosity, motivation, and active participation, ultimately enhancing academic performance and the

overall educational experience.

The theory of student involvement or engagement, developed from Vygotsky (1978) emphasises

the role of the environment in students' learning process by encouraging their involvement through the

introduction of effective pedagogical practices in the learning process.

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Student engagement is characterized by several key attributes that collectively reflect the depth

of students' involvement in their learning experiences. Emotionally engaged students demonstrate a sense

of belonging and enthusiasm for their studies, fostering a positive attitude towards learning. Behavioural

engagement is evident through active participation in class discussions, completion of assignments, and

attendance. Cognitive engagement involves students' intellectual investment, critical thinking, and

application of knowledge, indicating a commitment to understanding the subject matter. Motivational

engagement encompasses both intrinsic and extrinsic motivations, driving students to initiate and sustain

their efforts in learning. Relational engagement emphasizes positive social interactions, as students build

connections with peers and teachers, contributing to a supportive and collaborative learning environment.

Together, these characteristics create a dynamic and interactive educational experience, promoting not

only academic success but also personal and intellectual growth among students.

Student engagement offers a range of advantages that contribute to a robust and meaningful

learning experience. Actively engaged students tend to perform better academically, develop strong

critical thinking skills, and cultivate intrinsic motivation, leading to sustained effort and achievement.

Positive relationships with peers and teachers foster social and emotional development, while

engagement in educational activities prepares students for future success by honing teamwork,

communication, and problem-solving skills. However, student engagement comes with its limitations.

Students exhibit diverse levels and types of engagement, posing a challenge for educators to address

varying needs within a classroom. External factors such as personal challenges or socioeconomic issues

can impede engagement, and institutional constraints, like resource limitations or large class sizes, may

affect the creation of optimal learning environments. Additionally, an overemphasis on grades, burnout,

and technology distractions can hinder the overall effectiveness of student engagement efforts.

Recognizing both the advantages and limitations is essential for educators and institutions to implement

well-rounded strategies that support a diverse student body and promote a healthy learning environment.
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Well-being among college students refers to the holistic state of health, contentment, and

fulfilment experienced by individuals pursuing higher education. It encompasses various dimensions,

including physical, mental, emotional, and social well-being. Physically, it involves maintaining a

healthy lifestyle through proper nutrition, regular exercise, and sufficient rest. Mental well-being relates

to the state of one's mind, encompassing aspects like stress management, resilience, and a positive

mindset. Emotional well-being involves recognizing and managing one's emotions effectively. Social

well-being emphasizes the quality of relationships and connections with peers, faculty, and the broader

campus community. In the college context, well-being extends beyond academic success to encompass

personal growth, a sense of purpose, and a supportive environment that nurtures overall health. It

involves creating conditions that allow students not only to excel academically but also to develop life

skills, emotional intelligence, and a strong sense of belonging. Prioritizing well-being among college

students contributes to their academic success, personal development, and the creation of a positive and

thriving campus community.

Student well-being generally refers to a state of psychological, intellectual, emotional, physical,

social, and spiritual wellness (Adams, Bezner, Drabbs, Zambarano & Steinhardt, 2000)

Student well-being is characterized by a multifaceted set of dimensions that collectively

contribute to a positive and flourishing state for individuals in an academic setting. Physical well-being

encompasses aspects such as regular exercise, proper nutrition, and adequate sleep, fostering optimal

health. Mental well-being involves effective stress management, resilience, and a positive mindset,

crucial for navigating the academic challenges and personal growth experiences of college life.

Emotional well-being centres on recognizing and regulating emotions, fostering a sense of emotional

intelligence and self-awareness. Social well-being is characterized by meaningful connections, positive

relationships with peers and faculty, and a sense of belonging within the campus community. A

supportive and inclusive environment that values diversity and encourages open communication is

integral to overall student well-being.

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Additionally, a sense of purpose, personal growth, and the ability to cope with challenges

contribute to a holistic understanding of student well-being. By addressing these various dimensions,

educational institutions can promote an environment where students not only succeed academically but

also thrive emotionally, socially, and physically.

Prioritizing well-being among college students yields numerous advantages that contribute to a

positive and thriving academic environment. High levels of well-being are associated with enhanced

academic performance, improved mental health outcomes, and increased resilience, enabling students to

navigate challenges more effectively. A focus on well-being also fosters a positive campus culture,

promoting supportive relationships, open communication, and a sense of community. It contributes to

the holistic development of students, emphasizing not only academic success but also personal growth,

emotional intelligence, and life skills. However, implementing well-being initiatives comes with

challenges. Resource constraints within educational institutions may limit the comprehensive nature of

well-being programs, and a one-size-fits-all approach may not address the diverse well-being needs of

individual students. External factors, such as family issues or societal pressures, can significantly impact

well-being, and addressing these may be beyond the scope of campus initiatives. Moreover, stigma

surrounding mental health and accessibility barriers may hinder students from seeking or receiving the

necessary support.

Need and Significance:

The study on "Perceived Peer Relation, Student Engagement, and Well-being Among College

Students" is instrumental in understanding and addressing various challenges prevalent in today's

educational landscape. By investigating how college students perceive their peer relationships and the

impact on their engagement and well-being, the study offers valuable insights into potential issues

affecting students' overall experiences. Understanding these dynamics is crucial for educators,

counsellors, and policymakers to develop targeted interventions and support mechanisms.

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In today's world, where mental health, social connections, and holistic student development are

increasingly emphasized, the study's significance lies in its potential to inform evidence-based strategies

that enhance the quality of education and contribute to the well-being of college students. It aids in

identifying areas of concern, guiding the implementation of effective support systems, and fostering

environments that prioritize not only academic success but also the social and emotional flourishing of

students. The study's findings can shape contemporary educational practices to align with the evolving

needs of students in a rapidly changing and complex world.

Statement of the problem:

Perceived peer relation, Student engagement and Wellbeing among college students.
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REVIEW OF LITERATURE
 17

REVIEW OF LITERATURE

In the context of the research on “Perceived Peer Relation, Student Engagement, and Well-being

among college students,” a literature review involves a concise summary and analysis of existing

scholarly works and research relevant to the interplay between perceived peer relationships, student

engagement, and wellbeing in the college setting. It aims to identify key terms, gaps in knowledge, and

methodological approaches in the existing literature to inform the research’s contextual background and

contribute to the study’s significance within the broader academic landscape.

P Udayakumar and P. Illango (2023), conducted a study on the topic Psychological Wellbeing

among College Students. Psychological well-being is usually conceptualized as some combination of

positive affective states such as happiness and functioning with optimal effectiveness in individual and

social life. Psychological well-being problems have become increasingly common among college

students nowadays, especially undergraduate students who are prone to psychological problems.

Evidence suggests that the college students are vulnerable to mental health problems which have

generated increased public concern. This quantitative study aims to assess the psychological wellbeing

of the undergraduate students. The study was conducted with the undergraduate students at a college in

Thiruvarur District, Tamil Nadu (N= 100). The standardized instrument was used to assess the general

psychological wellbeing of the students. Findings revealed that the majority of the students were

classified as experiencing ‘high level' regarding positive wellbeing and ‘high' regarding anxiety and

depressed mood. Correlations were significantly positive for the positive wellbeing and anxiety scores

as well as general health and self-control scores. Besides, it was seen that general health scores

significantly predicted the manifestation of anxiety, depression, and self-control among the students. The

implications of the results of this study for interventions have also been discussed in this article.
 18

Fangwen Wu (2022) conducted research on the topic the role of perceived teacher and peer

relationships in adolescent students’ academic motivation and educational outcomes. Teachers and peers

are two influential social agents in students’ academic functioning. In the present study, we

differentiated perceived social relationships into positive and negative aspects and investigated how

these perceptions influence students’ motivation and educational outcomes. Results based on 2211

Chinese middle school students revealed that the perceived teacher relationships emerged as more

important predictors than perceived peer relationships. Differential aspects of perceived social

relationships also showed distinct predictive patterns. Moreover, multiple-group comparisons further

revealed that girls were more sensitive to negative teacher relationships, whereas boys were more

sensitive to negative peer relationships. These findings highlight the importance of including multiple

aspects of perceived social relationships and considering potential gender differences to more fully

capture the factors that affect adolescents’ academic functioning.

Chi Chiao, Kuan – Chen Lin and Laura Chyu (2022), conducted a study on the topic Perceived

Peer Relationships in Adolescence and Loneliness in Emerging Adulthood and Workplace Contexts

examines that a non-Western society where school and work lives occupy more than two-thirds of daily

life throughout an individual’s life course. In this context, the study has investigated the linkage between

perceived peer relationships in a school context and in the adult work environment with a latent structure

of loneliness. The longitudinal data provide possible causal links between perceived peer relationships

in a school context during adolescence and loneliness clusters during young adulthood. Based on a life-

course perspective, our findings further suggest that the association between adult alcohol consumption

for work and the risk of social loneliness depends on the individual’s level of popularity during

adolescence. These results underscore the need for understanding specific life-course factors that are

associated with various domains of loneliness in order to identify appropriate interventions and policies

to prevent loneliness and promote mental and social well-being.

 19

Stavroula et:al (2021) conducted research on the topic Study engagement in university students:

a confirmatory factor analysis of the Utrecht work engagement scale with Greek students. The study

shows that University student engagement is a construct resembling work engagement from a

psychological [Link] engagement is positively related to personal resources, improved

performance and on-time graduation. Its socio-economic impacts concern all the stakeholders of higher

education. The structure of Utrecht Work Engagement Scale consisted of three dimensions, Vigor,

Dedication and Absorption, is investigated. This is the first time that student engagement was measured

in Greece. Hence, the purpose of this paper was to investigate the factorial structure of the Utrecht Work

Engagement Scale-Student version for measuring student engagement in a sample of 462 students from

all schools of University of Patras. The factorial structure which derived by a series of statistical analyses

consisted of 9 items distributed in 2 dimensions (Vigor and Dedication-Absorption). This factorial

structure presents measurement invariance across gender and order of choice of the department of

attendance. The Utrecht Work Engagement Scale-Student version is a brief and eligible instrument with

satisfactory psychometric properties thus proposed for measuring student engagement in the Greek

university context.

Martin Sedláček (2020) conducted a research study on the topic, are student engagement and peer

relationships connected to student participation in classroom talk?

This study examined the relationship between student participation in classroom talk, student

engagement, and student relationships with their peers in the classroom. The research was conducted

with 639 participants, all Czech ninth-grade students. It was carried out through observations of

language arts classes where the talk time of each student was recorded. Student engagement was

assessed using student self-reports and peer relationships were measured through a sociometric

inventory. Data analysis indicated that students' cognitive engagement and their influence among their

peers reinforced participation in classroom talk. Social engagement and student likeability among peers,

on the other hand, seemed to weaken student participation in classroom talk.

 20

Zohra Goudih and Sekamanya Siraje (2018), conducted a study on Student Engagement and

adjustment to College among Undergraduate Students. Student engagement and adjustment to college

are important factors that contribute to their success. This study aims to investigate the relationship

between these two variables and the differences that can be drawn in the context of undergraduate

students at international Islamic University of Malaysia. Three types of adjustment namely (academic

adjustment, social adjustment and personal emotional adjustment.) were measured by SACQ. In addition,

three types of student engagement (peer to peer engagement, engagement with faculty and engagement

with the University) were assessed using the accredited the National Survey of student engagement

(NSSE). 446 students were involved in the current study. ANOVA, t-test and correlation analysis were

used. The findings of this study revealed a moderate relationship between adjustment to college and

student engagement r = 487. The overall findings suggest relativity of involvement which would allow

the institution the opportunity to develop their programmes to increase student engagement and

encourage students to graduate on time.

Dr. Ramesh D. Waghmare (2016) conducted research on the study of Psychological Well Being

Among Male and Female College Students. The purpose of the study was to investigate the impact of

gender and location of the college students on psychological well-being. The sample for the study

comprised of 100 college students from Jalna city. In each 50 male students (25 urban and 25 rural male

students) and 50 female students (25 Urban and 25 rural female college students). The scale was used

for data collection psychological well-being scale by Bholge and Prakash (1995). Where gender and

location were considered as independent variables and psychological well-being as dependent variables.

2x2 factorial design was used and data were analysis by Mean, SD and ‘t’ values. Results revered no

significant difference between male and female, Urban and Rural college students on psychological

wellbeing.
 21

Mohammad-Ali Besharat, Seyed Ali Khaleghinezhad (2016), conducted a study on Peers'

perceived support, student engagement in academic activities and life satisfaction: A structural equation

modelling approach. This study investigates the relationships among peers' perceived support, life

satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students

(172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All

participants were asked to complete Peers' Perceived Support scale (PPSS), Student Engagement in

Academic Activities scale (SEAAS), and Brief Multi-dimensional Students Life Satisfaction Scale

(BMSLSS). Structural equation modelling was used to analyse the data. According to the results, there

are significant positive correlations between components of peers' perceived support, student engagement

in academic activities, and life satisfaction in pairs. In two examined models, the direct and indirect

effects of peers' perceived support on student engagement in academic activities and life satisfaction

were significantly positive. In addition, life satisfaction and student engagement in academic activities

had a mediating role and bi-directional effect in the surveyed models. In sum, the results of this research

endorse not only the importance of peers' perceived support in enhancing student engagement in

academic activities and life satisfaction but also the cross-effect of student engagement in academic

activities and life satisfaction variables on each other.

Avi Kaplan and Martin L. Maehr (2002), conducted the research on the topic Achievement Goals

and Student Well-Being. This study is concerned with the role that achievement goals may play in

facilitating the psychological well-being of students. Specifically, we build on “goal theory” analysis of

adaptive behaviour in examining the relationship between task and ego goals, perceptions of school

emphases on task and ego goals, and indices of well-being and disruptive behaviour. Generally, task

goals and perception of the school as emphasizing task goals were related to positive psychological well-

being, and ego goals and perceiving the school as emphasizing ego goals were related to negative

psychological well-being. This pattern was found for both African American and Euro-American

students.
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METHODS
 23

METHODS

Objectives of the study:

❖ To find out if there exists a relationship between sub variables of work engagement (Vigor,

dedication, absorption) and peer relationship among college students.

❖ To find out if there exists a significant relationship between sub variables of work engagement

(Vigor, dedication, absorption) and well-being among students.

❖ To find out if there exists a significant relationship between sub variables of well-being (Joy of

learning, School connectedness, Educational Purpose, Academic Efficacy, Student Well-being)

and work engagement among students.

❖ To find if there is a significant difference between sub variables of work engagement (Vigor,

dedication, absorption) of students on the basis of their gender.

❖ To find if there is a significant difference in perceived peer relations of students on their gender.

❖ To find if there will be a significant difference in wellbeing on the basis of their gender.

Hypothesis:

H1: There exists a significant relationship between sub variables of work engagement (vigor, dedication,

absorption) and peer relationship among students.

H2: There exists a significant relationship between sub variables of work engagement (vigor, dedication,

absorption) and well-being among students.

 24

H3: There exists a significant relationship between sub variables of well-being (Joy of learning, School

connectedness, Educational Purpose, Academic Efficacy, Student Well-being) and work engagement

among students.

H4: There is a significant difference sub variables of work engagement (vigor, dedication, absorption)

of students on the basis of their gender.

H5: There is a significant difference in perceived peer relations of students on the basis of their gender.

H6: There will be a significant difference in wellbeing on the basis of their gender.

Research Design:

In this study, we aim to investigate the relationship between perceived peer relations, student

engagement, and wellbeing among college students. The present study follows a descriptive research

design. The quantitative component, employing surveys and statistical analyses, will allow us to measure

the relationships quantitatively and identify potential patterns or correlations and differences. This

approach enhances the richness of our findings, providing a holistic understanding of the intricate

dynamics between perceived peer relations, student engagement, and wellbeing.

Operational Definition:

1. Perceived Peer Relation:

- The extent to which college students perceive positive and supportive interactions with their

peers. This will be measured using a self-report survey with items assessing the quality of friendships,

social support, and overall satisfaction with peer relationships on a Likert scale.

2. Student Engagement:

- The level of active participation, commitment, and interest that college students demonstrate

in academic and extracurricular activities.

 25

This will be assessed through a combination of self-report measures (e.g., survey items on involvement

in clubs, organizations, and coursework) and potentially observational or institutional records.

3. Student Wellbeing:

- The overall state of mental, emotional, and physical wellbeing experienced by college

students. Wellbeing will be measured using a combination of self-report scales assessing

happiness, life satisfaction, perceived stress levels, and potentially physiological measures (e.g.,

self-reported health status).

Population and Participants:

The total sample size of the study is 60 with 30 participants are girls and 30 participants are

boys. The participants chosen were from various colleges of Under graduating and post graduating

students.

Inclusion Criteria:

1) Both male and female participants are included.

2) Students of 18 to 22 years of age are included.

Exclusion criteria:

1. Students at the age above or belove the inclusion criteria are excluded.

2. Excluding individuals who have previously participated in a similar study to avoid potential

biases from prior exposure to the intervention or topic.

3. Excluding participants who do not have sufficient proficiency in the language of the study.
 26

Tools Used:

Data collection tools included demographic questionnaires, CAYCI Peer Relationship Scale, The

Utrecht Work Engagement Scale for Students (UWES-9) and Subjective Well-being Questionnaire

(SSWQ). All the questionnaires were administered through the google form platform.

[Link] Peer Relationship Scale

The Peer Relationships scale assesses the extent to which middle/high school students feel they are

supported by and have positive relationships with their peers. The scale is developed in The Ohio State

University by Dawn Anderson-Butcher, Anthony J. Amorose, Aidyn Iachini, and Annahita Ball.

Compared with other general scales that range between 50 and 100 items, this scale provides valid and

reliable scores with only 4 items. This scale works very well for both male and female students. An

average of the response scores from the 4 items should be calculated and used as an indicator of peer

relationships, with higher scores reflecting students’ perceiving more positive and supportive

relationships

This scale consists of 10 items that are rated on a five- p o i n t scale and responses range from

[Link] Disagree

2. Disagree

[Link] disagree or Agree

[Link]

[Link] Agree

Respondents are asked to rate their level of agreement with each item after careful reading.
 27

Scoring And Interpretation:

The scoring was done by adding the scores.

Reliability and Validity:

A confirmatory factor analysis (CFA) was conducting using robust maximum likelihood estimation

procedures in LISREL 9.2 (Scientific Software International, Inc., Chicago). The CFA model specified

that the 4 items loaded on a single latent Peer Relationship factor. The factor variance was freely

estimated, as was the uniqueness for each item. No covariances between uniqueness’s were modelled.

[Link] Utrecht Work Engagement Scale for students (UWES -9S): Factorial Validity,

Reliability and Measurement Invariance in a Chilean Sample of Undergraduate

University Students.

Psychometric Properties of the Utrecht Work Engagement Scale (UWES-9) in a Sample of Active

Health Care Professionals in Spain Sara Dominguez-salas, Carmen Rodríguez-Domínguez, Ana Isabel

Arcos-Romero, Regina Allande-Cussó, 2 Juan Jesús García-Iglesias, and Juan Gómez-Salgado The

UWES-9 scale has been widely used in the scientific literature with samples from several countries

worldwide: Europe, Asia, Africa, the Americas and Oceania. Among other issues, the psychometric

properties of this instrument were studied, providing different models of its internal structure. A one-

factor model has been proposed that shows a single dimension of WE that has been applied in various

labour and geographical contexts, including Serbian workers, community health workers in Sierra Leone,

teachers in the Dominican Republic, and other Spanish-speaking areas of the Caribbean, and working

women in Sweden. Similarly, studies have provided evidence of a better fit of the three-factor

model based on the original proposal of 17 items.

 28

Later, this same author conducted a psychometric study with workers in different industries from

Finland, Japan, the Netherlands, Spain and [Link] of other structures have also been carried

out, such as a model of two correlated factors (dedication and vigour forming one factor and absorption

forming a second factor) and a model with a second-order latent factor.

Scoring and Interpretation

The questionnaire can be completed within 5 -10 minutes. For each item there are 7

possibleresponses as follows from never (0) to always (7).

1. Always

2. Very Often

3. Often

4. Sometimes

5. Rarely

6. Almost Never

7. Never

The scoring was done by adding the scores of each part of the questionnaire. Utrecht Student

Wellbeing was categorized into three main subscales of vigor (items 1,2&5), absorption

(items6,8,9) and dedication(items3,4,7).

Reliability and Validity:

In the analysis of the reliability of the scale scores, which were estimated with Cronbach’s

alpha coefficient, a value of 0.93 was obtained for the total scale (α for men = 0.92; α for women

= 0.93).
 29

The values obtained for the different dimensions were 0.79 for absorption, 0.87 for

dedication and 0.85 for vigor. The item-test correlation ranged between 0.58 (Item 9) and 0.85

(Item 3); in addition, Cronbach’s alpha values showed that the reliability of the scale would not

increase significantly if some items were eliminated.

3. Student Subjective Well-being Questionnaire (SSWQ)

The Student Subjective Wellbeing Questionnaire (SSWQ) is a free, brief, evidence-based rating scale

for measuring youths' wellbeing at school. Developed by Tyler Renshaw. The SSWQ taps into five aspects

of student subjective wellbeing that are centred around positive emotions, positive relationships, positive

values or meaning, and positive performance:

• Joy of Learning (JL) refers to experiencing positive emotions and cognitions while engaged in

learning tasks.

• School Connectedness (SC) refers to relating well to and feeling cared for by others at school (both

peers and adults).

• Educational Purpose (EP) refers to valuing school and academic tasks as important and meaningful.

• Academic Efficacy (AE) refers to evaluating academic behaviours as effectively meeting school

demands.

• Student Wellbeing (SW) is a composite of JL, SC, EP, and AE and refers to youths' overall

perception of their wellbeing at school.

Scoring and Interpretation:

This scale consists of 16 items

SSWQ scale scores are produced by simple sum scoring:

 30

• JL subscale = items 1 + 5 + 9 + 13

• SC subscale = items 2 + 6 + 10 + 14

• EP subscale = items 3 + 7 + 11 + 15

• AE subscale = items 4 + 8 + 12 + 16

• SW total scale = sum all 16 items.

Average-item scores for each scale can be produced by dividing the scale score by the number of items in

the scale:

• Subscale example. If the JL scale score = 8, then the average-item score is calculated like this: 8

(scale core)/4 (# items in scale) = 2.

• Total scale example. If the SW total score = 50, then the average-item score is calculated like this:

50 (scale score)/16 (# items in scale) = 3.13.

Higher SSWQ scale scores are interpreted as indicating greater levels of student subjective wellbeing. More

specifically, higher scores suggest students experience wellbeing at school with greater frequency. There are

two methods for interpreting SSWQ scale scores: (1) response-referenced interpretations and (2) norm-

referenced interpretations. You can choose one or the other, or both.

Reliability and Validity:

Personal Data Schedule: The basic demographic characteristics like name, age, gender

and mail id was collected. Additional information like Mode of working and duration of working

hour in view of the study was also collected.

 31

Procedure:

This correlational study was conducted in three questionnaires of Peer relationship,

Subjective student Wellbeing and student engagement. Participants were chosen on the basis of

the inclusion and exclusion criteria.

The total participants chosen for the study was 60. The participants were required to fill

their socio demographic data in the beginning of the survey. The questionnaire was sent to the

respective participants through the google form platform and the response from the participants

was noted down.

Statistical Analysis:

After data collection the Data Analysis was performed in SPSS V.18. The important

statistical techniques used in the present study to facilitate the analysis and interpretation of the

data is done by using Correlation and t-test.

Correlation:
Correlation is the most commonly used statistical technique which focuses on the

direction (whether the relationship is positive or negative) and degree (magnitude or strength) of

the relationship between two variables.

Some important methods of correlation are Pearson r, Spearman rank difference method,

and Kendall's tau. Pearson’T' is the commonly used correlation method. It is a measure of the

extent to which paired scores occupy the same or opposite positions within their own distributions

(Pagano, 2004). The significance of the obtained 'T' was compared with the limits established

using the standard error off’s' which is calculated for 1% and 5% level. The product moment

correlation between any two variables can be described in a general way as high, marked or

substantial and low or negligible.

 32

Garrett (2004) presents the following classification for interpreting the various valuesIf

ris from .000 to + / - 20 denotes negligible relationship.

If r is from + / - 20 to + / - 40 denotes low correlation.

If ris from + / - 40 to + / - .70 denotes substantial relationship.

If ris from +/ - .70 to + / - 1.00 denotes high to very high relationship.

t-test:

The t- test is a parametric test used when a single independent variable with two levels is

given and then to find out the difference between the two sets of scores. The t-test divides the

difference between the two means obtained in the study by the "standard error of the difference"

an estimate of how much the means should vary on the basis of chance or error. When a large

value for t happens, the actual difference between the means is likely to be larger than those

expected by chance (Goodwin,2002); that is, the two groups are said to be statistically significant.
 33

RESULT AND DISCUSSION

 34

RESULT AND DISCUSSION

Hypothesis:

H1: There exists a significant relationship between sub variables of work engagement (vigor, dedication,
absorption) and peer relations among students

Table 1: The correlation between sub variables of work engagement (vigor, dedication, absorption)
and peer relationship among students

Vigor Dedication Absorption

Variables

Peer 0.197 -0.17 0.198

relations

**Correlation is significant at the 0.01 level (2-tailed)

*Correlation is significant at the 0.05 level (1-tailed)

The following table shows that there exists no significant relationship between peer

relation and the sub variables of work engagement (vigor, dedication, absorption). This

hypothesis cannot be accepted because there is no significant relationship between the variables.

This result can be opposed by the research conducted by Alison M Ryan, Elizabeth A

north and Shalyn Ferguson. Regarding peers, the study discusses three predominant perspectives

of the roles that peers play in young people’s lives: socialization (peers are socializing agents),

social support (peers provide emotional and social support), and social status (peers provide a

context where a social status hierarchy is established).

 35

For each perspective, the study discusses current conceptual frameworks and relevant

theory for how and why peers matter for engagement and review empirical evidence linking that

aspect of peer relationships to engagement. It also considers how bullying and victimization can

impact student engagement. The study then turns our attention to how educators and practitioners

who work with youth can promote positive peer relationships to support student engagement.

First, the study reviews social emotional learning (SEL) programs. Second, the research discusses

the importance of building emotionally supportive relationships and contexts and how adults can

do so. Before concluding this chapter, we discuss important directions for future research on peer

relations and engagement.

H2: There exists a significant relationship between sub variables of work engagement (vigor, dedication,
absorption) and well-being among students
Table 2: The correlation between sub variables of work engagement (vigor, dedication, absorption)
and well-being among students

Vigor Dedication Absorption

Variables

Joy of 0.186 0.519** 0.423**

learning

School 0.114 0.199 -0.106

connectedness

Educational 0.020 -0.393* 0.277**

Purpose

Academic 0.080 0.549** 0.425**

Efficacy

Student 0.141 0.349** 0.241

Wellbeing
 36

** Correlation is significant at the 0.01 level (2-tailed)

* Correlation is significant at the 0.05 level (1-tailed)

The table shows that there exists a significant correlation between Joy of connectedness,

and dedication, absorption. There exists a significant correlation between educational purpose and

dedication, absorption. There exists a significant correlation between Academic efficacy and

dedication, absorption. There exists a significant correlation between student wellbeing and

dedication. The correlation for Joy of learning and dedication, absorption is 0.519**,0.423**

which is near to 1 which means that there exists a significant relationship between joy of learning

and dedication, absorption. This means that H1 is accepted and that there exists a positive

correlation between work engagement and wellbeing among students.

This can be supported by the research conducted by Kan Jia, Tianlun Zhu, Samma Faiz Rasool

et;al on the topic ‘The Linkage between Ethical Leadership, Well-Being, Work Engagement, and

Innovative Work Behaviour: The Empirical Evidence from the Higher Education Sector of China’

published in 2023. They found that the relationship between ethical leadership (EL), work engagement

(WE), well-being, and innovative work behaviour (IWB). The significance of these variables has

increased in the current era when the influence of technology is exponentially increasing in the education

sector. We investigate the role of ethical leadership in determining innovative work behaviour. Moreover,

we investigate the moderating effect of WB in the relationship between EL and WE. We also examine

the mediating impact of WE in the relationship between EL and IWB. We used a questionnaire survey

approach to collect data. The target population of this study was the academic personnel, i.e., senior

professors, lecturers, and supporting staff associated with the higher education sector located in Zhejiang

Province, China. Data were collected in two phases.

 37

In the first phase, we sent 300 research questionnaires and received 251 responses. In the second phase,

after a three-month interval, we sent 200 questionnaires and received 162 responses. However, over the

two phases, we collected a total of 413 questionnaires; 43 were discarded.

Therefore, for analysis, we used 370 questionnaires. The data were analysed using the structural

equation modelling through SmartPLS 3.2.2. First, in the direct relationship, results confirm that EL

positively influences the IWB. Secondly, WB has a positive and moderating relationship between EL

and IWB. Thirdly, we address the relationship between EL and WE. The outcome indicates that there is

a positive and significant relationship. Fourth, the results of this study indicate that there is positive and

significant relationship between WE and IWB. Finally, the outcomes imply that WE positively mediate

between EL and IWB. Ethical leadership and well-being are important for innovative work behaviour

that supports managers in introducing a supportive workplace environment that promotes good

interpersonal relationships with subordinates. Therefore, a good interpersonal relationship between

managers and subordinates enhances the work quality. So, ethical leaders provide a supportive work

environment to all subordinates regarding their work.

H3: There exists a significant relationship between sub variables of well-being (Joy of learning, School

connectedness, Educational Purpose, Academic Efficacy, Student Well-being) and work engagement

among students

Table 3: The correlation between sub variables of well-being (Joy of learning, School connectedness,
Educational Purpose, Academic Efficacy, Student Well-being)) and work engagement among
student,
 38

Vigor Dedication Absorption

.186 .519** .425**

Joy of connectedness

.114 .159 .106

School connectedness

.020 .307* .206*

Educational Purpose

.080 .397** .323*

Academic Efficacy

.005 .349** .241

Student Wellbeing

**Correlation is significant at the 0.01 level (2tailed)

* Correlation is significant at the 0.05 level (1-tailed)

The table shows that there is there is a significant correlation between joy of

connectedness ad dedication, absorption. There exists a significant correlation between

educational purpose and dedication, absorption. There exists a significant correlation between

academic efficacy and dedication, absorption and also there exists a significant correlation

between student wellbeing and dedication. This implies that there is a correlation between sub

variables of wellbeing and work engagement among students. Hence H3 is accepted.

This research can be supported in the research study conducted by Stavruola Dimitriadou,

Konstatious Lavida et:al on the topic, ‘Study engagement in university students: a confirmatory

factor analysis of the utretch work engagement scale with the Greek students. University student

engagement is a construct resembling work engagement from a psychological perspective.

 39

Student engagement is positively related to personal resources, improved performance and on-

time graduation. Its socio-economic impacts concern all the stakeholders of higher education. The

structure of Utrecht Work Engagement Scale consisted of three dimensions, Vigor, Dedication

and Absorption, is investigated. This is the first time that student engagement was measured in

Greece. Hence, the purpose of this paper was to investigate the factorial structure of the Utrecht

Work Engagement Scale-Student version for measuring student engagement in a sample of 462

students from all schools of University of Patras. The factorial structure which derived by a series

of statistical analyses consisted of 9 items distributed in 2 dimensions (Vigor and Dedication-

Absorption). This factorial structure presents measurement invariance across gender and order of

choice of the department of attendance. The Utrecht Work Engagement Scale-Student version is

a brief and eligible instrument with satisfactory psychometric properties thus proposed for

measuring student engagement in the Greek university context.

H4: There is a significant difference sub variables of work engagement (vigor, dedication, absorption)

of students on the basis of their gender.

Table 4: Mean, N, standard deviation and the t value for the sub variables of work engagement of

young adults on the basis of their gender.

 40
Male Female

(N=30) (N=30)

Variable t value

Mean SD Mean SD

Vigor 12.31 3.26 10.35 3.072 1.131

Dedication 10.75 4.2 11.96 3.614 1.173

Absorption 10.67 3.61 10.34 3.53 0.384

** Correlation is significant at the 0.01 level (2-tailed)

* Correlation is significant at the 0.05 level (1-tailed)

The table shows that the mean, standard deviation and t value for the variables of work

engagement based on gender. For Males the mean and standard deviation are found to be

12.31, 10.75 and 10.67 respectively. For females the mean and standard deviation are found

to be 3.072, 3.614 and 3.53 respectively. The t values showing the significant difference in

the work engagement among the college students based on gender is found to be 1.131, 1.173,

0.384 respectively. This value thus obtained is greater than 1.94. This means that there exists

a significant difference in the work engagement among college students based on their gender.

Therefore, the above data shows that females have more work engagement than men.

Therefore, H4 is accepted. This means that the difference between the means of the two

groups is statistically significant. It could mean that the null hypothesis is true- there really is

effect. But it could also indicate that the data are in conclusive either way.
 41

This research supports to the research found conducted by Gregory C Wolniak [Link] on the topic

College Student Engagement and Early Career Earnings: Differences by Gender, Race/Ethnicity, and

Academic Preparation found that using longitudinal data from 2001 cohort of applicants to the Gates

Millennium Scholars (GMS) program, the authors examined scaled measures of academic and social

engagement in relation to labour market outcomes, providing evidence for individual and institutional

decisions and theory building related to the lasting influence of student engagement in college.

H5: There is a significant difference in perceived peer relations of students on the basis of their gender.

Table 5: Mean, N, standard deviation and the t value for the perceived peer relations of students on

the basis of their gender

Male Female

(N=102) (N=112)

Variable t value

Mean SD Mean SD

Perceived 13.94 4.024 15.72 2.37 2.179*

peer relations

** Correlation is significant at the 0.01 level (2-tailed)

* Correlation is significant at the 0.05 level (1-tailed)

The table shows that the mean, standard deviation and t value for the variable perceived

peer relation among college students based on gender. For Males the mean and standard

deviation are found to be 13.94 and 4.024 respectively. For Females the mean and standard

deviation are found to be 15.72 and 2.37 respectively.

 42

The t values showing the significant difference in the perceived peer relation among

college students based on gender is found to be 2.179*. This value obtained is greater than 1.94.

This means that there exists a significant difference in perceived peer relation among college

students based on their gender, it is found that females has more perceived peer relation than

men. Therefore, H5 is accepted. This means that means that the difference between the means of

the two groups is statistically significant. It could mean that the null hypothesis is true – there

really is effect. But it could also indicate that the data are inconclusive either way.

This study is supported by the research study of Yi Jiang et:al on the topic The role of

perceived teacher and peer relationships in adolescent students’ academic motivation and

educational outcomes found that teachers and peers are two influential social agents in students’

academic functioning. In the present study, we differentiated perceived social relationships into

positive and negative aspects and investigated how these perceptions influence students’

motivation and educational outcomes. Results based on 2211 Chinese middle school students

revealed that the perceived teacher relationships emerged as more important predictors than

perceived peer relationships. Differential aspects of perceived social relationships also showed

distinct predictive patterns. Moreover, multiple-group comparisons further revealed that girls

were more sensitive to negative teacher relationships, whereas boys were more sensitive to

negative peer relationships. These findings highlight the importance of including multiple

aspects of perceived social relationships and considering potential gender differences to more

fully capture the factors that affect adolescents’ academic functioning.

H6: There will be a significant difference in wellbeing on the basis of their gender.

Table 6: Mean, N, standard deviation and the t value for well-being of the students on the basis of
their gender
 43

Male Female

(N=102) (N=112)

Variable Mean SD Mean SD t value

Joy of learning 10.06 1.769 10.76 2.361 1.006

School Connectedness 9.99 3.065 10.50 2.89 0.667

Educational Purpose 10.13 2.247 12.02 2.714 2.526*

Academic Efficacy 10.38 2.754 11.22 2.713 1.072

Student Wellbeing 40.13 6.323 45.62 8.523 2.373*

** Correlation is significant at the 0.01 level (2-tailed)

* Correlation is significant at the 0.05 level (1-tailed)

The table shows that the mean, standard deviation and t value for the variable of

wellbeing among college students based on gender. For Males the mean and standard deviation

of the variable educational purpose are found to be 10.13 and 2.247 respectively. For Females

the mean and standard deviation are found to be 12.02 and 2.714 respectively. The t values

showing the significant difference in the educational purpose based on gender is found to be

2.526. This value thus obtained is more than 1.94.

 44

This means that there exists a significant difference in wellbeing of students based on their

educational purpose. Therefore, H6 is accepted. This shows that females have more wellbeing

than men. This means that means that the difference between the means of the two groups is

statistically significant. It could mean that the null hypothesisis true – there really is effect.

The research is supported by the study conducted by Dr. Ramesh D. Waghmare

on the topic A Study of Psychological Well Being Among Male and Female College Students

shows that the purpose of the study was to investigate the impact of gender and location of the

college students on psychological well-being. The sample for the study comprised of 100 college

students from Jalna city. In each 50 male students (25 urban and 25 rural male students) and 50

female students (25 Urban and 25 rural female college students). The scale was used for data

collection psychological well-being scale by Bholge and Prakash (1995). Where gender and

location were considered as independent variables and psychological well-being as dependent

variables. 2x2 factorial design was used and data were analysis by Mean, SD and ‘t’ values.

Results revered no significant difference between male and female, Urban and Rural college

students on psychological wellbeing.

 45

SUMMARY AND CONCLUSION

 46

SUMMARY AND CONCLUSION

Resume of the study:

This study explores the intricate relationships between perceived peer interactions, student

engagement, and overall well-being among college students. Drawing on a comprehensive review of

existing literature, the research investigates how students' perceptions of their peer relationships

influence their academic engagement and contribute to their overall well-being. Employing quantitative

methodology, the study assesses the quality of peer connections, measures levels of student engagement

in academic and extracurricular activities, and evaluates the impact on various dimensions of well-being.

The findings aim to shed light on the nuanced dynamics within the college environment, providing

valuable insights for educators, policymakers, and practitioners seeking to enhance the holistic

development and satisfaction of college students.

60 participants were selected from different colleges including 30 males and 30 females. The

quantitative research deign was used in the study and the questionnaires were administered

through the google form platform. The tabulated data was statistically analyzed using correlation

and t-test. SPSS was used to analyze the data and from that the interpretations were made.

Objectives of the study:

❖ To find out if there exists a relationship between sub variables of work engagement (Vigor,

dedication, absorption) and peer relationship among college students.

❖ To find out if there exists a significant relationship between sub variables of work engagement

(Vigor, dedication, absorption) and well-being among students.

 47

❖ To find out if there exists a significant relationship between sub variables of well-being (Joy of

learning, School connectedness, Educational Purpose, Academic Efficacy, Student Well-being)

and work engagement among students.

❖ To find if there is a significant difference between sub variables of work engagement (Vigor,

dedication, absorption) of students on the basis of their gender.

❖ To find if there is a significant difference in perceived peer relations of students on their gender.

❖ To find if there will be a significant difference in wellbeing on the basis of their gender.

Hypothesis:

Based on the above objectives the following hypothesis can be formulated.

1. There is a significant relationship between sub variables of work engagement (vigor, dedication,

absorption) and peer relationship among students.

2. There exists a significant relationship between sub variables of work engagement (vigor, dedication,

absorption) and well-being among students.

3. There exists a significant relationship between sub variables of well-being (Joy of learning, School

connectedness, Educational Purpose, Academic Efficacy, Student Well-being) and work engagement

among students.

4. There is a significant difference sub variables of work engagement (vigor, dedication, absorption) of

students on the basis of their gender.

5. There is a significant difference in perceived peer relations of students on the basis of their gender.

6. There will be a significant difference in wellbeing on the basis of their gender.

 48

Research Design:

A research design is the arrangement of conditions for collection and analysis of data in a

manner that aims to combine relevance to the research purpose with economy. A research design

is the set of methods and procedures used in collecting and analyzing measures of the variables

specified in the research problem.

In the present study quantitative method is used to identify how perceived peer relation

and student engagement affect the wellbeing of students in college. A correlational method was

adopted in find the how each variable affects one another. The participants in both the set were

chosen on the basis of the inclusion and exclusion criteria. The participants were required to fill

their socio demographic data in the beginning of the Survey. The questionnaire was sent to

the respective participants through the Google form platform and the response from the

participant was noted down.

Sample:

In this study the sample size comprised of 60 samples from the different colleges of under

graduating and post graduating students. 30 samples of boys and girls each are taken for the

survey.

Tools / Instruments:

[Link] Peer Relationship

[Link] Work Engagement

[Link] Subjective Wellbeing

 49

Statistical Analysis:

In analyzing the data, the following statistical procedures are used.

[Link] is used to find out the significant relationship between the three variables

[Link] t-test is used to find out the significant difference in the three variables based on

work shift pattern and gender.

[Link] was used for scoring and interpretation.

Major Findings:

1: There is no significant relationship between sub variables of work engagement (vigor, dedication,

absorption) and peer relationship among students.

2: There exists a significant relationship between sub variables of work engagement (vigor, dedication,

absorption) and well-being among students.

3: There exists a significant relationship between sub variables of well-being (Joy of learning, School

connectedness, Educational Purpose, Academic Efficacy, Student Well-being) and work engagement

among students.

4: There is a significant difference sub variables of work engagement (vigor, dedication, absorption) of

students on the basis of their gender.

5: There is a significant difference in perceived peer relations of students on the basis of their gender.

6: There will be a significant difference in wellbeing on the basis of their gender.

 50

Tenability of the hypothesis:

Hypothesis Tenability

[Link] is a significant relationship between sub

Not Accepted
variables of work engagement (vigor, dedication,

absorption) and peer relationship among students.

2. There exists a significant relationship between Partially

Accepted
sub variables of work engagement (vigor,

dedication, absorption) and well-being among

students.

3. There is a significant difference sub variables of Accepted

work engagement (vigor, dedication, absorption)

of students on the basis of their gender.

4. There is a significant difference sub variables of

work engagement (vigor, dedication, absorption) Accepted

of students on the basis of their gender.

 51

5. There is a significant difference in perceived

peer relations of students on the basis of their Accepted

gender.

6. There will be a significant difference in

wellbeing on the basis of their gender. Accepted

Implications of the study:

Research implications are basically the conclusions one draws from the results and explains how the

findings may be important for policy, practice or theory. The implications also lead to the scope of further

studies and the understanding of the different factors of the variables. Some of the implications of the

study are mentioned below

• The study could underscore the importance of mental health awareness programs on college

campuses, emphasizing the link between social connections, student engagement, and overall

well-being.

• Colleges might consider implementing or enhancing peer mentorship programs based on the

study's findings, recognizing the potential positive impact of supportive peer relationships on

student engagement and well-being.

• The study's findings may identify gaps in the existing knowledge, paving the way for future

research to explore specific aspects in more detail or to replicate the study in different contexts.
 52

Limitation:

1. The sample size was not enough for the study.

[Link] study also lacked sufficient demographic data like socio economic

status.

Suggestions for the further study:

Research is a never-ending process. Every investigator after completing the research becomes aware

of areas in which further research is needed and naturally and feels motivated to indicate areas which

may be taken up for research by other investigators.

Further, this study may encourage the procedure of creating procedures and approaches to add to

those attributes which can be useful in making progress in academically and in other activity. The

researcher, by the virtue of the experience in the field of the study offers the following suggestions for

further research that could be undertaken by perspective researcher.

• The similar study can be conducted by increasing the number of samples.

• The similar study can be conducted on different age groups

• For further study, the samples can be collected from other states too.

Conclusion:

This study was a sincere attempt to find out ‘perceived peer relation, student engagement and wellbeing

among college students.’ The correlational study has explored how peer relations and student

engagement affects the wellbeing of students in their college life. The study has great need and

significance in the field of organizational psychology. In the present study it was found that peer relation

affects quality of happy and healthy life of students and also the wellbeing of the students.
 53

REFERENCES
 54

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[Link]
 56

APPENDICES
 57

APPENDICE A: SOCIO DEMOGRAPHIC DATA

1. Name or Initials

2. e-mail address

3. Age

4. Gender

5. Are you from Kerala?

6. Education Level

7. Are you currently a student?

8. Name of Institution (if you are a student)

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APPENDICE B: CAYCI PEER RELATIONSHIP SCALE

The following questions are related to your relationship with your peers. Please mark how

strongly you feel about each sentence. Please choose the answer that is correct for you

from the given options.

a) Strongly disagree b) Disagree c) Neutral d) Agree e) Strongly Agree

1. My friends support and care about me.

2. My friends think I ‘am a positive person.

3. My friends are people who I can trust.

4. My friends do nice things for other people.

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APPENDICE C: UTRECHT WORK ENGAGEMENT SCALE

(UWES-9)

Read the questions carefully and pick the correct option for you from the below choices.

a) Always b) Very Often c) Often d) Sometimes e) Rarely f) Almost never g) Never

1. When I ‘am doing my work as a student, I feel bursting with energy.

2. I feel energetic and capable when I’m studying or going to class.

3. I ‘am enthusiastic about my studies.

4. My studies inspire me.

5. When I get up in the morning, I feel like going to class.

6. I feel happy when I ‘am studying intensely.

7. I ‘am proud of my studies.

8. I ‘am immersed in my studies.

9. I get carried away when I’ am studying.

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APPENDICE D: STUDENT SUBJECTIVE WELLBEING

QUESTIONNAIRE (SSWQ)

Here are some questions about what you think, feel, and do in school/college. Read each

sentence and choose the one best answer for how you feel about it over the past month. Choose

the answer that is correct for you.

a) Almost never b) Sometimes c) Often d) Almost Never

1. I get excited about learning new things in class.

2. I feel like I belong to my school/ college.

3. I feel like the things I do at school/ college are important.

4. I’ am a successful student.

5. I ‘am really interested in the things I’ am doing at school/ college.

6. I can really be myself in school/college.

7. I think school/ college matters and should be taken seriously.

8. I do good work at school/ college.

9. I enjoy working on class projects and assignments.

10. I feel like people at my school/ college care about me.

11. I feel it is important to do well in my classes.

12. I do well on my assignments.

13. I feel happy when I’ am working and learning at school/ college.

14. I’ am treated with respect at my school/college.

15. I believe the things I learn at school/college will help me in my life.

16. I get good grades in my classes.