Psychological quality of life and employability skills among newly registered first-year students: Opportunities for further university development

Michèle Baumann, Senad Karavdic, Nearkasen Chau

INSERM, U669, University of Paris-Sud and Paris Descartes University, Paris, France.
Research Unit INSIDE, University of Luxembourg, Walferdange, Luxembourg.

DOI: 10.4236/health.2013.53A082                

Abstract

In accord with new European university reforms initiated by the Bologna Process, our objective was to evaluate influences on the relationship between psychological quality of life (QoL) and the acquisition of academic employability skills (AES) among first-year students at the University in Luxembourg. At the beginning (2 months in) and the end (9 months) of the academic year, 973 newly registered students participated in this study involving two cross-university surveys. Students who redoubled or who had studied at other universities were excluded. Data were collected with an online questionnaire comprising the psychological Whoqol-bref subscale, AES scale, and questions about other related factors. The AES score decreased from 74.2 to 65.6. At both time points, the psychological Whoqol-bref was positively correlated with environmental and social relations QoL and perceived general health. Multiple regression models including interaction terms showed that a higher psychological QoL was associated with better general health (difference satisfied-dissatisfied 9.44), AES (slope 0.099), social relationships QoL (0.321), and environmental QoL (0.298). No interaction with time effects was significant, which indicates that the effects remain stable with time. If the university could maintain the QoL indicators at appropriate levels or manage decreases as they occur, it would have implications for health promotion and the creation of new student support systems. The SQA- LES project provides valuable information for universities aiming to develop a European Higher Educational Area.

Keywords

Psychological WHOQoL-Bref; Newly-Registered Students; Academic Employability Skills; Quality of Life

Conflicts of Interest

The authors declare no conflicts of interest.

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