The Comparisons of Coping Strategies and Psychological Well-Being Between Taiwanese and Australian College Students

Sunday, 22 July 2018: 2:45 PM

Pi-Ming Yeh, PhD, RN
School of Nursing and Health Professions, Missouri Western State University, Saint Joseph, MO, USA
Lorna Moxham, PhD, RN, MHN, MEd, BHSc, DAS, (Nsg), GradCertOH&S, GradCertQ
School of Nursing, Midwifery and Indigenous Health, University of Wollongong, Wollongong, Australia
Christopher Patterson, MN (MH), BN (Hons), RN
School of Nursing, University of Wollongong, Wollongong, Australia
Carolyn Antoniou, MSN, RN
School of Nursing, Midwifery and Indigenous Health University of Wollongong, School of Nursing and Midwifery, University of Wollongong, Southern Sydney Campus, Loftus, Australia, Wollongong, Austria

Background:

The impact of mental illness in Australia is significant. Mental illness are found to be most prevalent in the 16-24 year age group, with one in four (26.4%) experiencing a mental health disorder. In Taiwan, suicide also has become the second-biggest cause of death of people between the ages of 15 to 24 in 2014.

Purpose:

The purpose of this study was to compare Taiwanese and Australian college students’ psychological well-being, spiritual well-being, coping strategies, anxiety, depression, and suicidal ideation.

Methods:

This is a cross-sectional research design. The college students were recruited from Australia and Taiwan. Sample of 180 Taiwanese students (Mean age = 19.17, SD = 2.60) and 201 Australian students (Mean age = 25.80, SD = 8.43) were recruited. Structured questionnaires were used to do the data collection. SPSS 23.0 was used to do the data analysis. The descriptive data analysis, Chi-square tests, and independent t-test have been used to examine the research questions.

Results:

There were statistically significant differences of psychological well-being total scores (t = -2.682, p ≤ 0.01) between Taiwanese and Australian college students including the following subscales: the autonomy (t = -6.267, p ≤ 0.001), positive relationship with others (t = -2.313, p ≤ 0.05), and purpose in life (t = -2.249, p ≤ 0.05). Australian college students had higher scores of psychological well-being than Taiwanese college students’ scores. There were statistically significant differences of Spiritual Well-being subscale (Life Satisfaction and Self-Actualization)

(t = -6.061, p ≤ 0.001). Australian college students had higher scores of Life Satisfaction and Self-Actualization than Taiwanese college students’ scores. Australian college students had higher scores of using Problem Focus Disengagement Coping Strategies (M = 14.27, SD = 2.46) than Taiwanese college students’ scores (M = 13.52, SD = 2.32) (t = -3.06, p ≤ 0.01). Taiwanese college students had higher scores of using Emotional Focus Engagement Coping Strategies (M = 13.19, SD = 2.55) than Australian college students’ scores (M = 11.49, SD = 2.73) (t = 6.29, p ≤ 0.001). Taiwanese college students had higher scores of Depression (M = 41.37, SD = 6.52) than Australian college students’ scores (M = 38.48, SD = 8.09) (t = 3.81, p ≤ 0.001). There were no significant differences between Taiwanese and Australian college students in the scores of Anxiety and Suicidal Ideation, although Australian college students had higher scores of Anxiety (M = 35.61, SD = 21.93) than Taiwanese college students’ scores (M = 32.59, SD = 21.62).

Conclusion:

The western and eastern cultures influence college students’ coping strategies, life satisfaction and self-actualization, psychological well-being, and depression. Australian college students had higher scores of using Problem Focus Disengagement Coping Strategies and they had higher scores of psychological well-being and life satisfaction and self-actualization. Taiwanese college students had higher scores of using Emotional Focus Engagement Coping Strategies and they had higher scores of depression as well as lower scores of psychological well-being and life satisfaction and self-actualization.