Sex role identity, academic stress and wellbeing of first-year university students

Abstract

The present study examined the relationship between positive and negative sex role identities, and perceived academic stress, psychological wellbeing and self-esteem. Sex role identity (SRI) was identified as a personal factor that could influence the extent which first year students perceive academic stress and the consequences of this perception on their wellbeing. The sample consisted of 287 first year university students attending a tertiary institution within a major urban centre in South Africa. Four self- report questionnaires were utilised to measure SRI, academic stress, psychological wellbeing and self-esteem. The results showed that individuals with positive SRI’s had significantly lower levels of stress, and higher levels of well-being and self- esteem as compared to individuals with negative SRI’s. The findings of this study enhance our understanding of university students’ personal attributes and how these can aid or hinder adjustment to university life.

Keywords: Sex role identity, academic stress, wellbeing