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THE INFLUENCE OF RESILIENCE ON PSYCOLOGICAL WELL-BEING AMONG COUNSELLING STUDENTS IN UNIVERSITI MALAYSIA SABAH
Liow Yuan Thung1*, Norafifah Binti Bali2, Mohd Sobri Bin IsmailӠ
Faculty of Psychology and Social Work, Universiti Malaysia Sabah, 88400, Kota Kinabalu, Sabah, Malaysia.
*Corresponding e-mail: liow_yuan_bp22@iluv.ums.edu.my
Abstract Resilience refers to an individual’s ability to recover and adapt positively in the face of adversity, and it plays a critical role in maintaining psychological well-being. In counselling education, students often face multiple stressors such as academic workload, practicum challenges, and emotional demands during internship placements, all of which can affect their psychological health. This study aimed to examine the influence of resilience on psychological well-being among counselling students at Universiti Malaysia Sabah, as well as to explore gender and educational level differences. A quantitative survey design was employed involving 177 undergraduate and postgraduate counselling students selected through purposive sampling. The Connor-Davidson Resilience Scale (CD-RISC-10) and Ryff’s Psychological Well-Being Scale (RPWB-18) were administered to measure resilience and psychological well-being respectively. Data were analyzed using descriptive statistics, Pearson correlation, simple regression, and t-tests. Results revealed a significant positive relationship between resilience and psychological well-being, indicating that students with higher resilience reported better mental well-being. No significant gender or educational level differences were found. The study highlights resilience as a key psychological resource that supports students in managing academic and practicum stress. It recommends implementing resilience-based interventions to enhance counselling students’ psychological well-being and professional readiness in higher education.
Keywords: resilience, psychological well-being, counselling students, higher education, gender
Introduction and Research Problem
Psychological well-being is a fundamental aspect of human functioning that determines how individuals think, feel, and act in everyday life. It reflects the overall quality of a person’s mental and emotional state, influencing their satisfaction, motivation, and ability to maintain healthy relationships. In higher education, psychological well-being is particularly significant because it shapes students’ learning abilities, academic performance, and capacity to cope with stress. For counselling students, maintaining psychological well-being is even more critical. As future mental health professionals, counselling students are not only expected to master theoretical and practical knowledge but also to cultivate emotional stability and resilience to effectively manage both their own well-being and that of their clients. A counselling student who possesses strong psychological well-being is better prepared to handle the demands of practicum, internship, and professional practice, whereas one with poor well-being may struggle with stress, anxiety, and burnout that can hinder personal and professional growth.
In recent years, concerns about the mental health of university students have grown worldwide. Numerous studies have documented increasing levels of stress, anxiety, and depression among students in higher education. Keller et al. (2012) and Ribeiro et al. (2018) identified stress as one of the main causes of psychological distress and behavioral problems among tertiary students, while Al-Sowygh (2013) reported that a large proportion of university students experience persistent stress throughout their studies. Kirsch et al. (2014) found that approximately 20% of degree students feel stressed most of the time, while another 25% experience stress on a daily basis. These findings are alarming because chronic stress can lead to emotional exhaustion, low self-esteem, and academic underperformance, all of which undermine a student’s ability to thrive both personally and academically.
The COVID-19 pandemic further exacerbated these mental health concerns, exposing vulnerabilities in students’ psychological coping mechanisms. The abrupt shift from physical to online learning, social isolation, and prolonged uncertainty brought unprecedented levels of anxiety and distress. Chen and Bonanno (2020) highlighted that students who were previously resilient became increasingly overwhelmed by the new learning conditions, limited social interactions, and fear of illness. Many found themselves struggling to adapt to remote learning environments and the absence of direct social support, which significantly affected their motivation and emotional stability. During this period, resilience emerged as a critical psychological resource that allowed some students to adapt successfully, while others succumbed to anxiety and burnout. The pandemic served as a stark reminder that academic success alone does not ensure psychological stability; resilience and mental adaptability are equally vital components of a student’s overall well-being.
Resilience, in its simplest definition, refers to the ability to recover, adapt, and grow stronger in the face of adversity. Connor and Davidson (2003) defined resilience as the capacity to bounce back from stress, trauma, or hardship and to continue functioning effectively despite difficulties. It is not merely the absence of vulnerability, but rather an active process of adaptation and learning. In the context of positive psychology, resilience is viewed as a protective factor that enables individuals to transform stressful experiences into opportunities for growth. According to Hornor (2017), resilient individuals are more capable of maintaining psychological equilibrium, managing emotions, and sustaining optimism even under challenging circumstances. They display perseverance, emotional regulation, and a sense of control that buffer them from negative mental health outcomes. Niyazova and Madaliyeva (2022) further noted that resilience not only protects against psychological distress but also enhances well-being, self-efficacy, and life satisfaction. It allows individuals to turn setbacks into learning experiences, ultimately fostering personal development and positive adaptation.
Within the counselling profession, resilience takes on an even more important role. Counselling students are required to balance academic commitments with the emotional demands of practical training, where they must engage with real clients and complex emotional issues. Unlike students in other academic disciplines, counselling students must undergo self-reflection, develop empathy, and maintain emotional composure while supporting others. This dual role of “student and helper” places them at a higher risk of emotional fatigue. Madihie and Said (2015) observed that counselling students at Universiti Malaysia Sarawak often report high levels of stress, particularly during practicum and internship periods. The pressure to perform well academically, meet the expectations of supervisors, and manage clients’ issues can create feelings of inadequacy and self-doubt. Corey (2016) similarly emphasized that trainee counsellors frequently experience anxiety, fear, and confusion during clinical practice. Without sufficient resilience, these experiences can easily lead to burnout, reduced self-efficacy, and diminished counselling competency.
Resilience enables counselling students to cope with these challenges by fostering adaptability, self-regulation, and perseverance. Students who possess strong resilience are better able to handle feedback, navigate interpersonal conflicts, and recover from mistakes during training. They tend to perceive challenges as opportunities for learning rather than threats to their competence. Moreover, resilience contributes to the development of essential counselling skills such as empathy, emotional stability, and self-awareness. It allows counselling students to manage their personal emotions effectively while maintaining professional boundaries with clients. Thus, resilience not only enhances students’ academic success and psychological well-being but also shapes their future effectiveness as counsellors.
The relationship between resilience and psychological well-being has been widely studied across different populations. Ryff (1989) proposed a multidimensional model of psychological well-being that encompasses six components—autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Each of these dimensions can be strengthened through resilience. For example, resilient individuals tend to exhibit greater autonomy because they are capable of independent decision-making and self-regulation under stress. They also display stronger environmental mastery as they adapt successfully to changing circumstances. Similarly, resilience contributes to personal growth by encouraging individuals to view challenges as opportunities to learn, and it fosters positive relationships by enhancing emotional intelligence and communication skills. Research by Kardas et al. (2019) supports this, showing that individuals with high resilience often report greater gratitude, optimism, and life satisfaction, all of which are essential elements of psychological well-being.
Despite growing global attention on resilience and well-being, limited research has been conducted in Malaysia, particularly within the context of counselling education. Idris, Khairani, and Shamsuddin (2019) found that resilience significantly influenced psychological well-being among Malaysian university students, but their study did not specifically focus on counselling students or the unique challenges they face. Furthermore, most local research was conducted during the pandemic, focusing primarily on the immediate psychological effects of online learning (Madihie & Lin, 2024). While these studies provided valuable insights into stress and coping during crisis conditions, there remains a lack of understanding about how resilience affects psychological well-being under normal, post-pandemic circumstances. This knowledge gap is particularly concerning given the rising rates of mental health issues among Malaysian youth. Idrus and Robinson (2024) reported that 32.6% of first-year students at Universiti Malaysia Sabah demonstrated abnormal mental health scores, exceeding the national average. These findings highlight the urgent need to explore factors that promote mental resilience and well-being among students in Sabah, especially those preparing for emotionally demanding professions such as counselling.
Another critical aspect that has received little attention in local studies is the role of gender and educational level in shaping resilience and psychological well-being. International research has shown mixed findings on gender differences. Some studies (Anser et al., 2021; Subhan et al., 2019) suggest that female students tend to experience higher levels of stress and anxiety compared to their male counterparts, possibly due to greater emotional sensitivity or societal expectations. Conversely, Matud et al. (2019) found that men often exhibit higher autonomy and self-acceptance, while women tend to excel in building positive relationships and personal growth. However, such patterns may not directly translate to Malaysian cultural contexts, where collectivist values and gender norms differ significantly. Similarly, the distinction between undergraduate and postgraduate students is worth exploring. Postgraduate students may demonstrate higher resilience due to greater life experience, yet they may also face different stressors such as research pressure, time management, and work-study balance. Investigating these demographic factors within the UMS counselling population will provide a more nuanced understanding of how resilience operates across different groups.
The current study is therefore motivated by the need to address these gaps and to contribute to a deeper understanding of how resilience influences psychological well-being among counselling students at Universiti Malaysia Sabah. By focusing on both undergraduate and postgraduate levels, the study aims to determine whether resilience consistently predicts psychological well-being across different stages of academic and professional development. Furthermore, by examining gender differences, the study seeks to identify whether resilience manifests differently between male and female counselling students in terms of emotional regulation, coping mechanisms, and overall well-being. This localized approach is crucial for developing effective mental health support systems that align with Malaysia’s cultural and educational context.
The importance of this research also lies in its potential practical applications. The findings can guide universities, educators, and counsellor trainers in designing interventions that foster resilience among students. Programs such as resilience-building workshops, mindfulness-based stress reduction, peer mentoring, and self-compassion training can be implemented to help students strengthen their coping mechanisms. These initiatives not only enhance psychological well-being but also prepare students for the emotional demands of professional counselling practice. Moreover, understanding resilience in the Malaysian context contributes to the growing body of positive psychology research in Southeast Asia, providing culturally relevant insights into how individuals maintain mental health in challenging environments.
Theoretically, this study integrates the Resilience Theory by Garmezy (1991) and the Psychological Well-Being Model by Ryff (1995). Garmezy’s work emphasized the dynamic interaction between individual, familial, and environmental factors that shape resilience. His three conceptual models—the Compensatory Model, the Protective-Vulnerability Model, and the Challenge Model—explain how resilience can mitigate the negative effects of stress and promote adaptive outcomes. Ryff’s model complements this by framing psychological well-being as a multifaceted construct encompassing self-acceptance, autonomy, and purpose in life. Together, these frameworks provide a robust theoretical foundation for exploring how resilience contributes to psychological well-being among counselling students. The integration of both models allows this study to examine not only whether resilience predicts well-being but also how it functions across personal and environmental dimensions.
Ultimately, the investigation into resilience and psychological well-being among counselling students at Universiti Malaysia Sabah represents an important step toward understanding the psychological readiness of future counsellors. Counselling as a profession demands high levels of emotional intelligence, self-regulation, and empathy—all qualities that are strengthened by resilience. By examining the link between resilience and well-being, this study seeks to uncover the psychological strengths that enable counselling students to cope with challenges, sustain motivation, and maintain mental balance. The findings are expected to contribute significantly to counselling education in Malaysia, providing evidence-based insights for universities to implement resilience-enhancing strategies and support systems. Furthermore, this research will help to cultivate a new generation of counsellors who are not only academically competent but also emotionally resilient and mentally healthy—qualities essential for sustaining long-term success in both professional and personal domains.
Methodology
This study used a quantitative survey design to examine the influence of resilience on psychological well-being among counselling students at Universiti Malaysia Sabah (UMS). A total of 177 participants, which include 133 undergraduates and 44 postgraduates; were selected through purposive sampling from the Faculty of Psychology and Education. Data were collected using an online questionnaire distributed via Google Form, ensuring accessibility and confidentiality. The instrument consisted of three sections, such as demographic information, the Connor-Davidson Resilience Scale (CD-RISC-10) to meausre resilience, and Ryff’s Psychological Well-Being (RPWB-18) to assess psychological well-being. The CD-RISC-10 contained 10 items rated on a 5-point Likert scale, while the RPWB-18 comprised 18 items rated on a 7-point scale covering six well-being dimensions. Both instruments demonstrated strong internal reliability, with Cronbach’s alpha values exceeding 0.85. Data were analyzed using IBM SPSS Statistics (version 27). Descriptive statistics summarized demographic characteristics, while inferential analyses, which are Pearson’s correlation, simple linear regression, and independent-sample t-tests; were employed to test the study hypotheses. These analyses determined the relationship and predictive influence of resilience on psychological well-being and identified possible differences by gender and education level. Ethical approval was obtained from the university, and informed consent was collected from all participants. Participation was voluntary, and confidentiality was maintained throughout. Overall, this methodology provided a systematic and reliable approach to understand how resilience contributes to the psychological well-being of counselling students in the Malaysian higher education context.
References
Anser, M., Saddique, A., Chong, S. C., Almas, A., & Munir, S. (2021). Impact of Perceived Social Support, Resilience, and Subjective Well-Being on Psychological Distress among University Students: Does Gender Make a Difference? International Journal of Academic Research in Business and Social Sciences, 11(2), 27–41. https://doi.org/10.6007/ijarbss/v11-i2/8331
Idrus, I. A. B. M., & Robinson, F. (2024). Factors Associated With Stress, Anxiety, and Depression Among First-Year Undergraduate Students At Universiti Malaysia Sabah. Malaysian Journal of Public Health Medicine, 24(3), 43–52.
Madihie, A., & Lin, C. C. (2024). Relationship Between Perceived Stress and Resilience among Counselling Students Towards Online Learning During COVID-19 Pandemic. 10(September), 175–189.
Madihie, A., & Said, M. S. (2015). Depression, Anxiety, and Stress Scale (DASS-21) among Counselling Students: A Preliminary Study. Journal of Cognitive Sciences and Human Development, 1(1), 90–101. https://doi.org/10.33736/jcshd.191.2015
Matud, M. P., López-Curbelo, M., & Fortes, D. (2019). Gender and psychological well-being. International Journal of Environmental Research and Public Health, 16(19), 1–11. https://doi.org/10.3390/ijerph16193531
Ryff, C. D. (1995). Psychological Well-Being in Adult Life. Current Directions in Psychological Science, 4(4), 99–104. https://doi.org/10.1111/1467-8721.ep10772395
Voon, S. P., Lau, P. L., Leong, K. E., & Jaafar, J. L. S. (2022). Self-Compassion and Psychological Well-Being Among Malaysian Counselors: The Mediating Role of Resilience. Asia-Pacific Education Researcher, 31(4), 475–488. https://doi.org/10.1007/s40299-021-00590-w
