PSYCHOLOGICAL WELL-BEING AND PROSOCIAL BEHAVIOUR AMONG POSTGRADUATE STUDENTS

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PSYCHOLOGICAL WELL-BEING AND PROSOCIAL BEHAVIOUR AMONG POSTGRADUATE STUDENTS

IN IIUM

BY

SARAH BINTI SHAMSUL AZMAN

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

Kulliyyah of Education

International Islamic University Malaysia

FEBRUARY 2020

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ABSTRACT

Psychological well-being is important for students because it has six elements, namely autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance that can affect prosocial behaviour among students.

Psychological well-being can give benefits to the students whether good or bad depending on individuals. Specifically, the researcher used gender, psychological well-being, and prosocial behaviour as the variables of the study. Hence, the aim of this study is to identify psychological well-being and prosocial behaviour among postgraduate students at the International Islamic University Malaysia (IIUM), Gombak. In doing so, this study compared two Kulliyyahs, i.e. Kulliyyah of Education and Kulliyyah of Engineering. A total number of 1241 IIUM postgraduate students were selected as respondents for this study. The researcher randomly selected 294 respondents by using Raoft Calculator. In this study, the data is valid and reliable to address the research questions. The analysis of the means, standard deviation, standard of error of means, kurtosis and skewness have also been presented in this study. Having large samples helped the study to avoid and minimize certain violations of assumptions including normal distribution. Thus, having met the assumption of the normal distribution helped the researcher to address research questions in this study.

On top of that, the descriptive analyses as well as inferential analysis, such as independent t-test, analysis of variance (ANOVA) and bivariate Pearson were used in this study to answer to all of research questions. The result of this study is postgraduate students are well in terms of psychological well-being and prosocial behaviour. The students are able to manage their well-being, personal matter, stress, time management, acceptance of emotions and thoughts.

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ثحبلا ةصلاخ

ABSTRACT IN ARABIC

ةرطيسلاو ،تياذلا للاقتسلاا :يهو رصانع ةتس ىلع لمتشت انهلأ بلاطلل ةبسنلاب ةمهم ةيسفنلا ةحارلا ثيح ؛تاذلا لّبقتو ،ةايلحا في فدلهاو ،نيرخلآا عم ةيبايجلإا تاقلاعلاو ،يصخشلا ومنلاو ،ةئيبلا ىلع ا كولسلا ىلعيرثأتلاب رصانعلا هذه موقت بلاطلا ةيسفنلا ةحارلا حنتمو .بلاطلا ينب بيايجلإا يعامتجلا

دق ثحابلا نإف ،ديدحتلا هجو ىلع .صخشلا بسح ةيبلس مأ ةيبايجإ تناكأ ءاوس دئاوفلا نم ددع نم فدلها ّنإف ؛لياتلابو .ةساردلا هذله تايرغتمك يعامتجلاا كولسلاو ةيسفنلا ةحارلا و سنلجا مدختسا رلا صحف وه ةساردلا ةيملاسلإا ةعمالجا في ايلعلا تاساردلا ةبلط ىدل يعامتجلاا كولسلااو ةيسفنلا ةحا

ايزيلابم ةيلماعلا (

IIUM )

اهمو ،ةعمالجا تايلك نم ينتيلك بلاط ينب ةساردلا هذه تنراقو .كابموج

رايتخا َّتمو .ةسدنلها ةيلكو ةيبترلا ةيلك في ايلعلا تاساردلا ةبلط نم ًابلاط 1141

IIUM

يعك هذله ةن

رايتخاب اًيئاوشع ثحابلا ماقو .ةساردلا 194

تفوار ةبساح جمانرب لامعتسا قيرط نع اًبيمج

( Raoft Calculator .)

.ثحبلا ةلئسأ ةلجاعلم ةقوثومو ةلحاص تانايبلا ،ةساردلا هذه في يمدقت َّتم

سلحا طسولا في أطلخا رايعمو ،يرايعلما فارنحلااو ،ةيباسلحا تاطسوتلما ليلتح فارنحلااو ،حطرفتلا و ،بيا

تاضاترفلاا نم ةنيعم تاقورخ ليلقتو بنتج ىلع ةساردلا دعاس ةيربك تانيع دوجو .ةساردلا هذه في يعيبطلا عيزوتلا كلذ في ابم .

ةلئسأ ةلجاعم ىلع ثحابلا دعاس يعيبطلا عيزوتلا ضاترفا ةيبلت نإف ،لياتلابو

ةساردلا هذه في ثحبلا .

ا تم ،كلذ ىلع ةولاع ليلحتلا لىإ ةفاضلإاب يفصولا ليلحتلا مادختس

رابتخا لثم ،ليلادتسلاا t

نيابتلا ليلتحو ،لقتسلما (ANOVA)

و ، Pearson يرغتلما يئانث

في

ثحبلا ةلئسأ عيجم ىلع ةباجلإل ةساردلا هذه .

في ايلعلا تاساردلا بلاط نأ يه ةساردلا هذه ةجيتن

ولسلاو ةيسفنلا ةحصلا ثيح نم ةديج ةلاح مهتحص ةرادإ ىلع نورداق مهف ،بيايجلإا يعامتجلاا ك

راكفلأاو فطاوعلا لوبقو ،تقولا ةرادإو ،داهجلإاو ،ةيصخشلا روملأاو ،ةيسفنلا

.

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Siti Rafiah Abdul Hamid Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Aishah Hanim Abd Karim Examiner

This dissertation was submitted to the Department of Educational Psychology and Counseling and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Siti Kholijah Kassim

Head, Department of Educational Psychology and Counseling

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Ainol Madziah Zubairi Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Sarah Binti Shamsul Azman

Signature ... Date ...

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COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

PSYCHOLOGICAL WELL-BEING AND PROSOCIAL BEHAVIOUR AMONG POSTGRADUATE STUDENTS IN IIUM

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Sarah Binti Shamsul Azman

……..……….. ………..

Signature Date

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ACKNOWLEDGEMENTS

All glory is due to Allah, the Almighty, whose Grace and Mercies have been with me throughout the duration of my programme. Although, it has been tasking, His Mercies and Blessings on me ease the task of completing this thesis.

Special appreciation goes to my supervisor, Assoc. Prof. Dr. Siti Rafiah Abdul Hamid, for her supervision and constant support. Her invaluable help of constructive comments and suggestions throughout the experimental and thesis works have contributed to the success of this research. Sincere thanks to all my friends for their kindness and moral support during my study. Thanks for the friendship and memories.

Last but not least, my deepest gratitude goes to my beloved parents and family for their endless love, prayers and encouragement.

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LIST OF TABLES

Table No. Page No.

2.1 Review of Empirical Studies 37

3.1 Distribution of Population Characteristic for Malaysian

postgraduate students IIUM 45

3.2 The Content of the Questionnaire 47

3.3 Research questions and Analysis 53

4.1 Demographic Characteristics (n=294) 55

4.2 Statistics 56

4.3 The Comparison of Male and Female on Psychological Well-

being (n= 87 Males and 207 Female) 65

4.4 Independent Samples Test 67

4.5 Descriptive Analysis: Age and Psychological Well-being 70

4.6 ANOVA 73

4.7 Comparison of Kulliyyah 74

4.9 Descriptives 79

4.10 ANOVA 80

4.11 Descriptives 82

4.12 ANOVA 85

4.13 Group Statistics 87

4.15 Descriptives - Prosocial Behaviour 90

4.16 ANOVA - Prosocial Behaviour 91

4.17 Comparison of Kulliyyahs 92

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4.19 Comparison of Level of Study 94

4.21 Descriptives - Prosocial Behaviour 97

4.22 ANOVA - Prosocial Behaviour 98

4.23 Descriptive Statistics 98

4.24 Correlations^b 99

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LIST OF FIGURES

Figure No. Page No.

2.1 Ryff’s Six Dimensions of Psychological Well-Being 18

2.2 Bronfenbrenner’s Theory 19

2.3 The Conceptual Framework 21

4.1 Autonomy 57

4.2 Environmental Mastery 58

4.3 Personal Growth 59

4.4 Positive Relations with Others 60

4.5 Purpose in Life 61

4.6 Self-Acceptance 62

4.7 Prosocial Behaviour 63

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LIST OF ABBREVIATIONS

PWB WB BFA IPIP

Psychological Well-being Well-being

Big Five Approach

International Personality Item Pool

SCS Self-Construal Scale

SWB Subjective Well-being

HBSC Health Behaviour in School-aged Children

FFM Five-factor Model

EWB Existential Well-Being

EPD Experiential/ Phenomenological Dimension

PAR Paranormal Beliefs

REL Religiousness

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CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

World Health Organization (WHO) defines mental health as a state of well-being when a person realizes his or her potential to cope with the normal stresses of life, to work productively and fruitfully, be and able to contribute to the community (WHO, 2014). According to WHO (2014), the epidemiological studies of positive mental health in Europe have also been accepted by many people. The results from the Eurobarometer survey showed variation population when women had poorer mental health including poorer groups and weak social support, especially at the workplace.

The studies mentioned that mental health problems have been increasing among students of higher education, which is in university that usually the majority of youngsters attend (Rice et al., 2016). Strayhorn (2018) said that universities are known to promote mental health among young adults which include important elements, such as academic performance, health services, residences, social networks, and extracurricular activities. Priester et al. (2016) also mentioned that mental health setting might be the reason to reach a large number of the young adult population of mental health. There are increasing concerns globally about the mental health of students, especially when it relates to psychological wellness (Levecque et al., 2017).

Also, there are complex genetic, biomedical and social factors that influence whether someone develops a mental illness such as stress, depression, and anxiety which can affect psychological well-being and prosocial behaviour (Petrocchi&

Couyoumdjian, 2016). Age is also undoubtedly an important factor in explaining the

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increase in students with severe mental health problems attending university counselling as the peak onset for mental health problems is before the age of 24 years, especially for postgraduate students because most of them are working and married (Kassymova et al., 2018). The stresses associated with the transition to university add additional risk factors of mental health. Hence, it is important for students to be aware of the factors because it can affect the psychological elements and directly influence prosocial behaviour (Bryde & Milburn, 1990; Chemers, Hu & Garcia, 2001; Gall, Evans & Bellerose, 2000; Montgomery & Côté, 2003). The stresses frequently involve living away from home for the first time, having to make new friends, handle finances, adjusting to new learning regimes, and creating a new identity as a student, especially in the first year of study (Zimmaro et al., 2016).

Mental illness is costly to individuals, their families, communities and the economy which can give impact to student’s psychological well-being and prosocial behaviour (Dovidio et al., 2017). Other than that, the scholars and researcher suggested that early intervention can play a crucial role in the outcome in order to make the universities an easy way for students to access a special treatment by ensuring they provide adequate resourced services, especially counselling in university because it is an easy access for students to go (Dixon, Holoshitz & Nossel (2016). Moir et al. (2018) mentioned that university counselling services also need to work with their local National Health Service (NHS) mental health services to improve access for students because students also need to be encouraged to seek treatment wherever they are.

Furthermore, according to Caroll Ryff’s theory in psychological well-being, it has autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance elements which can give impact to human beings

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(Ryff, 1989). In this sense, psychological well-being has been composed to have the autonomy, environmental mastery, personal growth, positive growth, positive growth, positive relations, purpose in life, and self-acceptance (Ryff, 1989). According to Anglim and Grant (2016), the relationship of personality to well-being has shed light on well-being temporal stability and it is helpful to have a basic understanding about the role of personality when designing interventions related to increasing well-being.

Anglim and Grant (2016) mentioned the studies that said that neuroticism, extraversion and conscientiousness are the most important elements for psychological well-being. It stated that psychological well-being is better to predict by personality rather than subjective well-being.

Ryff (1989) said that Ryffs measure the positive relations to measure the presence of or satisfaction with an interpersonal relationship, evaluate judgements between friendship and skills in friendship formation, suggesting different personality dimensions. Personality is linked to positive relations with the Big Five Traits (Pei- Lee et al., 2017). Lambert, Passmore & Joshanloo (2019) mentioned that the seminal work, distinguished between positive and negative effect and defined happiness as the balance between the two, can give advantages and disadvantages for students. The conceptual and methodological refinements built on this early operationalization of well-being is because the researcher found that well-being has strengths for build prosocial behaviour (Ryff and Keyes, 1995). Erikson's (1959) psychosocial stages, Buhler's (1935) basic life tendencies, and Neugarten's (1973) personality changes articulate well-being as trajectories of continued growth across the life cycle that can strengthen psychological well-being in many ways. In addition, clinical psychologists offered that further descriptions of well-being through Maslow's (1968) conception of self-actualization, Allport's (1961) formulation of maturity, Rogers' (1961) depiction

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of the fully-functioning person and Jung's (1933) account of individuation of psychological well-being can lead to a positive impact to build prosocial behaviour.

Mental health literature, which typically elaborates the negative end of psychological functioning, nonetheless includes some exposition of positive health especially when it comes to university students (Birren & Renner, 1980; Jahoda, 1958). Moreover, the psychological functioning included are six distinct components of positive psychological functioning, which are autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance (Ryff, 1989). These elements are important for human to have because they are basic elements that encompass a breadth of well-being that includes positive evaluations of oneself and one's past life which is self-acceptance, a sense of continued growth, and development as a person which is personal growth, the belief that one's life is purposeful and meaningful which is purpose in life, the possession of quality relations with others, in other words, are positive relations with others, the capacity to manage effectively one's life and surrounding world which is environmental mastery, and lastly, a sense of self-determination which means autonomy (Ryff & Keyes, 1995).

The definitions of “prosocial” describe a summary term for a broad category of interpersonal actions, defined within a given socio-cultural system such as to bring benefits to other people (Dovidio et al., 2006; Penner et al., 2005). Other than that, it is hard to find a prosocial personality or behaviour and it has a long story that researchers are still looking for the answers (Habashi et al., 2016). Habashi et al.

(2016) mentioned that morality and prosocial actions are rarely seen in social psychology and personality studies. An approach to the prosocial personality can be found in the subsequent works on the acquisition of moral reasoning (Eisenberg et al., 2015; Turiel, 2015). Furthermore, the prosocial behaviour is integrated and

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modularized to deal with sets of related prosocial behaviours including helping, sharing, cooperating, and aiding strangers (Habashi et al., 2016). The association between prosocial behaviour and well-being has become a target of an increasing amount of empirical works because it can give impact whether in a good or bad way (Aknin et al. 2013a; Poulin et al. 2012; Shariff & Norenzayan 2007).

Other than that, a number of studies have used experimental manipulations. It was found that prosocial behaviour leads to increased well-being in a good way because psychological well-being has elements that can strengthen prosocial behaviour (Harris 1977; Weinstein & Ryan 2010; Williamson & Clark 1989). Lopez, Pedrotti & Synder (2018) said that prosocial behaviour represents a broad category of acts that are defined by some significant segments of society and one’s social group as generally beneficial to other people because it involves someone to do something good such as helping other people.Weie (2016) argued that prosocial behaviour is the result of “tender emotions” created by parental instinct because behaviour can always be built at home.

In addition, prosocial behaviours can also refer to voluntary actions when it can specifically intended to benefit or improve the well-being of another individual or group of individuals. The examples of such behaviours include helping, sharing, consoling, comforting, cooperating, and protecting someone from any potential harm which are the best elements to represent prosocial behaviour (Silke et al., 2018).

Prosocial behaviour is critical to creating trust and cooperation. It is necessary to sustain impersonal and complex societies and markets because it is hard for someone to trust and cooperate with other people, especially the strangers (Bowles & Gintis, 2003; Fehr & Schmidt, 1999; Hamilton, 1964; Henrich et al., 2011; Trivers, 1971).

Helping other people can increase self-worth because prosocial behaviour is

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universally admired and valued by people in every religion (Buss, 1989; Klein et al., 2015). Moreover, helping other people is a way for helpers to gain social acceptance and build a positive reputation, which in turn increase helpers’ social status in their communities and develop psychological well-being (Flynn, 2003; Flynn et al., 2006;

Grant & Gino, 2010; Lee, 1997). Thus, social acceptance is a critical determinant of self-worth and self-esteem that should be developed by human beings (Leary, 1999;

Leary & Baumeister, 2000). The reputational benefits of prosocial behaviour are likely to increase self-worth, which in turn can increase the sense that life is meaningful and also can build psychological well-being.

1.2 STATEMENT OF PROBLEM

Professionals in Malaysia stated that by 2020, mental illness is expected to be the second biggest health problem after heart disease (The Sun Daily, 2018). Moreover, there is still a lack of understanding of this issue as well as the causes and the consequences of major problems for mental health. The studies found that one of the causes of mental health is depression that can affect individuals and their loved ones, which can lead to mental illnesses that can damage psychological well-being (Ng, 2014). The National Health Morbidity Survey (NHMS) in Malaysia revealed that the statistics for mental health has been increased in 2015 among adults of 16 years and above escalating from 10.7% in 1996 to 29.2% in 2015 (Leng, Hutagalung & Li, 2017). According to Leng, Hutagalung and Li (2017), people should pay more attention to mental health problems because it can affect someone’s lives emotionally and it can disturb psychological well-being. It is true that mental health problems have been remarkably increased among younger adults with adolescents aged 16 to 19 (34.7%) followed by those aged 20 to 24 (32.1%), and those aged 25 to 29 (30.5%)

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(Ahmad et al., 2015). Levecque et al (2017) said that studies on mental health among students, especially in higher education, are limited. For example, when a student wants to enrol in IIUM, the university did not ask the student to take a mental health assessment.

Moreover, previous studies on mental health stated that university students have issues, such as personal and social adjustment, academic and career concerns, stress, and other related psychosomatic issues that lead to unhealthy mental conditions which can give impact to psychological well-being and prosocial behaviour. Leng, Hutagalung and Li (2017) said that almost 65.5% of students were mentally healthy while there were 34.4% exhibits potential mental health problems by suffering from anxiety and worries. They were confronted with social dysfunction and confidence levels in their daily lives. According to Islam et al. (2018), depression is one of the mental health problems that students need to face, especially university students, during their studies. In this study, approximately 30% of the respondents experienced depression in university including 4.4% of severe depression (Islam et al., 2018).

It has been stated earlier that higher institutions need to pay more attention to the students, especially second year students because most of them have stress problems including independent living, academic and planning for their future.

Nevertheless, many studies had exclusively concentrated on negative indicator of mental health problems to students’ educational success such as depression, anxiety and other illnesses where psychological well-being usually been neglected as an indicator of mental health, resulting in lack of empirical studies done to it. This paper is inclined towards understanding the aspects of the psychological well-being and prosocial behaviour. Hopefully, this study would help researchers to better understand the psychological predictors to some of the components of well-being and prosocial

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behaviour which could provide a framework for developing more effective interventions for betterment of the students in the future.

1.3 RESEARCH OBJECTIVE

This study discussed psychological well-being elements to strengthen pro-social behaviour for postgraduate students at the International Islamic University Malaysia (IIUM), Gombak. This study was set out to address the following objectives:

i. To examine IIUM postgraduate student’ levels of psychological well-being.

ii. To identify the level of prosocial behaviour among postgraduate students in IIUM.

iii. To ascertain the relationship between psychological well-being and prosocial behaviour among postgraduate students in IIUM.

1.4 RESEARCH QUESTIONS

The following research questions were addressed to guide the study’s design and the process of collecting the data:

i. What is IIUM postgraduate students’ level of psychological well-being?

ii. What is the nature of prosocial behaviour among IIUM postgraduate students?

iii. Is there any significant relationship between psychological well-being and prosocial behaviour among postgraduate students in IIUM?

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Mental health in psychological well-being among university students has been tremendously studied because scholars believed that psychological well-being can affect mental health in a good or bad way (Levecque et al., 2017). The elements of psychological well-being, which are autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance can give problem in terms of mental health when students are not able to reduce their mental health problems, but in fact, they are going to affect their prosocial behaviour during their studies (Malkoc & Yalcin, 2015). Moreover, it is pointed out that oriented and self-oriented motivations in prosocial behaviour have a close connection (Kar, 2018).

These two elements can affect each other in terms of real-life helping behaviours that people have in self-oriented and other-oriented motivations which can give benefits to the students to handle mental health in psychological well-being (Tong et al., 2019).

Additionally, psychological well-being was studied from various aspects such as personal and cultural differences affecting psychological well-being, predictors of psychological well-being and change of psychological well-being over lifespan (Blanchflower & Oswald, 2008; Brown & Ryan, 2003; Diener & Diener, 1995; Kwan et al., 1997; Roothman et al., 2003; Sheldon & Niemiec, 2006; Shields & Price, 2005).

This paper is a continuous study of many other factors and elements that would be added to mental health in psychological well-being. It could also strengthen prosocial behaviour during the studies and comparison between gender and Kulliyyahs. Other than that, this study also examined the relationship between psychological well-being and prosocial behaviour. Thus, it should help the educators, counsellors and psychologists to develop new intervention programme that is suitable to student’s level and conduct new strategies to help the students to have good

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behaviour and at the same time controlled their mental health, emotions, and thoughts.

The government could further help the students to design a suitable programmes for the student that could further addressed issues on having difficulties over mental problems. More importantly, it is anticipated that it could help students to achieve their academic performance without much trouble. The findings of this study will help to decrease mental health problems among university students, especially in IIUM. Ministry of Education (MOE) should also design programmes that could help the students to succeed in their academic and indirectly avoid mental health which is inline with MOE focus that is strengthening the foundation for quality education.

Students could further seeking help from professionals in the university pertaining to their problems.

1.6 DELIMITATION OF THE STUDY

In this study, the researcher used Malaysian student’s population in IIUM. For that reason, the researcher needed to obtain the students email addresses to deliver questionnaires to them because it is easy and fast. In addition, the study was conducted in IIUM only because it helps the researcher to collect data by asking permission from the Dean to get or approve the student’s personal information. In this research paper, foreign students were not included because the researcher has an interest-only for students. In this way, the researcher believed that it can specifically contribute to the country. For the demographic details in the questionnaire, the researcher included CGPA because the researcher needed to know academic performance since the beginning in order to have complete data of student’s academic performance. The data shall not be generalized to the whole IIUM population because it only focus on Kulliyyah of Education and Kulliyyah of Engineering.

PSYCHOLOGICAL WELL-BEING AND PROSOCIAL BEHAVIOUR AMONG POSTGRADUATE STUDENTS

PSYCHOLOGICAL WELL-BEING AND PROSOCIAL BEHAVIOUR AMONG POSTGRADUATE STUDENTS

IN IIUM

BY

SARAH BINTI SHAMSUL AZMAN

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

Kulliyyah of Education

International Islamic University Malaysia

FEBRUARY 2020

ABSTRACT

ثحبلا ةصلاخ

ABSTRACT IN ARABIC

ايزيلابم ةيلماعلا (

IIUM )

اهمو ،ةعمالجا تايلك نم ينتيلك بلاط ينب ةساردلا هذه تنراقو .كابموج

رايتخا َّتمو .ةسدنلها ةيلكو ةيبترلا ةيلك في ايلعلا تاساردلا ةبلط نم ًابلاط 1141

IIUM

يعك هذله ةن

رايتخاب اًيئاوشع ثحابلا ماقو .ةساردلا 194

تفوار ةبساح جمانرب لامعتسا قيرط نع اًبيمج

( Raoft Calculator .)

.ثحبلا ةلئسأ ةلجاعلم ةقوثومو ةلحاص تانايبلا ،ةساردلا هذه في يمدقت َّتم

سلحا طسولا في أطلخا رايعمو ،يرايعلما فارنحلااو ،ةيباسلحا تاطسوتلما ليلتح فارنحلااو ،حطرفتلا و ،بيا

تاضاترفلاا نم ةنيعم تاقورخ ليلقتو بنتج ىلع ةساردلا دعاس ةيربك تانيع دوجو .ةساردلا هذه في يعيبطلا عيزوتلا كلذ في ابم .

ةلئسأ ةلجاعم ىلع ثحابلا دعاس يعيبطلا عيزوتلا ضاترفا ةيبلت نإف ،لياتلابو

ةساردلا هذه في ثحبلا .

ا تم ،كلذ ىلع ةولاع ليلحتلا لىإ ةفاضلإاب يفصولا ليلحتلا مادختس

رابتخا لثم ،ليلادتسلاا t

نيابتلا ليلتحو ،لقتسلما (ANOVA)

و ، Pearson يرغتلما يئانث

في

ثحبلا ةلئسأ عيجم ىلع ةباجلإل ةساردلا هذه .

في ايلعلا تاساردلا بلاط نأ يه ةساردلا هذه ةجيتن

ولسلاو ةيسفنلا ةحصلا ثيح نم ةديج ةلاح مهتحص ةرادإ ىلع نورداق مهف ،بيايجلإا يعامتجلاا ك

راكفلأاو فطاوعلا لوبقو ،تقولا ةرادإو ،داهجلإاو ،ةيصخشلا روملأاو ،ةيسفنلا

.

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PSYCHOLOGICAL WELL-BEING AND PROSOCIAL BEHAVIOUR AMONG POSTGRADUATE STUDENTS IN IIUM

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF ABBREVIATIONS

CHAPTER ONE INTRODUCTION