View in EDS HTML Full Text PDF Full Text

Quality of Life and Life Satisfaction among University Students: Exploring, Subjective Norms, General Health, Optimism, and Attitude as Potential Mediators

Saved in:
Bibliographic Details
Title: Quality of Life and Life Satisfaction among University Students: Exploring, Subjective Norms, General Health, Optimism, and Attitude as Potential Mediators
Language: English
Authors: Tavakoly Sany, Seyedeh Belin (ORCID 0000-0002-7891-4449), Aman, Najmeh, Jangi, Fatemeh, Lael-Monfared, Elaheh (ORCID 0000-0003-3212-1571), Tehrani, Hadi (ORCID 0000-0001-8747-8717), Jafari, Alireza (ORCID 0000-0003-1390-9830)
Source: Journal of American College Health. 2023 71(4):1045-1052.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Quality of Life, Life Satisfaction, Health, Student Attitudes, Positive Attitudes, World Views
Geographic Terms: Iran
Assessment and Survey Identifiers: Satisfaction With Life Scale
DOI: 10.1080/07448481.2021.1920597
ISSN: 0744-8481
1940-3208
Abstract: Objective: This study aims to examine the association of quality of life (QOL) with life satisfaction, subjective norms, general health, optimism, and attitude among university students. Participants: Respondents include 632 university students (M[subscript age] = 21.36, SD = 2.86). Methods: This cross-sectional study was conducted on university students in Torbat Heydariyeh, Iran. Several statistical models were tested, including hierarchical regression and path analysis, to examine the direct or indirect association between a set of important variables. Results: According to the results of path analysis, constructs of subjective norms, general health, positive attitude, optimism, and life satisfaction were significant predictors of students' QOL. Compared with other constructs, general health status (p < 0.001, R2 = 0.548) and life satisfaction (p < 0.001, R2 = 0.253) showed the strongest association with QOL. Conclusions: The results indicate that efforts to improve life satisfaction by targeting general health, subjective norms, optimism, and attitudes may provide promising ways to improve QOL.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1389786
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGKW6UTupbaWv-zhJItU1PLAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDF8K4fMqGYwhaVwlTAIBEICBmxxIXA2UV3A55XZ2CbKB8Gyg2WwcxaYQD2176-qRh8d_bavGURVHcpIBpLtDLApbEcypT8zPpiFOMI0qWR53D3_pCRQe8J2q9e_KKBP2IOQlVZDOmFZIXdmzoSppahn1jEDUpUpEWAMJp7fTIAo8oe7vEoJr7Bn2B2llAPJf0lIjhJP0qXpu6c1ECUTVXUuzEv4cmKV3xC4qQdtA
Text:
  Availability: 1
  Value: &lt;anid&gt;AN0164011000;acl01may.23;2023Jun02.06:31;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0164011000-1&quot;&gt;Quality of life and life satisfaction among university students: Exploring, subjective norms, general health, optimism, and attitude as potential mediators&#160;&lt;/title&gt; &lt;p&gt;This study aims to examine the association of quality of life (QOL) with life satisfaction, subjective norms, general health, optimism, and attitude among university students. Respondents include 632 university students (M&amp;lt;sub&amp;gt;age&amp;lt;/sub&amp;gt;=21.36, SD = 2.86). This cross-sectional study was conducted on university students in Torbat Heydariyeh, Iran. Several statistical models were tested, including hierarchical regression and path analysis, to examine the direct or indirect association between a set of important variables. According to the results of path analysis, constructs of subjective norms, general health, positive attitude, optimism, and life satisfaction were significant predictors of students&#39; QOL. Compared with other constructs, general health status (p &amp;lt; 0.001, R2 = 0.548) and life satisfaction (p &amp;lt; 0.001, R2 = 0.253) showed the strongest association with QOL. The results indicate that efforts to improve life satisfaction by targeting general health, subjective norms, optimism, and attitudes may provide promising ways to improve QOL.&lt;/p&gt; &lt;p&gt;Keywords: Health promotion; mental health; path analysis; positive thinking; psychology&lt;/p&gt; &lt;hd id=&quot;AN0164011000-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;Health state was defined by the World Health Organization (WHO) as &quot;a state of complete mental, social, and physical well-being not merely the absence of disease&quot;.[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref1&quot;&gt;1&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib2&quot; id=&quot;ref2&quot;&gt;2&lt;/reflink&gt;] The World Health Organization emphasizes that health estimation methods should not only include symptoms of disease severity and frequency changes but also evaluate new measures of wellbeing to improve the quality of life (QOL).[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref3&quot;&gt;1&lt;/reflink&gt;] The QOL is defined as a people&#39;s perception of their situation in life in the context of the culture and social system in which they live.[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref4&quot;&gt;1&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib3&quot; id=&quot;ref5&quot;&gt;3&lt;/reflink&gt;] Likewise, the concept of &quot;quality&quot; is related to human values (e.g., health, satisfaction, and happiness), and the concept of &quot;life&quot; is related to the main dimension of human existence (e.g., family, work, and health).[[&lt;reflink idref=&quot;bib3&quot; id=&quot;ref6&quot;&gt;3&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref7&quot;&gt;5&lt;/reflink&gt;]] In general, a broad-ranging concept influences subjective QOL, such as psychological well-being, social relationships, salient features of environment, life satisfaction, general health, and beliefs.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref8&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref9&quot;&gt;6&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib7&quot; id=&quot;ref10&quot;&gt;7&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;In the fields of psychology and general medicine, QOL is usually equal to life satisfaction. For example, in the American Psychiatric Association&#39;s Handbook, all three general targets of QOL measures in psychiatric patients are equated with life satisfaction measures.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref11&quot;&gt;4&lt;/reflink&gt;] Life satisfaction is the important subjective component of QOL that suggests a cognitive-judgmental process, in which people evaluate their QOL according to set their own criteria.[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref12&quot;&gt;8&lt;/reflink&gt;] Recent studies have shown that factors such as career adaptability, optimism, and hope are associated with higher life satisfaction among young people because they can help people think positively about their lives and make people more satisfied.[[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref13&quot;&gt;8&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref14&quot;&gt;10&lt;/reflink&gt;]]&lt;/p&gt; &lt;p&gt;Optimism, defined as the attitude or tendency to interpret events and different situations positively, is considered as a human virtue and strength.[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref15&quot;&gt;8&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref16&quot;&gt;9&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib11&quot; id=&quot;ref17&quot;&gt;11&lt;/reflink&gt;] Studies have shown that there is a positive correlation between optimism and several important factors in young people&#39;s lives, such as lower psychological maladjustment, life satisfaction, more engagement in their educational and career planning, and a positive attitude.[&lt;reflink idref=&quot;bib8&quot; id=&quot;ref18&quot;&gt;8&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib12&quot; id=&quot;ref19&quot;&gt;12&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib13&quot; id=&quot;ref20&quot;&gt;13&lt;/reflink&gt;] Optimism and a positive attitude are two related constructs that focus on motivation and the way to achieve desired goals in the future. These constructs can be implemented as dual indicators or single-dimensional internal structures to reflect possible positive health outcomes and orientation toward future.[[&lt;reflink idref=&quot;bib12&quot; id=&quot;ref21&quot;&gt;12&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref22&quot;&gt;14&lt;/reflink&gt;]] Optimism and attitude about life satisfaction also could be affected by subjective norms, which can influence an individual&#39;s ability and motivation to be proactive.[&lt;reflink idref=&quot;bib15&quot; id=&quot;ref23&quot;&gt;15&lt;/reflink&gt;] In turn, all these cognitive structures may independently affect the QOL related to health, which is the main indicator of mental, physical, and social well-being, particularly among young people.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref24&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib15&quot; id=&quot;ref25&quot;&gt;15&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib16&quot; id=&quot;ref26&quot;&gt;16&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;In the recent century, phenomena such as internationalization, rapid technological, and fast-moving global economy influence health state and people&#39;s QOL, particularly in developing and Middle East countries.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref27&quot;&gt;4&lt;/reflink&gt;] In these countries, the economic recession has reduced insurance, employment, and pension securities.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref28&quot;&gt;4&lt;/reflink&gt;] In Iran, more studies have shown that the QOL and life satisfaction of college students are lower than other students in developed countries.[&lt;reflink idref=&quot;bib17&quot; id=&quot;ref29&quot;&gt;17&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib18&quot; id=&quot;ref30&quot;&gt;18&lt;/reflink&gt;] Therefore, the problem of poor QOL among Iranian college students is still an open issue. Several studies have shown that many confounding factors related to life satisfaction may also affect the QOL of Iranian students. According to the literature, QOL and life satisfaction of Iranian students are positively related to postmodern values and identity status, health literacy, perceived self-efficacy and self-esteem, individualism, emotional intelligence,[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref31&quot;&gt;6&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref32&quot;&gt;19&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib20&quot; id=&quot;ref33&quot;&gt;20&lt;/reflink&gt;] and negatively related to emotional loneliness and hopelessness.[&lt;reflink idref=&quot;bib18&quot; id=&quot;ref34&quot;&gt;18&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref35&quot;&gt;19&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib21&quot; id=&quot;ref36&quot;&gt;21&lt;/reflink&gt;] Although, as documented, the relation between QOL and other variables in university students has been well studied, the potential link between QOL, the seemingly important subjective norms, and the situation of general health, optimism, and positive attitude seem essential to investigate. As far as we know, the association between these variables has not been estimated with Iranian students before.&lt;/p&gt; &lt;p&gt;Therefore, it seems important to better understand the role of key variables, which deserve more attention in predicting QOL among university students. With this awareness, education and psychological intervention programs could be designed to promote students&#39; personal adaptation and academic achievements.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref37&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref38&quot;&gt;22&lt;/reflink&gt;] In this context, the aim of this study was to examine the association of QOL with life satisfaction, subjective norms, general health, optimism, and positive attitude among university students.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-3&quot;&gt;Methods&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0164011000-4&quot;&gt;Study design and sampling&lt;/hd&gt; &lt;p&gt;This study has been carried out through a cross-sectional design on 632 students, from all universities in Torbat Heydariyeh from January 2018 to November 2018. There are several public higher education institutions in this city, which are recognized by the Iranian Ministry of Science and Technology.&lt;/p&gt; &lt;p&gt;The students were included if they (a) study at one of the universities of Torbat Heydariyeh; (b) able to complete all relevant questionnaires; (c) hadn&#39;t suffered mental illness, (d) didn&#39;t use depression drugs, and (e) were willing to participate in this study. The required sample size was estimated by the following formula. Where, Z is the standard normal value that is considered to be a 5% type 1 error (&lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05), and S is the expected standard deviation (SD) in population according to the previous study.[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref39&quot;&gt;23&lt;/reflink&gt;] After adjusting the 20% non-response, 632 students were enrolled as a sample size.&lt;/p&gt; &lt;p&gt;There are five public universities in Torbat Heydariyeh city. We provided different lists of universities in the Torbat Heydariyeh based on the stratification of student populations in each department and study group, and all departments and study groups were assigned numbers. We used the multi-stage sampling design because it is a cost-efficient sampling method and requires less time to implement. Each university was considered as a class (or cluster). The first stage of sampling used probability sampling to select three departments. These probability samples were weighted by the number of students in each of these universities (the total number of 15 departments from 5 universities). The second-stage sampling included a simple random sampling to select two study groups from each department.&lt;/p&gt; &lt;p&gt;Then, a simple random sampling was used to select students from each study group who were willing to participate in this study. In total, 660 students were willing to participate in the study, and their physical and mental health has been checked through the electronic health records (EHRs) system. This national system allows us to access students&#39; health history based on information from various sources, including doctors, hospitals, clinics, pharmacies, and laboratories.&lt;/p&gt; &lt;p&gt;Finally, 632 students met the inclusion criteria and completed the consent form. Likewise, they completed study instruments in a written format based on a self-report method. Data were gathered through the questionnaires of attitude and subjective norms in connection with Optimism, Orientation to Life scale (optimism), Satisfaction with Life Scale, General Health, and QOL. After obtaining permission and a code of ethics (IR.THUMS.REC.1396.35), researchers described the purpose of the study to all university students in the selected study groups.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-5&quot;&gt;Instruments&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0164011000-6&quot;&gt;Attitude and subjective norms questionnaire&lt;/hd&gt; &lt;p&gt;This questionnaire consists of 11 questions measured by a 5-points Likert scale from &quot;totally agree&quot; to &quot;totally disagree&quot;. The score of this scale was ranged from 11 to 55. The attitude section consists of 8 questions (for example, I feel that my life is meaningful and purposeful when I think positive) and the subjective norm contains 3 questions (for example, my friends expect me to have positive thoughts when I&#39;m with them). The content validity ratio (CVR) and content validity index (CVI) for attitude and subjective norms questionnaire were 0.84 and 0.67, which were acceptable in Jafari et al. study.[&lt;reflink idref=&quot;bib24&quot; id=&quot;ref40&quot;&gt;24&lt;/reflink&gt;]&lt;/p&gt; &lt;hd id=&quot;AN0164011000-7&quot;&gt;Life orientation Test-Revised (LOT-R) questionnaire (optimism)&lt;/hd&gt; &lt;p&gt;This questionnaire consists of 11 validated short questions on the optimistic mode and pessimistic mode. These questions rated using a five-point Likert scale ranging from 1 (completely agree) to 5 (completely disagree). The range of scores for LOT-R is from 6 to 30.[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref41&quot;&gt;25&lt;/reflink&gt;] The validity and reliability of this questionnaire have been investigated and approved in Iran (Cronbach&#39;s alpha= 0.94).[&lt;reflink idref=&quot;bib26&quot; id=&quot;ref42&quot;&gt;26&lt;/reflink&gt;]&lt;/p&gt; &lt;hd id=&quot;AN0164011000-8&quot;&gt;General health questionnaire (GHQ-12)&lt;/hd&gt; &lt;p&gt;The GHQ-12 is one of the most useful and commonly used self-report tools for evaluating health and QOL. Factor analysis studies have found that GHQ-12 is a multi-dimensional tool for evaluating depression and anxiety symptoms, perceived stress, and loss of confidence. This questionnaire contains 12 questions, which are rated using a five-point Likert scale ranging from 1 (never) to 4 (more than usual). The range of score for GHQ-12 is from 12 to 48. The psychomotricity of GHQ-12 has been carried out in Iran. The study indicated that the Iranian version of the GHQ-12 has a suitable structural design and is a valid and reliable questionnaire to examine self-rated health. The test-retest correlation for the whole sample was ranged from 0.84 to 0.93.[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref43&quot;&gt;27&lt;/reflink&gt;]&lt;/p&gt; &lt;hd id=&quot;AN0164011000-9&quot;&gt;Quality of life questionnaire (SF-12)&lt;/hd&gt; &lt;p&gt;The SF-12, a shorter form of the SF-36, is a reliable, brief, and well-tested questionnaire for clinical practice or research purposes when studying health related QOL.[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref44&quot;&gt;28&lt;/reflink&gt;] Most participants completed the SF-12 in less than a third of the usual time needed to complete the SF-36. The SF-12 is commonly used to assess the QOL, overall health status, physical health status, and psychological problems. The range of score for SF-12 is from 12 to 47. The SF-12 has also been tested for reliability and validity in Iran. The study indicated that the Iranian version of SF-12 was a psychometrically sound questionnaire, and it is suitable for use in the Iranian population, both in rehabilitation and clinical settings. Face validity and Content Validity Index for SF-12 were acceptable (85.6%).[&lt;reflink idref=&quot;bib29&quot; id=&quot;ref45&quot;&gt;29&lt;/reflink&gt;]&lt;/p&gt; &lt;hd id=&quot;AN0164011000-10&quot;&gt;Satisfaction with life scale (SWLS) questionnaire&lt;/hd&gt; &lt;p&gt;This scale consists of 5 sections on subjective well-being sense that assess individual&#39; opinions about life satisfaction (e.g., how satisfied are you with your life? Or how much life is close to your ideal life?). This questionnaire is rated using a seven-point Likert scale ranging from 1 (completely disagree) to 7 (completely agree). The range of scores for SWLS is from 5 to 35. It should be noted that in this tool, the higher score shows more satisfaction. Bayani et al. investigated the reliability and validity of the questionnaire, and Cronbach&#39;s alpha coefficient was 0.887.[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref46&quot;&gt;30&lt;/reflink&gt;]&lt;/p&gt; &lt;hd id=&quot;AN0164011000-11&quot;&gt;Statistical analyses&lt;/hd&gt; &lt;p&gt;Statistical Package for Social Sciences software (SPSS 22, Chicago, Illinois) and R version 3.0.2 were used to produce accurate estimates. In the present study, descriptive statistics (mean, standard deviation) and inferential statistics (Independent samples t-Test, One-way ANOVA, Pearson correlation) were used to compare clinical and socio-demographic characteristics. The level of statistical significance was considered as &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05. The path analysis fit criteria were tested by Chi-square (x2), the root mean square error of approximation (RMSEA), adjusted goodness of fit index (AGFI), goodness of fit index (GFI), incremental fit index (IFI), relative fit index (RFI), normed fit index (NFI), and comparative fit index (CFI). The Path model is considered as an acceptable and a good fit if Chi-square (x&lt;sups&gt;2&lt;/sups&gt;) &amp;lt;5, RMSEA &amp;lt; 0.08, AGFI &amp;gt;0.8, GFI, NFI, IFI, RFI and CFI &amp;gt; 0.9.[[&lt;reflink idref=&quot;bib31&quot; id=&quot;ref47&quot;&gt;31&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib33&quot; id=&quot;ref48&quot;&gt;33&lt;/reflink&gt;]]&lt;/p&gt; &lt;hd id=&quot;AN0164011000-12&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0164011000-13&quot;&gt;Descriptive statistics and correlation analysis&lt;/hd&gt; &lt;p&gt;This study was conducted on 632 students. In this study, 34.1% of the participants were male (n = 214) and 65.9% were female (n = 413). The mean (&#177; SD) age of eligible students was 21.36 (&#177; 2.86) years old. The majority of students were single (n = 456, 73.5%), less than a diploma or high school diploma, and satisfied with their field of study (n = 434, 91.6%), and their mothers and father were the housekeeper and employee, respectively (Table 1).&lt;/p&gt; &lt;p&gt;Table 1. Frequency distribution of students&#39; demographic factors and their relationship with attitude, subjective norms, optimism, general health, satisfaction with life scale, and quality of life.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Variables&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;n (%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Attitude&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Subjective norms&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Optimism&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;General Health&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Satisfaction with Life Scale&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Quality of Life&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Mean (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean (SD)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Gender*&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Male&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;214(34.1)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;29.42(5.19)#&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.63(2.29)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;19.94(3.60)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.63(6.21)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.84(7.08)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.05(6.29)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Female&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;413(65.9)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.98(5.06)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.21(2.19)^#&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.49(3.10)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.86(6.09)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.70(7.00)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.86(5.91)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Marital status*&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Single&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;456(73.5)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.46(4.98)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.96(2.27)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.29(3.16)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.66(6.15)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.01(6.97)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.00(6.04)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Married&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;164(26.5)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.40(5.59)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.10(2.19)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.30(3.58)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33.24(6.01)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;22.48(7.04)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.60(5.92)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Father&#39;s education level**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Illiterate&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24(3.9)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;29.45(5.06)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.24(2.54)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;19.76(3.22)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33.52(4.83)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;22.79(7.21)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.24(5.65) ^&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Diploma and Under diploma&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;395(63.6)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.36(5.05)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.01(2.17)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.20(3.18)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.45(6.04)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.95(6.85)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.42(6.01)^&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Academic&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;202(32.5)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.58(5.37)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.05(2.34)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.42(3.52)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33.15(6.40)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.77(7.24)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.76(5.99)^&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Mother&#39;s education level**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Illiterate&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;49(7.9)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;29.94(4.48)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.48(2.14)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.43(3.28)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33.09(5.47)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.35(6.06)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.28(5.55)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Diploma and Under diploma&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;425(68.4)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.41(5.12)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.01(2.16)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.17(3.23)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.54(6.08)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.01(6.96)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.67(5.99)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Academic&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;147(23.7)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.71(5.47)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.17(2.50)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.56(3.44)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33.48(6.10)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;22.36(7.20)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.92(5.76)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Mother&#39;sjob *&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Housewife&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;507(80.7)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.39(5.03)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.98(2.20)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.30(3.19)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.71(596)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.13(6.92)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.69(6.05)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Working outside the home&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;121(19.3)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.75(5.60)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.10(2.42)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.21(3.68)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.95(6.74)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;22.33(7.34)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.66(5.86)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Father&#39;s Job*&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Employee&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;337(54.4)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.46(5.13)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.98(2.220)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.33(3.08))&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.61(6.15)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.35(6.86)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.59(6.20)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Self-employed&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;282(45.6)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.38(5.21)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.01(2.29)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.19(3.49)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.91(6.09)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.43(7.16)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.23(5.82)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Interest about filed of education*&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Yes&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;434(91.6)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.79(4.78)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.02(2.18)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.46(3.22)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33.12(6.19)#&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.88(6.73)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.22(5.84)#&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;No&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;40(8.4)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;28.33(6.95)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.41(2.53)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.16(3.08)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;29.19(6.28) #&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;18.34(8.21)^&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;31.66(6.60)#&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Number of friends&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8804; 3&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;238(42.7)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.53(5.05)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.02(2.37)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.23(3.21)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.66(6.15)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.41(6.86)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;34.48(5.84)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;4-8&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;203(36.4)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.86(4.41)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11.29(2.04)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.58(3.06)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;33.01(6.16)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.13(6.77)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.16(6.15)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#62;8&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;116(20.8)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30.21(5.92)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.84(1.97)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.19(3.79)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;32.69(6.78)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;21.88(7.36)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35.01(6.89)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 *Independent samples- t test, **ANOVA, #&lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001, ^&lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05.&lt;/p&gt; &lt;p&gt;Based on the correlation analysis, there was a significant relationship between gender and student&#39;s attitude, subjective norms, and optimism. There was also a significant relationship between marital status and life satisfaction (&lt;emph&gt;p&lt;/emph&gt; = 0.022), and fathers&#39; education level and students&#39; QOL (&lt;emph&gt;p&lt;/emph&gt; = 0.032) were significantly correlated together. The correlation analysis showed an insignificant relationship between the mother&#39;s education level, parents&#39; job, number of friends, attitude, subjective norms, optimism, life satisfaction, general health, and students&#39; QOL. There was a significant relationship between students&#39; interest in their field of study and their attitude, life satisfaction, general health, and QOL (&lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05) (Table 1).&lt;/p&gt; &lt;p&gt;In this study, the mean (&#177; SD) of the variables of attitude, subjective norms, optimism, general health, life satisfaction, and QOL was 30.45 (&#177; 5.14), 11 (&#177; 2.24), 20.28 (&#177; 3.29), 21.39 (&#177;7.01), 32.78 (&#177; 6.11), and 34.92 (&#177; 6.03), respectively. The results of the Pearson correlation test showed that there was a direct significant correlation between students&#39; attitude (r = 0.345), subjective norms (r = 0.134), optimism (r = 0.330), life satisfaction (r = 0.527), and general health (r = 0.674) with QOL (&lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.001). There was also a direct correlation between general health (r = 0.500) and optimism (r = 0.313) with life satisfaction (&lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.001).&lt;/p&gt; &lt;hd id=&quot;AN0164011000-14&quot;&gt;Path results&lt;/hd&gt; &lt;p&gt;The results of the path analysis showed that the fitting index of the final model had an acceptable value and confirms the model (X&lt;sups&gt;2&lt;/sups&gt; = 11.23, df = 5, X&lt;sups&gt;2&lt;/sups&gt;/df = 2.225, &lt;emph&gt;p&lt;/emph&gt;-value = 0.049, GFI = 0.99, AGFI = 0.97, RMSEA = 0.044, NFI = 0.99, CFI = 0.99, IFI = 0.99, RFI = 0.96). The final model is shown in Figure 1. The obtained results showed that variables of attitude, subjective norms, optimism, and general health were able to predict 30% of life satisfaction variance in students. Overall, the variables of attitude, subjective norms, optimism, life satisfaction, and general health were able to predict 50% of QOL variance. The results suggested that there was a direct effect of general health on QOL, whereas, there was a significant indirect effect of attitude through enhancing life satisfaction and optimism on the QOL. Likewise, based on the results obtained, direct effects accounted for 65.64% of total effects on the QOL while indirect effects accounted for 35.35% of the estimated total effects (Table 2).&lt;/p&gt; &lt;p&gt;Graph: Figure 1. Path analysis between Attitude, Subjective norms, optimism, General Health, Satisfaction with Life Scale (SWLS), and Quality of life (R2: R-Squared, → *p &amp;lt; 0.05, → **p &amp;lt; 0.001).&lt;/p&gt; &lt;p&gt;Table 2. Direct and indirect effects of constructs.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Determinants or Predictors&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Causal Effect&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Direct&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Indirect&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Total effects&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Attitude &amp;amp;#8594; Quality of Life&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.265**&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.265&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Subjective norms &amp;amp;#8594; Quality of Life&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.139*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.139&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Optimism &amp;amp;#8594; Quality of Life&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.193*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.193&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;GH &amp;amp;#8594; Quality of Life&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.548**&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.104*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.652&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;SWLS &amp;amp;#8594; Quality of Life&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.253**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.253&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Attitude &amp;amp;#8594; SWLS&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.122*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.181*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.303&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Subjective norms &amp;amp;#8594; SWLS&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.100*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.131*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.231&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Optimism &amp;amp;#8594; SWLS&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.090*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.107*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.197&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;GH &amp;amp;#8594; SWLS&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.409**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.409&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Subjective norms &amp;amp;#8594; Attitude&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.431**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.431&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Subjective norms &amp;amp;#8594; Optimism&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.196*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.196&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Attitude &amp;amp;#8594; Optimism&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.456**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.456&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Subjective norms &amp;amp;#8594; GH&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.148*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.148&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Attitude &amp;amp;#8594; GH&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.224**&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.119*&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.343&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Optimism &amp;amp;#8594; GH&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.262**&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8211;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0.262&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Through total causal effect&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.895&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.583&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;4.478&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Percentage of direct and indirect effects&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.895/4.478 =64.65%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.583/4.478 =35.35%&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;2 *&lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05, **&lt;emph&gt;p &lt;/emph&gt;&amp;lt; 0.001, SWLS: Satisfaction with Life Scale, GH: General health.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-15&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;This study evaluated the effect of bio-psycho-social factors (subjective norms, general health, positive attitude, and optimism) on QOL and life satisfaction of college students. Our finding indicated that demographic variables, (excepting father&#39;s education level and marital status) had no significant effect on QOL and life satisfaction. There is some evidence that thefather&#39;s education level is the main factor determining a students&#39; academic achievement and improving their QOL. The National Bureau of Statistics report stated that, compared with students whose fathers had a higher education, students whose fathers had low education experience the highest risk of course failure and the lowest achievement.[&lt;reflink idref=&quot;bib34&quot; id=&quot;ref49&quot;&gt;34&lt;/reflink&gt;] Likewise, little is known about the impact of having an educated father on students&#39; QOL compared with the mothers&#39; impact on students&#39; QOL, which is the main consideration, since father and mothers differ in terms of parental care, parenting styles, and parental involvement.[&lt;reflink idref=&quot;bib34&quot; id=&quot;ref50&quot;&gt;34&lt;/reflink&gt;] This study contributed to fill these gaps in knowledge by investigating how fathers&#39; education and job in the family are associated with students&#39; QOL.&lt;/p&gt; &lt;p&gt;Our research study found a significant association between students&#39; life satisfaction and marital status, which suggested that being married may increase life satisfaction. Marital status has a significant effect on life satisfaction among the adult population because it has a protective effect on mental illnesses and depressive symptoms during adulthood. It is noteworthy that even in a community with the highest social violence, such as Juarez City in the Mexican state of Chihuahua, marital status has been considered as a &quot;protective mechanism&quot; against feelings of despair, social isolation, anxiety, and depression.[&lt;reflink idref=&quot;bib35&quot; id=&quot;ref51&quot;&gt;35&lt;/reflink&gt;] Therefore, it is important to include the need to model the impact of the marital status of adults in different communities on QOL and life satisfaction.&quot;&lt;/p&gt; &lt;p&gt;The results of present study showed that gender differences in attitude, subjective norms, and optimism. However, their findings are contradictory in different communities because gender differences in psychological factors could be explained by differences in clinical and socio-demographic characteristics.[&lt;reflink idref=&quot;bib36&quot; id=&quot;ref52&quot;&gt;36&lt;/reflink&gt;] Therefore, relevant evidence is still controversial. The results of path analysis showed a good fit between the QOL and the biological psychosocial factors. Interestingly, the constructs of subjective norms, general health, positive attitude, optimism, and life satisfaction explained 50% of the total variance of QOL in university students.&lt;/p&gt; &lt;p&gt;In this study, among all the constructs, general health emerges as the strongest direct path of QOL and life satisfaction that mediates the effects of attitude and optimism on a student&#39;s QOL. Our finding suggests that university students who have a better health status (convenient daily lives and physical health, positive emotions, cognitions, self-control, and self-steam) showed a greater life satisfaction and QOL within a broader context of mental and physical health, emotional, general well-being, and social functioning performance. This result is consistent with other similar studies that showed a higher QOL, positive attitudes, and emotions may significantly influence physical and mental well-being by the promotion of optimism and a healthy lifestyle.[&lt;reflink idref=&quot;bib3&quot; id=&quot;ref53&quot;&gt;3&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref54&quot;&gt;4&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;Life satisfaction was a second strong direct pathway. This construct mediates the effects of subjective norms, attitude, general health, and optimism on the student&#39;s QOL, which was consistent with the previous literature.[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref55&quot;&gt;9&lt;/reflink&gt;] In this study, most of the students (around 60%) either agreed or strongly agreed with the specific life satisfaction statements include &quot;I am satisfied with my life or so far, I&#39;ve gained whatever I wanted in life&quot;. Consequently, these students showed a high degree of positivity and optimism toward their QOL. Several studies have reported that a positive feeling and sense toward life conditions are more likely to promote an individual&#39;s life satisfaction.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref56&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref57&quot;&gt;9&lt;/reflink&gt;] The Path analysis showed that attitude significantly affected students&#39; QOL via significant indirect pathways that mediate the effects of subjective norms. Also, the significant indirect pathway that was strongly mediated by attitude causes the overall impact of optimism on the QOL.&lt;/p&gt; &lt;p&gt;Notably, most of the participants either agreed or strongly agreed with the specific attitude statements include &quot;I feel that when I think positively, my life is meaningful and purposeful or I feel that when I think positively, I think better&quot;. Likewise, nearly half of the students believed that optimism will lead to better health and communication. However, some students (38%) believed that optimism does not contribute to the QOL in difficult situations in life. According to the previous studies, a high positive attitude and belief toward the benefits of optimism are more likely to improve an individual&#39;s QOL. Also, Sosnowski et al. pointed out that attitudes in difficult situations may cause specific emotional and behavioral responses, which in turn have a significant impact on the QOL and physical function.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref58&quot;&gt;4&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;There is evidence that attitudes constitute two psychological adaptation strategies when life is difficult. The first strategy is the constructive (more active, optimistic, and highly self-sufficient fight with the problem), which is often associated with a better QOL and with better mental, emotional, social functioning, and physical overall.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref59&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref60&quot;&gt;9&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib37&quot; id=&quot;ref61&quot;&gt;37&lt;/reflink&gt;] Second is the destruction (dominated by feelings of anxiety, hopelessness, helplessness, low self-sufficiency, a fatalistic attitude, and less active), which is associated with a poorer QOL and with worse functioning in all aspects of life.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref62&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib15&quot; id=&quot;ref63&quot;&gt;15&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib38&quot; id=&quot;ref64&quot;&gt;38&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib39&quot; id=&quot;ref65&quot;&gt;39&lt;/reflink&gt;]&lt;/p&gt; &lt;p&gt;Our finding showed that subjective norms positively affected student&#39;s QOL via significant indirect pathways; accounting for 14–16% of the explained variance. This finding highlights the role of friends, parents, and university lecturers as influential people on the student&#39;s QOL by giving social support and encouraging them to be optimistic. This result was consistent with other health promotion studies that indicated subjective norms could potentially lead to long-term changes in an individual&#39;s QOL in adhering to healthy behaviors.[&lt;reflink idref=&quot;bib40&quot; id=&quot;ref66&quot;&gt;40&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref67&quot;&gt;41&lt;/reflink&gt;] Likewise, several studies have shown that family members should be considered as positive role models when designing health education programs to promote QOL. Furthermore, our results showed that student&#39;s QOL is significantly associated with fathers &#39;education level.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref68&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib42&quot; id=&quot;ref69&quot;&gt;42&lt;/reflink&gt;] According to the literature, parents&#39; education level is associated with life satisfaction in children and young people, because parents with high education have easy access to financial and social resources.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref70&quot;&gt;4&lt;/reflink&gt;] There is evidence that students with strong financial and social conditions will benefit from a higher QOL due to easy access to socio-economic support structures. In general, these subjective norms could be considered as important mediators in changing the QOL.[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref71&quot;&gt;4&lt;/reflink&gt;],[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref72&quot;&gt;41&lt;/reflink&gt;] There is a gap between the identification of the role of subjective norms and their implementation in skill-based operationalization. Therefore, more research is needed to evaluate the impact of subjective norms on the QOL through cultural and socio-economic practices.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-16&quot;&gt;Implication&lt;/hd&gt; &lt;p&gt;Our research is one of the first to use life satisfaction, subjective norms, general health, optimism, and attitude constructs to provide a database related to identifying potential determinants of QOL among Iranian students. Testing the application of these potential constructs in different populations and cultures is essential to better understand the mechanisms that promote the underlying determinants of QOL. Understanding the theory of QOL has become an important issue in health promotion programs. Indeed, potential determinants that influence QOL allow public health policy educators and health promoters to conduct a better study on individual&#39;s needs and intentions in different populations.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-17&quot;&gt;Limitation&lt;/hd&gt; &lt;p&gt;Our study is subject to limitations. Although self-reported questionnaires are commonly used in a cross-sectional study, it may lead to biased results and the possibility of representativeness. Likewise, the contribution of female students in this study was higher than that of male students. This study was designed based on the cross-sectional method without any restrictions on gender selection. Gender differences are beyond the design and scope of this study, indicating that there is potential for future research on this issue. However, our findings indicate that the relationship between gender differences, overall health status, satisfaction with the scale of life, and QOL is negligible. Since gender differences in psychological factors can be explained by differences in clinical and socio-demographic characteristics, relevant issues in different countries are contradictory. In future research, we aim to examine gender differences in psychological factors and health-related QOL and to show the extent to which this difference can be described by differences in the clinical and socio-demographic characteristics of Iranian students.&lt;/p&gt; &lt;p&gt;In this study, we selected participants from university students who were studying in universities of Torbat Heydariyeh. Therefore, these results may not apply to students from other universities in Iran. Thus, further study on these constructs with longitudinal data among other populations is essential to test whether results are comparable.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-18&quot;&gt;Conclusion&lt;/hd&gt; &lt;p&gt;Our findings support the effectiveness of life satisfaction, subjective norms, general health, optimism, and attitudes, which are the underlying constructs for testing QOL determinants among Iranian college students. We found that students&#39; general health and life satisfaction were the strongest constructs to predict the QOL among university students. It seems that the use of these constructs may offer a promising educational technique to promote QOL. Another implication of our study is that policymakers and psychologists should be aware of the effect of a father&#39;s education level and students&#39; marital status on QOL and life satisfaction. The key direction of future research is to explore why the QOL of Iranian students whose fathers are less educated is different. This is just a step toward a better understanding of the potential impact of potential determinants (such as life satisfaction, subjective norms, general health, optimism, and positive attitudes) on the QOL of Iranian students.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-19&quot;&gt;Conflict of interest disclosure&lt;/hd&gt; &lt;p&gt;The authors have no conflicts of interest. Informed consent was obtained from all individual participants included in the study. This study is based on a research project approved by the Student Research Committee of Torbat Heydariyeh University of Medical Sciences with the code of ethics IR.THUMS.REC.1396.35. We would like to thank the students who assisted the authors to run this research project. We would like to thank the students who assisted the authors to run this research project.&lt;/p&gt; &lt;hd id=&quot;AN0164011000-20&quot;&gt;Abbreviations&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;p&gt;• QOL&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Quality of life&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;/ulist&gt; &lt;p&gt;• SWLS&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Satisfaction with Life Scale&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;/ulist&gt; &lt;p&gt;• GH&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; General health&lt;/item&gt; &lt;/ulist&gt; &lt;ref id=&quot;AN0164011000-21&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref1&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Dumuid D, Olds T, Lewis LK, et al. Health-related quality of life and lifestyle behavior clusters in school-aged children from 12 countries. J Pediatr. 2017; 183 : 178 – 183.e2. doi: 10.1016/j.jpeds.2016.12.048.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib2&quot; idref=&quot;ref2&quot; type=&quot;bt&quot;&gt;2&lt;/bibl&gt; &lt;bibtext&gt; Casey M, Harvey J, Telford A, Eime R, Mooney A, Payne W. Patterns of time use among regional and rural adolescent girls: associations with correlates of physical activity and health-related quality of life. J Sci Med Sport. 2016; 19 (11): 931 – 935. doi: 10.1016/j.jsams.2016.02.004.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib3&quot; idref=&quot;ref5&quot; type=&quot;bt&quot;&gt;3&lt;/bibl&gt; &lt;bibtext&gt; Hidalgo-Rasmussen CA, Rajmil L, Espinoza RM. Cross-cultural adaptation of the KIDSCREEN questionnaire to measure health-related quality of life in the 8 to18 year-old Mexican population. Cien Saude Colet. 2014; 19 (7): 2215 – 2224. doi: 10.1590/1413-81232014197.09682013.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib4&quot; idref=&quot;ref8&quot; type=&quot;bt&quot;&gt;4&lt;/bibl&gt; &lt;bibtext&gt; Sosnowski R, Kulpa M, Ziętalewicz U, et al. Basic issues concerning health-related quality of life. Cent European J Urol. 2017; 70 (2): 206 – 211. doi: 10.5173/ceju.2017.923.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib5&quot; idref=&quot;ref7&quot; type=&quot;bt&quot;&gt;5&lt;/bibl&gt; &lt;bibtext&gt; Alidosti M, Tavassoli e. Investigating Health literacy, knowledge and self-efficacy in patients with type 2 diabetes referring to health centers in shahrekord. J Health Literacy. 2019; 3 (4): 36 – 45.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib6&quot; idref=&quot;ref9&quot; type=&quot;bt&quot;&gt;6&lt;/bibl&gt; &lt;bibtext&gt; Tavakoly Sany SB, Peyman N, Behzhad F, Esmaeily H, Taghipoor A, Ferns G. Health providers&#39; communication skills training affects hypertension outcomes. Med Teacher. 2018; 40 (2): 154 – 163. doi: 10.1080/0142159X.2017.1395002.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib7&quot; idref=&quot;ref10&quot; type=&quot;bt&quot;&gt;7&lt;/bibl&gt; &lt;bibtext&gt; Kheiri M, Taghdisi MH, Dehdari T, et al. The relationship between quality of life and health literacy among nurses of the largest heart center in the North West of Iran. J Health Literacy. 2019; 4 (3): 38 – 45.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib8&quot; idref=&quot;ref12&quot; type=&quot;bt&quot;&gt;8&lt;/bibl&gt; &lt;bibtext&gt; Yal&#231;ın İ. Social support and optimism as predictors of life satisfaction of college students. Int J Adv Counselling. 2011; 33 (2): 79 – 87. doi: 10.1007/s10447-011-9113-9.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib9&quot; idref=&quot;ref16&quot; type=&quot;bt&quot;&gt;9&lt;/bibl&gt; &lt;bibtext&gt; Santilli S, Marcionetti J, Rochat S, Rossier J, Nota L. Career adaptability, hope, optimism, and life satisfaction in Italian and Swiss adolescents. J Career Devt. 2017; 44 (1): 62 – 76. doi: 10.1177/0894845316633793.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Arab N, Rezai-Badafshani F, Rahimi M. The mediating role of quality of work life between psychological capital and life satisfaction. Iran J Health Educ Health Promot. 2015; 3 (1): 49 – 58.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Ghahremani L, Tehrani H, Rajabi A, Jafari A. The relationship between the concepts of hope and happiness in students. Iran J Health Educ Health Promot. 2020; 8 (2): 107 – 117. doi: 10.29252/ijhehp.8.2.107.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Vehkakoski TM. Can do!&quot; teacher promotion of optimism in response to student failure expectation expressions in classroom discourse. Scand J Educ Res. 2020; 64 (3): 408 – 417. doi: 10.1080/00313831.2019.1570547.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Lopez SV. Role of Unrealistic Optimism in College Student Alcohol-Related Risky Sexual Behavior; 2018.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Nazari M, Basiri F, Kaveh MH, Ghaem H. Investigating the effect of Fordyce happiness cognitive-behavioral training on perceived stress and happiness in pregnant females: applying the self-efficacy theory. Iran Red Crescent Med J. 2018; 20 (10):e59284. doi: 10.5812/ircmj.59284.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Mancuso CA, Sayles W, Allegrante JP. Knowledge, attitude, and self-efficacy in asthma self-management and quality of life. J Asthma. 2010; 47 (8): 883 – 888. doi: 10.3109/02770903.2010.492540.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Sany SBT, Hashim R, Salleh A, Rezayi M, Safari O. Ecological quality assessment based on macrobenthic assemblages indices along West Port, Malaysia coast. Environ Earth Sci. 2015; 74 (2): 1331 – 1341. doi: 10.1007/s12665-015-4122-3.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Solati K, Ghasemi M, Mohammadi D. The relationship of internet addiction with quality of life and alexithymia in students in Iran. J Clin Diagnostic Res. 2018; 12 (12): 6 – 9.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Ziapour A, Kianipour N. Health-related quality of life among university students: the role of demographic variables. J Clin Diagnostic Res. 2018; 12 (3): 1 – 4.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kharazi SS, Peyman N, Esmaily H. Association between maternal health literacy level with pregnancy care and its outcomes. Iran J Obstetrics Gynecol Infertility. 2016; 19 (37): 40 – 50.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Vahedian M, Faroughi F, Khakshour A, Saeidi M. Study and comparison the knowledge of medical and public health students about control and treatment of TB with DOTS strategy. Int J Pediatr. 2014; 2 (2.2): 133 – 140.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Khaleghi M, Amin Shokravi F, Peyman N. The relationship between health literacy and health-related quality of life in students. Iran J Health Educ Health Promot. 2019; 7 (1): 66 – 73. doi: 10.30699/ijhehp.7.1.66.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Peyman N, Alipour A. M. The effect of training diabetes prevention behaviors on promotion of knowledge, attitude and practice of students for prevention of diabetes in Mashhad city. Int J Pediatr. 2015; 3 (2.2): 501 – 507.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Alibake F, Ahmady A, Farahbakhsh K, Abedi A, Alibake M. The effect of optimism training on quality of life among dormitory female students at Isfahan medical university. Iran J Med Educ. 2012; 12 (9): 709 – 720.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Jafari BA, Ghahremani L, Keshavarzi S, Kaveh MH. Validity and reliability of optimism questionnaire among adolescents based on theory of planned behavior. Soc Dev Health Promot Res Center. 2016; 6 (2): 230 – 237.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Scheier MF, Carver CS, Bridges MW. Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): a reevaluation of the Life Orientation Test. J Pers Soc Psychol. 1994; 67 (6): 1063 – 1078. doi: 10.1037//0022-3514.67.6.1063.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Khodaei A, Zare A, Alipour A, Shokri O. Psychometric properties of the revised version of the life orientation test. J Appl Psychol. 2016; 10 (3 (39): 387 – 407.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Namjoo S, Shaghaghi A, Sarbaksh P, Allahverdipour H, Pakpour AH. Psychometric properties of the General Health Questionnaire (GHQ-12) to be applied for the Iranian elder population. Aging Ment Health. 2017; 21 (10): 1047 – 1051.doi: 10.1080/13607863.2016.1196337.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Bunevicius A. Reliability and validity of the SF-36 Health Survey Questionnaire in patients with brain tumors: a cross-sectional study. Health Qual Life Outcomes. 2017; 15 (1): 92 – 92. doi: 10.1186/s12955-017-0665-1.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Montazeri A, Vahdaninia M, Mousavi SJ, Asadi-Lari M, Omidvari S, Tavousi M. The 12-item medical outcomes study short form health survey version 2.0 (SF-12v2): a population-based validation study from Tehran, Iran. Health Qual Life Outcomes. 2011; 9 (1): 12. doi: 10.1186/1477-7525-9-12.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Maroufizadeh S, Ghaheri A, Omani Samani R, Ezabadi Z. Psychometric properties of the satisfaction with life scale (SWLS) in Iranian infertile women. Int J Reprod Biomed. 2016; 14 (1): 57 – 62. doi: 10.29252/ijrm.14.1.57.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Wu T-H, Chang C-C, Chen C-Y, Wang J-D, Lin C-Y. Further psychometric evaluation of the self-stigma scale-short: measurement invariance across mental illness and gender. PLoS One. 2015; 10 (2): e0117592. doi: 10.1371/journal.pone.0117592.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Keith TZ. Multiple Regression and beyond: An Introduction to Multiple Regression and Structural Equation Modeling. 2nd ed. New York: Routledge; 2014.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Loehlin JC, Beaujean AA. Latent Variable Models: An Introduction to Factor, Path, and Structural Equation Analysis. 5th ed. New York: Taylor &amp;amp; Francis; 2016.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Whitney SD, Prewett S, Wang Z, Chen H. Fathers&#39;importance in adolescents&#39;academic achievement. IJCYFS. 2018; 8 (3/4): 101 – 126. doi: 10.18357/ijcyfs83/4201718073.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Guti&#233;rrez-Vega M, Esparza-Del Villar OA, Carrillo-Saucedo IC, Monta&#241;ez-Alvarado P. The possible protective effect of marital status in quality of life among elders in a US-Mexico border city. Community Ment Health J. 2018; 54 (4): 480 – 484. doi: 10.1007/s10597-017-0166-z.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Hajian-Tilaki K, Heidari B, Hajian-Tilaki A. Are gender differences in health-related quality of life attributable to sociodemographic characteristics and chronic disease conditions in elderly people? Int J Prev Med. 2017; 8 : 95.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Sany SBT, Narimani L, Soltanian FK, et al. An overview of detection techniques for monitoring dioxin-like compounds: latest technique trends and their applications. RSC Adv. 2016; 6 (60): 55415 – 55429. doi: 10.1039/C6RA11442C.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Peyman N, Sany SBT, Tajfard M, Hashim R, Rezayi M, Karlen DJ. The status and characteristics of eutrophication in tropical coastal water. Environ Sci Process Impacts. 2017; 19 (8): 1086 – 1103. doi: 10.1039/c7em00200a.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Ghahremani L, Alipoor M, Amoee S, Keshavarzi S. Health promoting behaviors and self-efficacy of physical activity during pregnancy: an interventional study. Int J Women&#39;s Health Reprod Sci. 2017; 5 (3): 181 – 186. doi: 10.15296/ijwhr.2017.33.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Al-Swidi A, Mohammed Rafiul Huque S, Haroon Hafeez M, Noor Mohd Shariff M. The role of subjective norms in theory of planned behavior in the context of organic food consumption. Br Food J. 2014; 116 (10): 1561 – 1580. doi: 10.1108/BFJ-05-2013-0105.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Pal D, Triyason T, Funilkul S, Chutimaskul W. Smart homes and quality of life for the elderly: perspective of competing models. IEEE Access. 2018; 6 : 8109 – 8122. doi: 10.1109/ACCESS.2018.2798614.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kumar S, Kroon J, Lalloo R. A systematic review of the impact of parental socio-economic status and home environment characteristics on children&#39;s oral health related quality of life. Health Qual Life Outcomes. 2014; 12 : 41 – 41. doi: 10.1186/1477-7525-12-41.&lt;/bibtext&gt; &lt;/blist&gt; &lt;/ref&gt; &lt;aug&gt; &lt;p&gt;By Seyedeh Belin Tavakoly Sany; Najmeh Aman; Fatemeh Jangi; Elaheh Lael-Monfared; Hadi Tehrani and Alireza Jafari&lt;/p&gt; &lt;p&gt;Reported by Author; Author; Author; Author; Author; Author&lt;/p&gt; &lt;/aug&gt; &lt;nolink nlid=&quot;nl1&quot; bibid=&quot;bib10&quot; firstref=&quot;ref14&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl2&quot; bibid=&quot;bib11&quot; firstref=&quot;ref17&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl3&quot; bibid=&quot;bib12&quot; firstref=&quot;ref19&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl4&quot; bibid=&quot;bib13&quot; firstref=&quot;ref20&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl5&quot; bibid=&quot;bib14&quot; firstref=&quot;ref22&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl6&quot; bibid=&quot;bib15&quot; firstref=&quot;ref23&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl7&quot; bibid=&quot;bib16&quot; firstref=&quot;ref26&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl8&quot; bibid=&quot;bib17&quot; firstref=&quot;ref29&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl9&quot; bibid=&quot;bib18&quot; firstref=&quot;ref30&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl10&quot; bibid=&quot;bib19&quot; firstref=&quot;ref32&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl11&quot; bibid=&quot;bib20&quot; firstref=&quot;ref33&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl12&quot; bibid=&quot;bib21&quot; firstref=&quot;ref36&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl13&quot; bibid=&quot;bib22&quot; firstref=&quot;ref38&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl14&quot; bibid=&quot;bib23&quot; firstref=&quot;ref39&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl15&quot; bibid=&quot;bib24&quot; firstref=&quot;ref40&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl16&quot; bibid=&quot;bib25&quot; firstref=&quot;ref41&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl17&quot; bibid=&quot;bib26&quot; firstref=&quot;ref42&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl18&quot; bibid=&quot;bib27&quot; firstref=&quot;ref43&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl19&quot; bibid=&quot;bib28&quot; firstref=&quot;ref44&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl20&quot; bibid=&quot;bib29&quot; firstref=&quot;ref45&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl21&quot; bibid=&quot;bib30&quot; firstref=&quot;ref46&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl22&quot; bibid=&quot;bib31&quot; firstref=&quot;ref47&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl23&quot; bibid=&quot;bib33&quot; firstref=&quot;ref48&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl24&quot; bibid=&quot;bib34&quot; firstref=&quot;ref49&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl25&quot; bibid=&quot;bib35&quot; firstref=&quot;ref51&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl26&quot; bibid=&quot;bib36&quot; firstref=&quot;ref52&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl27&quot; bibid=&quot;bib37&quot; firstref=&quot;ref61&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl28&quot; bibid=&quot;bib38&quot; firstref=&quot;ref64&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl29&quot; bibid=&quot;bib39&quot; firstref=&quot;ref65&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl30&quot; bibid=&quot;bib40&quot; firstref=&quot;ref66&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl31&quot; bibid=&quot;bib41&quot; firstref=&quot;ref67&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl32&quot; bibid=&quot;bib42&quot; firstref=&quot;ref69&quot;&gt;&lt;/nolink&gt;
Header DbId: eric
DbLabel: ERIC
An: EJ1389786
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Quality of Life and Life Satisfaction among University Students: Exploring, Subjective Norms, General Health, Optimism, and Attitude as Potential Mediators
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Tavakoly+Sany%2C+Seyedeh+Belin%22&quot;&gt;Tavakoly Sany, Seyedeh Belin&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0002-7891-4449&quot;&gt;0000-0002-7891-4449&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Aman%2C+Najmeh%22&quot;&gt;Aman, Najmeh&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Jangi%2C+Fatemeh%22&quot;&gt;Jangi, Fatemeh&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Lael-Monfared%2C+Elaheh%22&quot;&gt;Lael-Monfared, Elaheh&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0003-3212-1571&quot;&gt;0000-0003-3212-1571&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Tehrani%2C+Hadi%22&quot;&gt;Tehrani, Hadi&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0001-8747-8717&quot;&gt;0000-0001-8747-8717&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Jafari%2C+Alireza%22&quot;&gt;Jafari, Alireza&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0003-1390-9830&quot;&gt;0000-0003-1390-9830&lt;/externalLink&gt;)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+American+College+Health%22&quot;&gt;&lt;i&gt;Journal of American College Health&lt;/i&gt;&lt;/searchLink&gt;. 2023 71(4):1045-1052.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Taylor &amp; Francis. Available from: Taylor &amp; Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22College+Students%22&quot;&gt;College Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Quality+of+Life%22&quot;&gt;Quality of Life&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Life+Satisfaction%22&quot;&gt;Life Satisfaction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Health%22&quot;&gt;Health&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Attitudes%22&quot;&gt;Student Attitudes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Positive+Attitudes%22&quot;&gt;Positive Attitudes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22World+Views%22&quot;&gt;World Views&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Iran%22&quot;&gt;Iran&lt;/searchLink&gt;
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;SU&quot; term=&quot;%22Satisfaction+With+Life+Scale%22&quot;&gt;Satisfaction With Life Scale&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07448481.2021.1920597
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0744-8481&lt;br /&gt;1940-3208
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: This study aims to examine the association of quality of life (QOL) with life satisfaction, subjective norms, general health, optimism, and attitude among university students. Participants: Respondents include 632 university students (M[subscript age] = 21.36, SD = 2.86). Methods: This cross-sectional study was conducted on university students in Torbat Heydariyeh, Iran. Several statistical models were tested, including hierarchical regression and path analysis, to examine the direct or indirect association between a set of important variables. Results: According to the results of path analysis, constructs of subjective norms, general health, positive attitude, optimism, and life satisfaction were significant predictors of students&#39; QOL. Compared with other constructs, general health status (p &lt; 0.001, R2 = 0.548) and life satisfaction (p &lt; 0.001, R2 = 0.253) showed the strongest association with QOL. Conclusions: The results indicate that efforts to improve life satisfaction by targeting general health, subjective norms, optimism, and attitudes may provide promising ways to improve QOL.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1389786
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1389786
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07448481.2021.1920597
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 1045
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Quality of Life
        Type: general
      – SubjectFull: Life Satisfaction
        Type: general
      – SubjectFull: Health
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Positive Attitudes
        Type: general
      – SubjectFull: World Views
        Type: general
      – SubjectFull: Iran
        Type: general
      – SubjectFull: Satisfaction With Life Scale
        Type: general
    Titles:
      – TitleFull: Quality of Life and Life Satisfaction among University Students: Exploring, Subjective Norms, General Health, Optimism, and Attitude as Potential Mediators
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tavakoly Sany, Seyedeh Belin
      – PersonEntity:
          Name:
            NameFull: Aman, Najmeh
      – PersonEntity:
          Name:
            NameFull: Jangi, Fatemeh
      – PersonEntity:
          Name:
            NameFull: Lael-Monfared, Elaheh
      – PersonEntity:
          Name:
            NameFull: Tehrani, Hadi
      – PersonEntity:
          Name:
            NameFull: Jafari, Alireza
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0744-8481
            – Type: issn-electronic
              Value: 1940-3208
          Numbering:
            – Type: volume
              Value: 71
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of American College Health
              Type: main
ResultId 1