👤 Frank Quansah

Psychological well-being among university students is often examined using variable-centered approaches that assume population homogeneity. Using Ryff's eudaimonic model and a person-centered analytic framework, this study examined latent profiles of psychological well-being among Ghanaian undergraduates, offering insight into how the Western-derived model functions in a non-Western cultural context. A cross-sectional design was employed to sample 574 regular undergraduate students from a public university in Ghana. Students completed the 18-item Ryff's Psychological Well-Being Scale. Latent profile analysis (LPA) followed by Chi-square tests were performed using JAMOVI statistical software. Four distinct profiles emerged: fully flourishing students (38.7%), harmonious life seekers (45.1%), purposeful self-actualizers (7.5%), and aspiring actualizers (8.7%). The profiles differed primarily in levels of autonomy, personal growth, and environmental mastery. Well-being profile membership was not associated with gender but varied significantly by age, although the effect size was small. The study findings suggest meaningful heterogeneity in eudaimonic well-being among Ghanaian undergraduates and highlight the importance of culturally sensitive, profile-based mental health interventions beyond demographic assumptions. Show less

High-stakes testing has become increasingly prominent phenomenon in teacher training institutions across the Global South. Despite its psychological implications, limited studies have investigated the stress experiences associated with this phenomenon, thereby constraining the design of appropriate interventions. Guided by the Lazarus and Folkman's Transactional Stress Model, this study examined the examination-related stress patterns and associated factors among pre-service teachers in an exam-oriented high-stakes setting in Ghana. An online survey, using the Perceived Stress Scale (PSS-10), was administered to 984 pre-service teachers at the University of Education, Winneba. The data were analysed using the LPA and multivariate ordinal logistic regression analysis. The results discovered three examination-related stress profiles (i.e., highly stressed, moderately stressed and low-stress groups), with the majority of the pre-service teachers (50.9%) failing into the high-stress cluster. Subsequent analysis revealed that religious affiliation, study level, age, course load (number of registered courses) and the study hours per week were significant predictors of examination-related stress levels. In line with the extended interpretation of the Transactional Stress Model, the study demonstrates how stress appraisal and coping mechanisms are embedded within broader contextual realities, particularly in collectivist cultures where family and community expectations influence academic outcomes. The study concludes that there is a substantial mental health burden associated with examination practices in teacher education programmes under exam-oriented high-stakes testing environment. The findings call for differentiated, culturally responsive interventions to address the specific needs of pre-service teachers with varied stress profiles. Show less