ASSOCIATION BETWEEN TRIADIC COMMUNICATION AND STUDENTS’ WELL-BEING DURING EDUCATIONAL TRANSITIONS

Abstract

Effective communication between university students, lecturers, and parents play a crucial role in fostering students’ well-being, particularly during periods of critical academic transition. This study examined various communication strategies employed among these groups with two primary objectives: (a) to investigate how different modes of communication among students, lecturers, and parents influence students’ well-being, and (b) to identify which communication approaches are most effective in supporting students’ well-being during such transitions. Utilizing statistical analysis, the findings revealed that the frequency of rare-to-never communication initiated by students towards lecturers (29.3%) was higher than lecturer-to-student communication, indicating a substantial gap in mutual engagement. Moreover, communication through Messaging/SMS/WhatsApp (MSW), Praise and Positive Reinforcement (PPR), and Allowing Students to Voice their concerns (ASV) demonstrated a moderate impact on students’ well-being, with mean scores of  = 3.49, 3.68, and 3.98 respectively. These results suggest that MSW, PPR, and ASV communication strategies are significant and should be actively encouraged over other strategies to enhance students' overall well-being during critical academic transitions.