SOUTHEAST NIGERIAN UNIVERSITY STUDENTS’ RESILIENCE AS PREDICTOR OF THEIR PSYCHOLOGICAL WELL-BEING IN CURRENT NATIONAL ECONOMIC CRISIS

Abstract

Nigeria’s prolonged economic crisis—marked by inflation, unemployment, and currency instability has intensified psychological and academic pressures on university students, particularly in Southeast Nigeria. Although students often display resilience, existing evidence shows that these strengths do not consistently translate into improved psychological wellbeing. This study therefore examined the predictive power of resilience on psychological wellbeing of university students in Southeast Nigeria. The study was guided by three research questions and one null hypothesis. A descriptive correlational research design was adopted, and a sample of 2,500 students was drawn from a population of 173,751 using disproportionate stratified random sampling technique. Two Standardized instruments—the ConnorDavidson Resilience Scale (CDRISC) and Ryff Psychological WellBeing Scale (SPWB)—were used to measure the key variables. Data were collected through facetoface, onthespot questionnaire administration by ten trained research assistants to ensure a high return rate. Retrieved questionnaires were coded and analyzed using SPSS Version 2024. Results revealed high resilience and very poor psychological wellbeing among the students. Regression analysis showed that resilience and significantly predicted psychological wellbeing, although the magnitude of their contribution was modest, suggesting strong influence from external stressors such as financial hardship and environmental instability. The study recommended among other thing that government must treat students' psychological well-being as a priority by funding institutional programs, supporting research, and enacting policies that address socioeconomic stressors. National education strategies should embed psychological well being as a core component. Counsellors should use integrative approaches that consider individual and systemic factors. Training in trauma-informed care, cultural competence, and community-based interventions is vital. Collaboration with faculty, student groups, and families strengthens support networks.