Professor Dr. Asokan Vasudevan, a Senior Lecturer at INTI International University’s Faculty of Business and Communication (FBC), has conducted a study highlighting the often-hidden challenges university students face. His research, titled “Evaluating Dysfunctional Attitudes Among Third-Year Psychology Students and the Development of an Intervention Program,” explores how certain attitudes can impact mental well-being, offering insights into ways students can be better supported.
Professor Dr. Asokan Vasudevan, a Senior Lecturer at INTI International University, explores how dysfunctional attitudes affect student mental health and advocates for tailored intervention programmes to enhance well-being.
As students move through the demands of university life, they face academic pressure and emotional and personal hurdles. This period of transition can stir up a range of psychological challenges, which, if left unaddressed, may shape their long-term outlook on life. Prof. Dr. Asokan’s research focuses on these subtle but important attitudes, revealing how they can either support or hinder students’ mental health.
The study involved 105 third-year psychology students, and the results were both eye-opening and instructive. Using the Dysfunctional Attitude Scale (DAS), the research identified a blend of healthy and concerning perspectives. While many students displayed a balanced sense of self-worth in areas such as approval, love, and achievement, other attitudes like entitlement and omnipotence were more problematic.
Entitlement, for example, reflects a belief that one deserves special treatment or rewards without necessarily earning them, while omnipotence involves an inflated sense of personal power or control. These attitudes, though subtle, were linked to potential psychological risks, including anxiety, depression, and ineffective coping strategies. Left unchecked, such beliefs can escalate into more significant mental health issues.
Despite these concerns, the research also found that most students maintained a healthy self-view overall, which suggests that these problematic attitudes could be addressed and managed with proper support. Prof. Dr. Asokan noted, “While many students have a strong sense of self-worth, attitudes around entitlement and omnipotence signal a need for targeted interventions.”
He believes one way to address these attitudes is through character education programs that promote empathy, responsibility, and a sense of autonomy. These programs could help students develop more realistic expectations, manage personal boundaries, and cultivate healthier relationships with themselves and others. By fostering these skills, educational institutions can play a significant role in guiding students through this pivotal stage of life.
What’s important about this research is its focus on the individual and its broader implications for creating a healthier university environment. The findings suggest that small, targeted interventions could make a big difference in students’ lives, improving their mental well-being and academic success. In the long run, such programs may contribute to more resilient, self-aware individuals who are better equipped to navigate the challenges of adulthood.
Prof. Dr. Asokan’s work highlights the often unnoticed attitudes that can shape mental health during university years. By proactively addressing these issues, universities can create a supportive environment that empowers students to thrive emotionally and academically.
New research uncovers critical attitudes impacting university students’ mental health and suggests tailored programs to support well-being. The study emphasises the role of targeted interventions in creating a more supportive psychological environment in universities.