Abstract

• The main aim of this study was to investigate adversity quotient and psychological well-being of students from selected Education Colleges. Descriptive survey method was applied for this study. In this study, the samples were 900 students (Male=438, Female=462) from five Education Colleges. Adversity Response Profile (ARP) (Stoltz. P. G, 1997) was used to assess adversity quotient of students (Cronbach’s Alpha = 0.596). Ryff’s Psychological Well-being Scales (Ryff et al., 2007) was used to assess students’ psychological well-being (Cronbach’s Alpha = 0.813). The observed mean score of adversity quotient was 49.90, and psychological well-being was 117.66. In all components of students’ adversity quotient, the mean score of origin and ownership components was the highest and endurance area was the lowest. It was said that students had highest origin and ownership area of adversity quotient and the lowest in endurance. According to independent samples t test, there was no significant difference by gender, Education level and subject streams. By colleges, students from EC-4 and EC-5 had lower adversity quotient than students from EC-1, EC-2 and EC-3. For psychological well-being, students had the highest in purpose in life area of psychological well-being and the lowest in autonomy. According to independent samples t test, students from Education Colleges did not differ in their psychological well-being by gender and subject streams. By Education level, psychological well-being of first year students was higher than that of second year students. As Colleges, students from EC-4 had lower psychological well-being than students from EC-1, EC-2, EC-3 and EC-5. Finally, the results showed that adversity quotient of students was significantly correlated with their psychological well-being (r=.264, p<0.001).