Loneliness, self-efficacy, academic achievement, life satisfaction and depression among Iranian undergraduates at a Malaysian Private University

The main objective of this study is to investigate the relationship between personal background, family background, loneliness, self-efficacy, academic achievement, life satisfaction and depression among Iranian undergraduates in Malaysia. The study was carried out among 254 Iranian undergraduate students (135 males and 119 females) at Multimedia University, Malaysia. Survey methods under convenient sampling in the collection of data was passing a self- administered questionnaire. Data collection were utilized, i.e. Beck Depression Inventory (BDI) by Beck (1967), Loneliness Scale (UCLA) by Russell (1996), General Self-Efficacy Scale (GSE) by Jerusalem and Schwarzer (1979), Satisfaction with Life Scale (SWLS) by Diener (1985). The findings of this study indicated that personal factors such as gender and field of study significantly correlated with depression. The present study has shown that there was a positive significant relationship between loneliness, self-efficacy, academic achievement and life satisfaction with depression. It shows that the increase of loneliness and academic achievement leads to increase of depression among the students and the increase of self-efficacy and life satisfaction leads to decrease of depression among the students. The Multiple Regression Analysis showed that predictor variables, namely gender, loneliness, self-efficiency and grade point average had significant relationship with depression [R2 = 0.939, F (14,239) = 127.024, p=.000] and they are the predictors of depression in this study. The universities should encourage workshops and seminars in order to motivate and increase students’ abilities to improve their self-efficacy and assist students to handle issues that constitute a source of stress and depression in their psychosocial environment, also, universities should encourage workshops and seminars to guide parent on techniques that train parenting strategies and child-parent communication in university and home in order to train them how to prevent depression of their children or how to behave with their depressed children.

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