an essay on role of students

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Role of Students in Society

• What is the importance of the student community?
• What role does the student community play in  society?

Man is a social animal for all intents and purposes spending a great deal of his life monumental within the dictates of society.

At each significant stage in life, man essays an altogether different role as a component of the social structure. Be it childhood, youth, adulthood or sunset years, each stage has a valuable and momentous contribution to make.

The Role of Students in The Society

Years spent as a student constitute the most impressionable of times wherein an individual garners essential knowledge, much-needed skill and life experiences while forming valuable relationships.

Undoubtedly thus, students are the most important components of society. This position elevates their social responsibility to an altogether higher degree wherein their duty as responsible students in their community shapes social structure, functioning and allied determinants.

It is indeed undeniable that one cannot live in complete isolation from society and so applies to a student as well.

One is in a constant state of give and take from society. Thereby the intermediary links constructed between a student and the social structure thus influence the importance of students in society making them significant contributors.

1. Contribution to Literacy

The realm of literacy in the social structure has always been a grave cause of concern wherein a large stratum of society remains devoid of the right to literacy .

This deprivation is resultant of various factors such as that of poverty, unemployment, lack of awareness, gender and caste discrimination etc.

Thus, the role of students in modern society that takes into account literacy as the determinant of a secure future is to ensure that they in different ways contribute to teaching the illiterate, motivating one and all to take the leap towards education and strengthening the foundations of the nation.

Literacy campaigns, libraries, book exchanges, community literacy programmes and so on are not a distant dream if the student community vows to furnish their social responsibility.

2. Fight Against Antisocial Activities

Crucial concerns of modern society stem from a rise in antisocial activities and their hazardous consequences.

Theft, corruption, murder, black marketing, exploitation of women, weaker sections, rape and harassment compromise safe living standards as well as tarnish the social image.

In such a scenario, the ambition of students must be to work towards the total eradication of these social disabilities.

With the rise of social media, the right to speak up in democracy and the consolidation of student power, adequate solutions can be implemented to put an end to these burning social issues and thereby promote an equal, harmonious and lawful society.

The aim of social welfare is yet another goal which is realized through blood donation camps, relief funds, tending to the sick, needy and destitute, offering vulnerable animals a home and developing a sense of helpfulness, kindness and moral responsibility towards the society. Students in modern society must therefore be a catalyst for change and actualization of social welfare.

3. Say No to Drugs and Alcohol

Drug and alcohol addiction has long since blinded youth, deviated individuals from a healthy, progressive life and most of all led to a number of personal and social problems.

Addictions paralyze an individual, metaphorically if not physically and so hinder personal growth, kill ambition and engulf one in a sense of nothingness and denial.

Used as an escape mechanism, drugs and alcohol disrupt family life, and happiness, lead to poverty and stunt the contribution of individuals to the nation.

The drive of students thus must be to educate, sensitize and promote addiction-free living through various mediums such as that campaigns, street plays, social media, talks, volunteering at NGOs and de-addiction centres and so on.

4. Pioneers of Technological Advancements

Scientific advancement, innovation and novelty are the factors that make a nation stand out from the rest in the modern world. With young minds bubbling with a scientific temperament, drive to discover, and strive for innovation and progress, the contribution of students to society is thus exercised.

Young scientists in space organizations, students who have made innovations beyond their age, child prodigies, young interns with a zeal to learn and grow, and students who have opened up classes to educate their underprivileged contemporaries; there is active and noteworthy participation from the student community.

Rakeshkrishna K, a 16-year-old from Puttur taluk in Karnataka built a seedographer that eases out the tedium of seed-sowing for farmers and cuts down their investment in unskilled manpower.

5. Pride of The Nation

Young achievers making their mark in the arena of sports and athletics thereby add to their role as student contributors as promoters of physical fitness, national pride and integral value systems.

Sports builds confidence, the ability to make decisions , not crack under pressure, to be a great leader and most of all, to build meaningful relationships.

Young individuals with an enthusiasm for sports are thus ambassadors of fitness and overall wellbeing. Quite many have made the nation proud on various state, national and international platforms.

Mehuli Ghosh, a 17-year-old shooter has made the nation proud with her debut in the Commonwealth Games at Gold Coast and also won eight gold medals on various platforms thereafter.

6. Sustainable Development

With the rise of climate change, pollution and other ecological imbalances, calamities and disasters have become a common factor in present times.

As catalysts of change, students in our society incline towards an active contribution to disaster prevention and management.

In a capitalistic society, development is usually exploitative in a way that it is absolutely capital oriented and does not in any way take into account other side effects.

Thus, as responsible students who have imbibed something from their extensive and industrious syllabus, one must be able to move towards a sustainable development that not only takes into account modern needs but also saves enough for future generations.

Licypriya Kangujam , a 10-year-old child environmental activist from India has addressed world leaders at the United Nations Climate Change Conference 2019, in Spain, requesting for immediate action in the area of climate change.

7. Strong Value System

As the pioneers of change, students must work to annihilate caste, the evils of untouchability and promote gender equality. The caste and gender conflict has been at the heart of the Indian psyche since times immemorial.

Thereby, atrocities based on caste and gender hierarchy have impacted and destroyed the lives of men and women depriving them of opportunities, privileges, freedoms and the right to a decent standard of living.

As responsible citizens, students as a part of the community must navigate alternate ways of living, rising above gender, caste, religion and everything that holds us back.

8. Ecological Responsibility

Pollution has changed the world in ways that to a large extent cannot be reversed. Inconsistent rainfall patterns and soil erosion owing to deforestation, melting ice caps and rising sea levels due to ozone rupture, alarming natural phenomena and unpredictable weather patterns resultant from pollution; the balance of nature is under threat.

Numerous plant and animal species are on the verge of extinction while the survival of man is largely a threat.

Thus, students are habituated to these issues, equipped to tackle them in their little ways, indulge in afforestation, water and soil conservation, cut down on pollution and so on.

Their curriculum consists therefore of extensive environmental studies so that they may be better able to exercise their role as students.

9. Service to The Nation

It is the duty of each and every citizen of the nation to serve the country at any time required. The members of the defence forces of the Army, Navy and Airforce strive hard for the protection of each and every citizen of the nation, sacrificing their own lives.

There is no nobler profession than that of the defence forces and doctors. The youth first as student role models and later as doctors, engineers, scientists and government servants with their political sensibilities, can contribute to the nation.

10. The Voice of Society

The power of youth is such that their voice will be heard in society and thereby they can speak up for the marginalized, work for social good, place demands and have them sanctioned.

The duty of students must be to act as role models for others in the society and the generations to come and thereby make society a better place to live in.

In a constant engagement of give and take, students need to meet up to certain expectations of society. In their life span, students do take a lot from parents, teachers and society at large.

Thus, it becomes their moral responsibility to exercise their role as students in society and turn into productive members, building a secure future for themselves and society.

It is important for every individual to go by the principle “Do unto others as you would have them do unto you.”  

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• School Responsibilities & Duties of Students for Success in Life

School Responsibilities & Duties of Students for Success in Life

Student life is the happiest and the most crucial period in the life of a person. It is not just about attending classes in a course and working hard to attain an appropriate level of mastery of a subject under the guidance of an instructor. Student life is a phase where a person acquires the values of hard work for better grades , discipline, punctuality , teamwork, unity, and more, and strives to become a successful and good human being. It is a period that shapes an individual and prepares them to face the upcoming challenges of life with courage and strength.

As learners, students play a crucial and active role in education. They involve and interact with students and teachers, participate in classroom discussions, and act in a receptive manner. With changing times, the role of learners in education has got subverted from a facilitator to a task monitor. They collect materials for learning and assignments, check on their study times, put back materials at their respective places after using them, and more. Developing excellent communication skills, being friendly and polite, and making practical applications of what they learn are some of the major roles that students play as learners in education.

A school is the second home of a student. Students spend a significant portion of their lives in schools apart from what parents teach them at home . Therefore, to ensure that they remain safe and healthy, they have been entrusted with various rights.

Some of the rights of students in schools and classrooms are:

• Speech rights: – Students cannot be punished for exercising free speech rights, even if school administrators disapprove of what they are saying.
• Immigrant rights: – Schools are not allowed to discriminate among students based on race, colour, national origin, et cetera.
• Disability rights: – Schools cannot discriminate among people with disabilities, nor can they deny them equal access to academic courses, health services, school technologies, and more.

With great powers come great responsibilities. With rights come duties. Students are the future of a nation, and teachers and parents need to groom and nurture the kids in a manner that they grow up to become responsible and able leaders. Thus, apart from being entrusted with rights, students are entrusted with responsibilities and duties that they are expected to perform and help in the development of society.

Charity begins at home, and school is the second home of students. Every student has some responsibilities towards the institutions they are studying in. They are given duties to perform, which they are expected to discharge efficiently.

Students play an active role in classrooms. Apart from the classroom or traditional learning, the world of education and learning is changing rapidly. Find out how traditional learning differs from online learning .

Some of the roles and responsibilities of students in classroom management are:

• Being in their best of behaviours: An educational environment is required to ensure that the students get access to an excellent education. But, for that environment to exist, they are expected to comply with behavioural expectations and display values of politeness, kindness, compassion, and respect.
• Meeting academic expectations: Students must meet the academic expectations by creating a collaborative learning environment and displaying values of teamwork and unity.
• Being respectful and punctual: By being respectful, students contribute to a quality learning environment and reduce disruptions and disciplinary actions. Students are also supposed to be punctual. Being late for class creates a negative impact on their grades. Thus, students must maintain discipline in the classroom.

Besides performing duties towards their class, students play an important role in managing their school.

Given below is a list of ten duties that students should perform in school:

• Obey the teachers
• Maintain discipline in the class
• Keep the school neat
• Greet everyone with a smile
• Abide by the rules of the school
• Complete the assigned work on time
• Participate in the activities organized in the school
• Co-operate with the teachers
• Decorate their school with charts, posters, et cetera

Students play a crucial role in managing their schools and classrooms. But, that is not enough for them. Ultimately, students are expected to come out of their comfort zones as able leaders and contribute to the development of the society they are living in.

The various responsibilities of students towards their school and society are:

Eradicate literacy by using their acquired skills, and teach others to read and write. One way of achieving this goal can be actively participating in literary campaigns organized by schools and imparting mass education.

• Fight anti-social activities of a few corrupt people.
• Work with the teachers and other staff members of the school to uplift the socially and economically disadvantaged groups, blind children, and orphans.
• Be sensitive towards their environment, and devise ways to protect their environment from pollution, fight energy crises, and more. Some ways of doing this are keeping their localities and school clean and tidy, practising reuse, recycling, and reducing, et cetera.
• Students are the future of their nation, and it is important for them to actively participate in cultural, social, political, and economic affairs, striving to be the change they wish to see around themselves.

We sincerely hope you’ve got a solid idea about the responsibilities and duties of being a student.

At times, you may face a dilemma about whether to seek outside help for academics. Some of the students have a hard time grasping tough concepts or some are shy in raising their hands in class which ultimately leads to bad grades. In such a situation, online learning could be the best available option for you. It is not only cheaper but you also save a ton of time travelling.

Simply, go on CrunchGrade, an online tutoring platform for Year 5 – Year 12 and find online math tutors , online English tutors , and other subjects.

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Essay on the role of students in society (750 words).

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Read this essay on the Role of Students in Society !

Today’s youth is tomorrow’s nation. And today’s youth are our students. Students do pay a vital role in the society and how a society is shaped generation after generations. The formative period of an individual is during the student phase and hence it is known to be the crucial time of life. What is being sown today is what shall be reaped later.

Image Courtesy : wesleylamar.org/wp-content/uploads/2013/0Students.jpg

Education is where a student gets formed from. Education is in-fact character building in students. It through education that he understands the facts and figures and how things ought to be sorted and what is the current scenario and many other relevant important factors. Based on these factors are what he redesigns his thoughts and ideas and this is what helps him in due course when being an adult.

Education enables the student to understand within himself his strengths and freedom in his life. Education starts not only at school, but from every home. A child learns from his home, school and then from the society and thus every individual that a kid interacts, influences his life later on.

When students are being treated with due respect and responsibility, they have also lived up to be responsible and respect in return to the society. When being recognized, they have the acceptance to work for a better society through hardships rather than giving up in between.

Today, there are many activities that students take initiatives for the betterment of the society. We have seen that students of the younger classes taking steps to plant tress and thus promoting awareness programs on protecting tress and the importance of planting trees for the coming generations, rather than felling trees. There are activities where students promote for the awareness of old age and rescue shelters. College going students take the initiatives to help the old and abandoned people on the streets and get them to a rescue shelter or homes that provide proper food, clothing and medication for them.

Apart from these , when there is a natural calamity in any part of the globe, schools across the globe contribute to the affected people and place what they can and this kind of programs would help realize young children the importance of brotherhood. At schools there are the NCC camps and Scout troops that have been trained and in such situations they have been of immense help and have done real commendable services to the nation.

Apart from services, we have political arena where students are seen. With the right kind of motivation and guidance, they could become the most trustworthy, most accepted and sensible leaders for tomorrow. However, if exploited, they could become the worst and corrupt leaders. It is we who bring the good and bad out in our students.

We have seen how the youth stand as one against the negative aspects like corruption, violence, terrorism and fight for the peace and security of the nation. However we see that there is a lack of patriotism in the youth slowly coming up which destroys the harmony and peace of the nation.

Students act as bridges between two generations. They need to realize and understand the happening of today and eliminate the bad and extract the good and implement for tomorrow. For this understanding , the right education with the right involvement of the happening is a requirement and the education system should see to it that are being equipped for a better understanding rather than classifying education as elementary, secondary or higher education. The syllabus and the activities should be framed in such a manner that it is interactive and interesting so that students understand and signify the importance of what they learn.

If we do not mould our youth today, we may have to regret tomorrow as tomorrow’s nation is in the hands of our upcoming youth and they in turn would pass on what they have acquired in a better format to the forth coming generations, thus enabling the nation to grow in all sectors and make is one among the most powerful and harmonious nations of tomorrow.

Set an example for your young child and he will make sure that he lives up to your expectations for tomorrow. When every family sets an example, it would grow into the society and thus grow out to the nation. So let us join hands now for a better tomorrow through our youth who are budding students now. India needs us and we should stand for HER….

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Role Of Student In Society - Free Essay Examples and Topic Ideas

Students play an important role in society as they are the future leaders and contributors to the development of the community. They are responsible for acquiring knowledge, skills, and experience that will enable them to become knowledgeable and productive members of society. Students have a significant impact on their community as they contribute to the growth and development of the economy, creativity and diversity of the culture, and social and political progress. They are also responsible for upholding social values and ethics, including integrity, honesty, and social responsibility. Students can also identify societal challenges and build community awareness to create a better world for all. Ultimately, the role of students in society is to develop themselves and contribute to the welfare of others while pursuing their personal aspirations.

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Impact of Online Classes on Students Essay

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• Introduction
• Thesis Statement

Background study

• Impacts of online education

Introduction to Online Education

Online learning is one of the new innovative study methods that have been introduced in the pedagogy field. In the last few years, there has been a great shift in the training methods. Students can now learn remotely using the internet and computers.

Online learning comes in many forms and has been developing with the introduction of new technologies. Most universities, high schools, and other institutions in the world have all instituted this form of learning, and the student population in the online class is increasing fast. There has been a lot of research on the impacts of online education as compared to ordinary classroom education.

If the goal is to draw a conclusion of online education, considerable differences between the online learning environment and classroom environment should be acknowledged. In the former, teachers and students don’t meet physically as opposed to the latter, where they interact face to face. In this essay, the challenges and impact of online classes on students, teachers, and institutions involved were examined.

Thesis Statement about Online Classes

Thus, the thesis statement about online classes will be as follows:

Online learning has a positive impact on the learners, teachers, and the institution offering these courses.

Online learning or E learning is a term used to describe various learning environments that are conducted and supported by the use of computers and the internet. There are a number of definitions and terminologies that are used to describe online learning.

These include E learning, distance learning, and computer learning, among others (Anon, 2001). Distant learning is one of the terminologies used in E learning and encompasses all learning methods that are used to train students that are geographically away from the training school. Online learning, on the other hand, is used to describe all the learning methods that are supported by the Internet (Moore et al., 2011).

Another terminology that is used is E learning which most authors have described as a learning method that is supported by the use of computers, web-enabled communication, and the use of new technological tools that enhance communication (Spector, 2008). Other terminologies that are used to describe this form of online learning are virtual learning, collaborative learning, web-based learning, and computer-supported collaborative learning (Conrad, 2006).

Impacts of Online Classes on Students

Various studies and articles document the merits, demerits, and challenges of online studies. These studies show that online study is far beneficial to the students, teachers, and the institution in general and that the current challenges can be overcome through technological advancement and increasing efficiency of the learning process.

One of the key advantages of online learning is the ability of students to study in their own comfort. For a long time, students had to leave their comfort areas and attend lectures. This change in environment causes a lack of concentration in students. In contrast, E-learning enables the students to choose the best environment for study, and this promotes their ability to understand. As a result, students enjoy the learning process as compared to conventional classroom learning.

Another benefit is time and cost savings. Online students are able to study at home, and this saves them travel and accommodation costs. This is in contrast with the classroom environment, where learners have to pay for transport and accommodation costs as well as any other costs associated with the learning process.

Online study has been found to reduce the workload on the tutors. Most of the online notes and books are availed to the students, and this reduces the teacher’s workload. Due to the availability of teaching materials online, tutors are not required to search for materials. Teachers usually prepare lessons, and this reduces the task of training students over and over again.

Accessibility to learning materials is another benefit of online learning. Students participating in online study have unlimited access to learning materials, which gives them the ability to study effectively and efficiently. On the other hand, students in the classroom environment have to take notes as the lecture progress, and these notes may not be accurate as compared to the materials uploaded on the websites.

Unlimited resources are another advantage of online study. Traditionally, learning institutions were limited in the number of students that could study in the classroom environment. The limitations of facilities such as lecture theaters and teachers limited student enrollment in schools (Burgess & Russell, 2003).

However, with the advent of online studies, physical limitations imposed by classrooms, tutors, and other resources have been eliminated. A vast number of students can now study in the same institution and be able to access the learning materials online. The use of online media for training enables a vast number of students to access materials online, and this promotes the learning process.

Promoting online study has been found by most researchers to open the students to vast resources that are found on the internet. Most of the students in the classroom environment rely on the tutors’ notes and explanations for them to understand a given concept.

However, students using the web to study most of the time are likely to be exposed to the vast online educational resources that are available. This results in the students gaining a better understanding of the concept as opposed to those in the classroom environment (Berge & Giles, 2008).

An online study environment allows tutors to update their notes and other materials much faster as compared to the classroom environment. This ensures that the students receive up-to-date information on a given study area.

One of the main benefits of E-learning to institutions is the ability to provide training to a large number of students located in any corner of the world. These students are charged training fees, and this increases the money available to the institution. This extra income can be used to develop new educational facilities, and these will promote education further (Gilli et al., 2002).

Despite the many advantages that online study has in transforming the learning process, there are some challenges imposed by the method. One of the challenges is the technological limitations of the current computers, which affect the quality of the learning materials and the learning process in general.

Low download speed and slow internet connectivity affect the availability of learning materials. This problem is, however, been reduced through the application of new software and hardware elements that have high access speeds. This makes it easier to download learning materials and applications. As computing power increases, better and faster computers are being unveiled, and these will enable better access to online study facilities.

Another disadvantage of online learning as compared to the classroom environment is the lack of feedback from the students. In the classroom environment, students listen to the lecture and ask the tutors questions and clarifications any issues they didn’t understand. In the online environment, the response by the teacher may not be immediate, and students who don’t understand a given concept may find it hard to liaise with the teachers.

The problem is, however, been circumvented by the use of simple explanation methods, slideshows, and encouraging discussion forums between the teachers and students. In the discussion forums, students who don’t understand a concept can leave a comment or question, which will be answered by the tutor later.

Like any other form of learning, online studies have a number of benefits and challenges. It is, therefore, not logical to discredit online learning due to the negative impacts of this training method. Furthermore, the benefits of e-learning far outweigh the challenges.

Conclusion about Online Education

In culmination, a comparative study between classroom study and online study was carried out. The study was done by examining the findings recorded in books and journals on the applicability of online learning to students. The study revealed that online learning has many benefits as compared to conventional learning in the classroom environment.

Though online learning has several challenges, such as a lack of feedback from students and a lack of the proper technology to effectively conduct online learning, these limitations can be overcome by upgrading the E-Leaning systems and the use of online discussion forums and new web-based software.

In conclusion, online learning is beneficial to the students, tutors, and the institution offering these courses. I would therefore recommend that online learning be implemented in all learning institutions, and research on how to improve this learning process should be carried out.

Anon, C. (2001). E-learning is taking off in Europe. Industrial and Commercial Training , 33 (7), 280-282.

Berge, Z., & Giles, L. (2008). Implementing and sustaining e-learning in the workplace. International Journal of Web-Based Learning and Teaching Technologies , 3(3), 44-53.

Burgess, J. & Russell, J. (2003).The effectiveness of distance learning initiatives in organizations. Journal of Vocational Behaviour , 63 (2),289-303.

Conrad, D. (2006). E-Learning and social change, Perspectives on higher education in the digital age . New York: Nova Science Publishers.

Gilli, R., Pulcini, M., Tonchia, S. & Zavagno, M. (2002), E-learning: A strategic Instrument. International Journal of Business Performance Management , 4 (1), 2-4.

Moore, J. L., Camille, D. & Galyen, K. (2011). E-Learning, online learning and distance learning environments: Are they the same? Internet and Higher Education, 14(1), 129-135.

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Responsibility of Students Essay | Long and Short Essay on Responsibility of Students in English

October 20, 2021 by Prasanna

Responsibility of Students Essay: Good morning respected teachers and my dear friends. There are some words that are associated with our daily life. Life revolves around some gestures that make us social beings. Amongst such things, responsibility is one major activity that our life requires. Being responsible is a basic key to success in our life. A child learns to be responsible by watching their adults. So students’ life is one of the golden periods in an individual’s life when they get an opportunity to acquire values and qualities that make them responsible.

A student goes to school and gets associated with various duties and responsibilities. It is one of the primary steps of learning various things. Home and school are the cradles of shaping an individual for the future. At home, the parents shoulder a great responsibility to teach their child to form basic habits and being responsible. Similarly, at school, the teachers play an important role in directing the students to handle responsibilities for a bright life ahead.

You can also find more  Essay Writing articles on events, persons, sports, technology and many more.

If a child learns to be responsible right from the student life, then he or she has paved a golden path for the future. It is the stage to shape one’s character and moral duties. At school, various tasks are assigned to the students where they learn to become responsible. If right from childhood responsibility is not given to them they do not understand its importance in life. So the value of being responsible is to be imbibed right from a student’s life.

Here we can discuss some basic steps to become responsible. Responsibility should be handled through various steps. One major responsibility of a student is to acquire education. A nation develops when the population is educated and can contribute to human resources. To contribute towards building a strong nation is a key responsibility of a student. A student learns to be responsible when he or she acquires education at the proper time. It is the prime duty of both school and home to make the students realize how to become responsible. Once a student gathers knowledge through education then they can shape their lives in a positive direction accordingly. We know education empowers an individual to discriminate what is right or wrong. Education develops the potential of that particular individual so if the students handle the responsibility of acquiring education then they can contribute to a better nation. Nation demands such students to be responsible citizens in the future and can fight against crime, treachery, dishonesty, or crime.

We have discussed the responsibility of a student towards the country. But it does not end here. A student should learn to handle responsibility while in school. Various occasions are celebrated in the school premises which are majorly conducted by the students. So when they are assigned duty it is their responsibility to perform it with great care. Even the school holds programs like investiture ceremony where different titles are conferred to students for various activities such as the head boy and head girl, cultural captain, sports captain, house captain. These rewards acknowledge the potential of students and arouse a sense of responsibility towards the school. These small steps actually instill a deep sense of responsibility amongst the students.

Home and parents are the most important part of a student to learn how to become responsible. Children from a tender age should be aware of the responsibility that every family member has to perform in the family environment, in his/her own capacity. Students must acquire values of fellow-feeling, empathy, and respect for others whether they are at school or home. This helps them to have a healthy relationship with others with whom they interact. They learn the value of teamwork and become responsible to contribute and share without being self-centered and selfish. Students should keep in mind it’s their responsibility to always demonstrate such behavior, attitude and actions that reflect their culture and family values.

Short Essay on Responsibility of Students

Good morning dear friends and teachers. Today we are going to discuss a very important and essential part of human beings and more specifically for students. First of all, we need to understand what is responsibility? This can be defined or interpreted in different ways as different people have different ways of expressing their responsibility.

To some people, being responsible means performing their duties properly. Whereas some believe that a sense of responsibility originates from a collection of qualities like love, affection, compassion, and commitment. Some of the responsibilities are associated with authority but that is not always the case. We all have some kind of responsibility towards our family and society as well. Responsibility is the attribute of a human character which implies that an individual should act in a certain manner to take on a few obligations and commitments. He/She must also be accountable for the outcomes of the activities.

For students, who are at the beginning phase of their life, responsibility mostly refers to their mindset, attitude, and actions that they are expected to demonstrate in the family and social environment.

The primary duty or responsibility of a student is to learn and acquire knowledge, along with improving their intellect and widening their mental capabilities. It is the time for students to learn good traits like discipline, obedience, perseverance, and respect for elders. School is a platform that provides opportunities for the development of these qualities. So it is the responsibility of every student to imbibe these fine qualities which would guide them in the journey of life in the future.

Students are considered to be future leaders who can take the country towards progress and prosperity. So they should develop a mindset and prepare themselves to protest against all shades of malice existing in society. They have a huge obligation to see that corruption, abuse, malpractices, and communalism do not make their prominence in society and hinder the progress of the country.

FAQ’s on Responsibility of Students Essay

Question 1. What can be considered as the primary responsibility of a student in school?

Answer: The primary responsibility of a student in school should be maintaining discipline and being respectful to teachers.

Question 2. What is the social responsibility of students?

Answer: The social responsibilities of students include all such actions that create a positive impact on social, cultural and ecological causes.

Question 3. What responsibilities should students demonstrate in a family and social environment?

Answer: Students are expected to demonstrate responsible behaviors by complying with values of politeness, kindness, compassion, and respect while in the family and social environment.

Question 4. How are students being prepared to be responsible through school activities?

Answer: Students are given various assignments to organize or be part of some events or celebrations in school which develops a sense of responsibility among them.

Question 5. What are the responsibilities students should perform while at home?

Answer: Students’ primary responsibility is to study but they also must take responsibility to organize and maintain their own areas and take care of younger family members and be respectful towards elders.

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ORIGINAL RESEARCH article

Strengthening the meaning in life among college students: the role of self-acceptance and social support - evidence from a network analysis.

• 1 Center for Psychological Education and Counseling, Southwest University of Science and Technology, Mianyang, China
• 2 Department of Student Affairs Management, Mudanjiang Normal University, Mudanjiang, China
• 3 School of Computer Science and Technology, Southwest University of Science and Technology, Mianyang, China
• 4 Faculty of Psychology, Beijing Normal University, Beijing, China
• 5 Department of Chinese Medicine Nursing, School of Nursing, Anhui University of Chinese Medicine, Hefei, Anhui, China

Meaning in life, which has two possible sources: self-acceptance and social support, is essential to the mental health and development of college students. The current study aims to further clarify the symptom-level relations between meaning in life, self-acceptance, and social support, finding possible ways to improve meaning in the life of college students. Thousand three hundred and forty-eight Chinese college students completed the online questionnaire, including Self-acceptance Questionnaire, Social Support Rating Scale, and Meaning in Life Questionnaire and the data from 1,263 participants was used. Cross-sectional network analysis was used to examine the relation between self-acceptance and social support. We also explored the relation between dimensions of self-acceptance and social support and meaning in life using the flow network. The results show symptom “SlA” (self-acceptance) is the bridge symptom linking self-acceptance and social support. In the flow diagrams, “SlA” is directly and positively associated with the presence of meaning. Objective Support shares the strongest positive association with the search for meaning. The symptom “SIA” may be an important targeting symptom when trying to improve the meaning in life of college students. Additionally, social support is essential for college students to develop meaning in life.

1 Introduction

Meaning in life is an important yet declined mental resource for the well-being and comprehensive development of college students ( Huang et al., 2022 ; Olstad et al., 2023 ). Self-acceptance and social support may serve as two possible sources from which college students may attain more meaning in life ( King and Hicks, 2021 ). To prompt the exhibition of meaning in life among college students, the relation between meaning in life, self-acceptance, and social support needs to be clarified.

1.1 Meaning in life for college students

Meaning in life, characterized as the concerns with the core significance and purpose of the personal existence of an individual, contains two factors, the presence of meaning and the search for meaning ( Steger et al., 2006 ). The presence of meaning refers to the subjective sense that one’s life is meaningful whereas the search for meaning implies the drive and orientation toward finding meaning in one’s life, both of which are significant to one’s well-being and personal achievement ( Dezutter et al., 2013 ). As Frankl (1992) argued, human beings are characterized by a “will to meaning,” characterized as the forceful drive to search for meaning and significance in their life, and failing to achieve meaning can lead to psychological distress. Additionally, Maslow (1971) also stated in his theory of a hierarchy of needs that meaning in life is important for individuals to maximize their full potential and attain self-fulfillment. In line with the theory, a meta-analysis conducted on 45 published papers also found that people with a higher level of meaning in life tend to experience more subjective well-being ( Jin et al., 2016 ). And multiple longitudinal analyses also showed that greater meaning in life could precisely predict more life satisfaction, decreased and less severe internalizing problems (such as depression) and externalizing problems (such as problematic internet use), as well as higher quality of life ( Liu M. H. et al., 2021 ; Dewitte et al., 2022 ; Fischer et al., 2023 ; Wang et al., 2023 ).

Noticeably, meaning in life can be extraordinarily critical to college students. College years have long been seen as an important period for the adaptation and transformation into an independent and capable individual ( Medalie, 1981 ). As Fisher and Noble (1960) indicated, in college, students are confronted with the critical developmental tasks of achieving identity, which consist of achieving emotional independence, selecting and preparing for occupation, and exhibiting a scale of values and ethics system to live by. During this period, meaning in life can serve as an important mental resource that keeps students continuously reaching for the achievement of identity ( Olstad et al., 2023 ). Indeed, the loss of meaning in life may result in failures in completing developmental tasks, which could manifest as adaptation problems, increased mental problems including depression, anxiety and social media addiction, as well as worsened academic performance, greatly hindering the self-fulfillment and overall well-being of college students ( Cho, 2021 ; Ye et al., 2021 ; Baquero-Tomás et al., 2023 ; Guo Y. G. et al., 2023 ; Zhao, 2023 ). Alarmingly, it has raised much attention that the loss of meaning in life, or the so-called “hollow-heart disease” is becoming increasingly prevalent among Chinese college students ( Huang et al., 2022 ). Therefore, it is of great necessity to identify effective ways to assist college students exhibit and maintain meaning in life.

Previous research has documented the significant positive impacts of meaning in life, no matter among the general or college students. However, it should be noted that even though presence of meaning and search for meaning are two components of meaning in life, the relation between presence of meaning and search for meaning is not a simply positive association. Two models were proposed and they were the Presence-to-Search Model (people with low levels of presence of meaning will search for meaning) and the Search-to-Presence Model (people who search for meaning will experience greater meaning) ( Steger et al., 2008 ). Lots of studies have supported the Presence-to-Search Model ( Steger et al., 2008 ). In terms of Search-to-Presence Model, even though plenty of studies have identified that search for meaning may not lead to higher presence of meaning (or having significant but weak relationship) ( Dezutter et al., 2015 ; Newman et al., 2018 ), seems opposing to the perception of Search-to-Presence Model, there are also research suggested that searching for meaning was positively related to presence of meaning among individuals with greater maladaptive traits ( Chu and Fung, 2021 ). Thus, more studies are needed to explore the discrepancies and complex relation between search for meaning and presence of meaning.

1.2 Self-acceptance and meaning in life

Self-acceptance is defined as an adaptive attitude toward oneself and all characters, which refers to the acceptance of both positive and negative aspects of oneself ( Sun and Lu, 2017 ). Self-acceptance consists of two factors, namely self-judge and self-adoption ( Cong and Gao, 1999 ). Self-judge represents the recognition and the evaluation of the perceived self and self-adoption stands for the subjective acceptance one holds toward one’s perceived self.

As King and Hicks (2021) implied, self-acceptance may contribute to increasing meaning in life and some related literature are listed below. Longitudinal findings showed that college students who feel unoriented from their true selves, indicating a lower level of self-acceptance, tend to be devoid of academic motivation, perceiving all efforts as meaningless and showing a low level of meaning in life ( Kim et al., 2018 ). Accordingly, experimental results also report that participants tend to report a higher level of meaning in life when they are reminded of the characteristics of their truly accepted self, even those flawed ones, which may indicate that the recognition and perceiving self-acceptance may induce the increment of meaning in life ( Schlegel et al., 2011 ). Moreover, self-acceptance was found to share a robust relation with increased positive feelings and life satisfaction, which is identified as the promoter of meaning in life ( Miao and Gan, 2019 ; Liu F. et al., 2021 ). Indeed, it can be inferred that self-acceptance could be closely related to meaning in life. Additionally, although few studies have explored the symptom-level relations between self-acceptance and meaning in life, one study has found that the relation between self-acceptance and presence of meaning and the relation between self-acceptance and search for meaning differ from each other ( Zhou and Xu, 2019 ), which warrants further exploration.

1.3 Social support and meaning in life

Social support represents the status that an individual is cared for, esteemed, and sustained by others or that one has material and psychological resources at one’s disposal ( Taylor, 2011 ). There are three elements in social support, objective social support (the material resources and emotional support offered by the supportive others), subjective social support (the social support including feelings of being esteemed and cared for that the individual actually perceived), and the use of support (the ability to make use of one’s perceived social support) ( Xiao, 1999 ). Social support can bring a lot of benefits, serving as a critical mental resource that keeps individuals both mentally and physically healthy, prompt more engagement in education and at work, and increase the experience that life is meaningful ( Zhang et al., 2022 ; Ma, 2023 ; Moynihan et al., 2023 ). One research found that for college students, support from important others, such as mothers and teachers, is a significant source of meaning in life ( Li et al., 2022 ). Based on the structural equation model, Liu et al. (2022) suggested that a lack of social support during the pandemic may lead to enhanced feelings of loneliness and diminished perception of meaning in life. In line with this, Guo S. Q. et al. (2023) also stated that social support could increase college students’ optimism and then contribute to their feelings of meaning in life, which indicated the consistently promoting effect of social support even after the pandemic.

However, the aforementioned study analyzed social support as a whole and they did not differentiate the differences between three factors of social support, which is neither comprehensive nor accurate. As there exists the paradox that those college students confronted with mental challenges are provided with more resources of social support raises the possibility that the third element of social support ( Broton et al., 2022 ), the use of social support, may contribute more to the maintaining of meaning in life. Meanwhile, recent evidence indicates that rural people who may attain less source of objective support report a higher level of meaning in life ( Datta and Ostwal, 2023 ), which could imply the possibility that the influence of objective social support and subjective social support on meaning in life is not equal and warrants further examination.

1.4 The current study

To better depict the relation between social support, self-acceptance, and meaning in life, network analysis would be an appropriate approach. Unlike the traditional latent variable model that treats concerned variables as the sum of junior elements, the network analysis allows researchers to look into the relation between different elements of the concerned variables ( Tao et al., 2023 ), identifying key symptoms (i.e., bridge symptoms) among networks ( Kaiser et al., 2021 ). Previous studies have suggested that intervention targeting bridge symptoms among networks may be more efficient ( Jones et al., 2021 ; Wen et al., 2023 ). Thus, network analysis provides the possibility for deeper understanding and designing more accurate interventions targeting key symptoms in networks ( Borsboom and Cramer, 2013 ; Robinaugh et al., 2020 ). Indeed, the current study is aimed at filling the gap in the existing literature. Specifically, the present study used network analysis to shed light on the symptom-level relations between meaning in life, self-acceptance, and social support, identifying key symptoms in the network models to improve the level of meaning in life among college students. The following hypotheses were testified:

Aim 1: To better understand the relation between symptoms of social support and self-acceptance, we constructed a network. Aim 2: Clarify the relation between different factors of meaning in life, social support, and self-acceptance and explore how social support and self-acceptance contribute to two factors of meaning in life. Hypothesis 1: Considering all indirect evidence stating that individuals with greater self-acceptance may experience more sense of meaning in life ( Miao and Gan, 2019 ; Liu F. et al., 2021 ), we hypothesized that all symptoms of self-acceptance are positively linked with the search for meaning and presence of meaning. Hypothesis 2: Previous literature has shown that social support can lead to increased meaning in life, yet people with less material support may report a higher level of meaning in life ( Datta and Ostwal, 2023 ). Indeed, we hypothesized that subjective social support and the use of social support may be positively connected to two components of meaning in life while the relation between objective social support and two factors of meaning in life could be negative.

2.1 Measures

2.1.1 self-acceptance questionnaire.

The self-acceptance questionnaire (SAQ) was developed by Cong and Gao (1999) to measure the level of participants’ self-acceptance. The SAQ contains 16 items which can be divided into two subscales, namely self-acceptance and self-judge. All the items are rated on a 4-point Likert scale, ranging from 1 ( strongly disagree ) to 4 ( strongly agree ) for the items of self-judge and a reverse scoring for items of self-acceptance. The higher level of summed-up scores represents a higher level of self-acceptance. Based on the current participants, the SAQ showed a great internal consistency with Cronbach’s α score reaching 0.833 for the whole scale, 0.847 for the self-acceptance subscale, and 0.844 for the self-judge subscale.

2.1.2 Social support rating scale

The social support rating scale (SSRS), developed by Xiao (1999) , is aimed at measuring the level of participants’ social support. The SSRS consists of 10 items and includes three subscales, namely objective support (3 items), subjective support (4 items), and the use of support (4 items). Objective support refers to the social supports that actually exist, containing direct material support, social networks, and stable social bonding. Subjective support represents the social support one subjectively perceives, including the feelings of being respected, supported, and understood. The use of support is one’s ability to make the best of the resources of social support, for example, an individual who scored low in this subscale may have adequate resources of social support yet fail to use them. The SSRS was found to be credible and valid among the Chinese population ( Yu et al., 2020 ). In the current study, the Cronbach’s α score of SSRS is 0.752.

2.1.3 Meaning in life questionnaire

The Meaning in life questionnaire (MLQ) is a 10-item questionnaire, which was developed to measure participants’ level of meaning in life ( Steger et al., 2006 ) and translated into Chinese by Chen et al. (2015) . The MLQ concludes two subscales, namely the presence of meaning (POM) and search for meaning (SFM) and each subscale consists of five items. All items in the MLQ are rated on a 7-point Likert scale where 1 indicates “ absolutely untrue ” and 7 indicates “ absolutely true .” Each subscale ranges from 5 to 35, with a higher score indicating a higher level of POM or SFM. The MLQ was proved to have good reliability and validity among Chinese college students ( Yang et al., 2023 ). The MLQ shows a good internal consistency reliability, with Cronbach’s α score for the whole scale is 0.868, for the POM subscale, 0.851, and for the SFM subscale, 0.889.

2.2 Participants and procedure

In the current study, we aimed to explore the contributing factors of meaning in life among college students. Indeed, we used convenience sampling to recruit college students from Southwest University of Science and Technology. The sampling was conducted from July to September in 2023 through the online survey platform, “ www.wenjuanxing.com .” The questionnaire was sent to college students by the college counselors and all college students can freely choose to participate in the current study or not. All measurement was shown only after the participants obtained the informed consent. A total of 1,348 participants (Females = 603, M age = 19.0, SD age = 3.37, range = 17–27) signed the informed consent and completed the questionnaire. To filter out the careless response, the individual response variability (IRV) of each sample was calculated ( Curran, 2016 ). Samples with an IRV 1.5 quartiles higher than the upper quartile or 1.5 quartiles lower than the lower quartile were identified as careless responders and removed from the dataset. After filtering, there are 1,263 samples (Females = 575, M age = 19.0, SD age = 2.59, range = 17–27) left for further analysis. The research was examined and approved by the ethics committee of Beijing Normal University (Number: 202305290090).

2.3 Data analysis

2.3.1 descriptive analysis.

In the current study, we used R (version 4.3.2) for the data analysis ( Team R.C, 2023 ). To start with, descriptive analysis to describe the basic information of participants in the current study was conducted. The function descrTable was utilized for the description of the data and the generation of the table. After that, the Cronbach’s α scores of each questionnaire and their subscales were calculated to verify the reliability of the scales used in the current study.

2.3.2 Network estimation

To estimate the relation and interaction between factors of social support and self-acceptance, the gaussian graphical model (GGM) was conducted. The GGM is a probabilistic model that represents dependencies between variables using a graph, which could present the relation between multiple variables ( Epskamp et al., 2018b ). To further regularize the network structure and provide more convenience for understanding, the extended Bayesian information criterion (EBIC) and graphical least absolute shrinkage and selection operator (LASSO) were utilized ( Epskamp and Fried, 2018 ; Epskamp et al., 2018a ). Furthermore, we used the package qgraph for the visualization of the network ( Epskamp et al., 2012 ). In the network models, variables are characterized as nodes, and the relations between variables are presented as edges. More specifically speaking, in the network the nodes represent the factors of social support and self-acceptance. The green lines linking different nodes stand for that the relation between the correlated nodes is positive and the red lines indicate the opposite. The thicker the lines are the closer the relation is, respectively.

In addition, based on the theoretical hypothesis that social support and self-acceptance may contribute to the generation of meaning in life, we construct two flow network models to clarify how exactly social support and self-acceptance are related to two factors of meaning in life, presence of meaning (POM) and search of meaning (SFM). The flow network is a directed graph that can depict the relation between a certain variable and other multiple variables. In the flow network, each edge represents a pathway through which quantities can move from a source node (e.g., factors of social support) to a sink node (e.g., POM and SFM). Specifically speaking, in the current study, the GGM was used for the estimation and the EBIC as well as the LASSO were utilized for simplification and regularization ( Epskamp and Fried, 2018 ; Epskamp et al., 2018a , b ). Differently, package qgraph and the function flow were employed to present the direct or indirect relation between SFM or POM and factors of social support, and self-acceptance.

2.3.3 The estimation of the centrality index

To clarify the importance and influence of nodes, we calculated the centrality index of the nodes using the function bridge and chose Bridge Expected Influence ( BEI ) as the parameter that stands for the relation that one node shared with others. This index is the sum of all positive and negative edge weights that one node connected with other nodes belonging to a different community (e.g., objective support with self-evaluation), which serves as a reliable index to assess the significance of nodes in the network that contains multiple communities ( Jones et al., 2021 ).

2.3.4 Verification of the stability and accuracy of the network

To examine the accuracy and stability of the network models, the R package bootnet was employed. To verify the accuracy, we evaluated the bootstrapped confidence intervals (95% CI s) by using the nonparametric bootstrap. In this part, the narrower the CIs are, the more accurate and reliable the network models are. Moreover, to test whether there exists a significant difference between edge weights and BEI , the bootstrapped difference test was employed. In addition, to testify to the stability of the network, the correlation stability coefficients ( CS-C ) of the BEI were calculated, which refers to the maximum proportion of the sample that can be removed while the correlation coefficient of the BEI among the original sample and the after-dropped sample still reach at least 0.7 at the probability of 95% ( Epskamp et al., 2018a ). As a previous study suggested, the CS-C should be at least 0.25 and is preferable than 0.5 ( Cheung et al., 2021 ).

The descriptive information and basic demographic information of the participants in the current study are shown in Table 1 .

Table 1 . The descriptive information ( N  = 1,263).

3.1 Network structure

The network model of social support and self-acceptance is depicted in Figure 1A . There are five nodes in this network structure, with 9 edges identified as non-zero edges (90%). Figure 1B shows the rank of the BEI of the nodes in the network model and “Self-acceptance” served as the node with the highest BEI value ( BEI = 0.461) among all nodes. Meanwhile, the results also indicate that the top three strongest edges are “Objective support”- “Use of Support” ( edge weight = 0.268, 95% CI covering the range of 0.216–0.320, p < 0.001), “Subjective support”- “Objective support” ( edge weight = 0.218, 95% CI covering the range of 0.161–0.276, p < 0.001), and “Self-acceptance”- “Use of Support” ( edge weight = 0.177, 95% CI covering the range of 0.115–0.239, p < 0.001) (see Supplementary Table S1 ).

Figure 1 . Network structures and standardized BEI . (A) The network model of social support and self-acceptance with age and gender controlled as covariates. (B) The standardized BEI of each node.

3.2 Flow network

The flow network model of POM, self-acceptance, and social support is shown in Figure 2A . The flow network model contains six nodes, with 13 edges out of 15 edges (86.7%) determined as non-zero edges. Among all the non-zero edges connecting to “POM,” “POM”- “Self-acceptance” ( edge weight = 0.216, 95% CI covering the range of 0.156–0.277, p < 0.001), “POM”- “Subjective support” ( edge weight = 0.163, 95% CI covering the range of 0.107–0.218, p < 0.001), and “POM”- “Self-judge” ( edge weight = 0.136, 95% CI covering the range of 0.078–0.195, p < 0.001) are the top three strongest (see Figure 2C , for more detailed information, see Supplementary Table S2 ). Meanwhile, Figure 2B demonstrates the flow network model of POM, self-acceptance, and social support. This flow network model includes six nodes and 13 non-zero edges out of a total of 15 edges (86.7%). Considering the non-zero edges linking “SFM” with other nodes, “SFM”- “Objective support” ( edge weight = 0.140, 95% CI covering the range of 0.082–0.198, p < 0.001), “SFM”- “Use of support” ( edge weight = 0.089, 95% CI covering the range of 0.032–0.146, p < 0.01), and “SFM” – “Subjective support” ( edge weight = 0.058, 95% CI covering the range of −0.002-0.118, p = 0.099) are identified as the top three strongest edges (see Figure 2D , for more detailed information, see Supplementary Table S3 ).

Figure 2 . Flow network structures and relation between different nodes with age and gender controlled as covariates. (A) The flow network model of POM, social support, and self-acceptance. (B) The flow network model of SFM, social support, and self-acceptance. (C) The relation between different nodes in the network of POM, social support, and self-acceptance as well as the covariates. (D) The relation between different nodes in the network of SFM, social support, and self-acceptance as well as the covariates.

3.3 Network stability and accuracy

The results of the bootstrapped analysis are demonstrated in Supplementary Figure S1 . As shown in Supplementary Figure S1A , the three top strongest edges in the network model of social support and self-acceptance are significantly different from the other edges. Meanwhile, Supplementary Figure S1B also indicates a significant difference between the BEI values of the nodes in the network model. Similarly, the edge weights and BEI values in the flow network models of two different factors of meaning in life and social support, self-acceptance are also significantly different from the other edges and nodes (see Supplementary Figure S2 for the flow network model of POM, social support, and self-acceptance, see Supplementary Figure S3 for the flow network model of SFM, social support, and self-acceptance).

The results of case dropping indicate that all three network models are stable. The CS-Cs of BEI for the network model of social support and self-acceptance reached 0.75, while for the flow network model of POM, social support, and self-acceptance, it also reached 0.75. For the flow network model of SFM, social support, and self-acceptance, it reached 0.672. The results of case dropping are shown in Supplementary Figure S4A for the network model of social support and self-acceptance, Supplementary Figure S4B for the flow network model of POM, social support, and self-acceptance, and Supplementary Figure S4C for the flow network model of SFM, social support, and self-acceptance.

4 Discussion

The present study aimed at exploring the symptom-level relations between self-acceptance and social support. Furthermore, we also contributed efforts to find out the relations between symptoms of self-acceptance and social support and the two subdimensions of MLQ: POM and SFM. Several important findings need to be elucidated.

In the cross-sectional symptom network of self-acceptance and social support, we found that the symptom “SIA” (Self-acceptance) served as the bridge symptom. In other words, “SIA” (Self-acceptance), the emotional and attitudinal acceptance of the actual self ( Cong and Gao, 1999 ), is the symptom that connects self-acceptance and social support. There are two possible explanations for this result. For one thing, our results may suggest that social support that can elevate the emotional and attitudinal acceptance of their actual self will be more useful in improving self-acceptance. For another, people who accept themselves emotionally and attitudinally may obtain more social support. Previous literature identified that people with high self-acceptance were more likely to employ positive coping strategies ( Komarudin et al., 2022 ). Seeking partial and emotional support proactively is a positive coping strategy for facing difficulties ( Freire et al., 2016 ) and individuals with high levels of “SIA” (Self-acceptance) may be proactive in seeking support.

Even though the causal relations between social support and self-acceptance are unexplored for the limitations of cross-sectional design, the findings of the present study highlighted the significance of the symptom “SIA” (Self-acceptance). As previous research documented, self-acceptance and social support are internal and external protective factors of mental health, respectively ( Huang et al., 2020 ). Interventions targeting in improving “SIA” (Self-acceptance) may be effective in helping individuals cultivate social support system and self-acceptance and improve their mental health.

The current research constructed the flow network models of POM and SFM, separately. In the flow network models, we found that all symptoms of self-acceptance are positively related to POM and SFM, supporting Hypothesis 1. In terms of the relations between symptoms of social support, POM, and SFM among college students, analysis of the current study did not support Hypothesis 2. Even though symptoms of social support have positive associations with both POM and SFM, the edge values of symptom-level associations between social support and meaning in life differed across two flow network models. Specifically, in the flow network of POM, “SIA” (Self-acceptance) has the strongest direct and positive association with POM. The connection between “SbS” (Subjective Support) and POM is the second strongest of all connections. Differently, “ObS” (Objective Support) shares the strongest positive association with SFM and “UOS” (Use of Support) and “SbS” (Subjective Support) are the second and third, respectively. These findings imply three important points.

First, the discrepancies between the flow network of POM and SFM may imply that despite both being measures of meaning in life, POM and SFM have intrinsic differences. This is supported by a wealth of literature. For example, one meta-analysis containing 147 studies showed that the relations between POM and subjective well-being and SFM and subjective well-being were different. POM and subjective well-being had a stronger positive association while SFM and subjective well-being had a smaller and negative association ( Li et al., 2021 ). Yek et al. (2017) study found that higher POM was associated with lower health anxiety but the opposite relation was observed for SFM and health anxiety. These studies, along with our findings, imply that it may be necessary to further differentiate between the two dimensions when examining the meaning in life, considering that the two dimensions are different and sometimes have even contradictory effects.

Second, the results of flow network models highlight the significance of improving “SIA” (Self-acceptance) when we try to enhance the meaning of life among college students. Even though, to our best knowledge, no previous study examines the relations between different dimensions of meaning in life, symptoms of self-acceptance, and symptoms of social support, plenty of studies have tried to explore the sources of meaning in life. These studies may explain the significance of “SIA” (Self-acceptance) found in this study. Factors such as community activities, personal development and relationships with others have positive relations with not only POM, but also SFM ( Grouden and Jose, 2015 ). Dewitte et al. (2021) analyzed several variables that are directly linked with POM and found that among variables such as personal growth, spirituality, and interpersonal relationships, the strongest associations existed between personal growth and POM. What’s more, the participants of the current study were all college students, most of whom were facing important life decisions such as career planning and were in the transition stage from school to society ( Renn et al., 2014 ). This may also explain the finding that the symptom most strongly associated with POM in this study was “SIA” (Self-acceptance). Grouden and Jose (2014) also identified that younger individuals were more likely to find personal growth meaningful, consistent with the current finding.

Third, the results of flow network models highlight the role of social support among college students. The analysis of the current study found that three dimensions of social support are positively linked with both POM and SFM. Additionally, although previous studies have found that objective support may be negatively associated with meaning in life ( Datta and Ostwal, 2023 ), this phenomenon was not found in this study. This may be due to the fact that the college period is an important transition period ( Medalie, 1981 ), during which they have limited individual abilities and are also more likely to encounter financial stress, anxiety, and other problems ( Beiter et al., 2015 ). Therefore, social support is important at this stage, both for college students’ POM and SFM. In other words, adequate social support may provide college students with more courage to explore the meaning of life.

4.1 Implications

The findings of this research have several practical implications. First, this study highlights the significance of symptoms “SIA” (Self-acceptance). This research suggests that improving the level of “SIA” (Self-acceptance) will do good to both social support (especially increasing use of support) and meaning in life. Interventions such as cognitive behavioral therapy and paint therapy group counseling can be implemented to improve self-acceptance among college students ( Pasaribu and Zarfiel, 2018 ; Zheng et al., 2021 ). Second, the findings of this research imply that social support plays an important role in enhancing the meaning of life for college students. Colleges can employ support group intervention, which has positive impacts on social support among college students ( Lamothe et al., 1995 ; Mattanah et al., 2012 ).

4.2 Limitations

To our best knowledge, the present research is the first research to explore the symptom-level relations between self-acceptance, social support, and meaning in life, providing fresh insights into understanding the complex associations between the aforementioned variables. However, several deficits of the current study still need to be noted. First, the current study uses a cross-sectional design, not allowing causal conclusions to be drawn. Thus, future studies can employ longitudinal studies to explore the complex causal relations between the symptoms of these variables. Second, this study utilized self-report questionnaires to measure self-acceptance, social support, and meaning in life, which is inevitably affected by the daily emotions of participants and the social desirability bias. To mitigate this limitation, future research can employ experiments or add objective indicators to explore the relations between social support, self-acceptance, and meaning in life. Third, age, cognitive styles, and personality would affect the meaning in life ( Allan et al., 2015 ; Pang et al., 2019 ) and the associations between social support and self-acceptance. Even though we controlled the effect of age and gender in the current study, it should be cautious when generalizing the results of this study to other samples. More studies are needed to validate the results of the current study among other samples.

5 Conclusion

The current study explored the relationship between self-acceptance, social support, and meaning in life using symptom network analysis with college students as subjects. The analysis found that “SIA” (Self-acceptance) was the key bridge symptom in the symptom network of self-acceptance and social support and it can be an important targeted symptom when improving both social support and self-acceptance. According to the results of flow networks, all symptoms of social support and self-acceptance are positively related to meaning in life. The analysis of flow network models of POM and SFM showed that “SIA” (Self-acceptance) and “ObS” (Objective Support) are the nodes with the strongest positive relationship with POM (or SFM) in the two networks, respectively.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

The studies involving humans were approved by The research was examined and approved by the ethics committee of Beijing Normal University (Reference number: 202305290090). The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.

Author contributions

CW: Formal analysis, Investigation, Writing – original draft, Methodology, Software. XL: Investigation, Writing – review & editing. JL: Investigation, Writing – review & editing, Data curation. YT: Conceptualization, Methodology, Project administration, Writing – review & editing. YL: Conceptualization, Funding acquisition, Resources, Validation, Writing – review & editing.

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This study was supported by the (1)“Sichuan Mianyang Center of Adolescent Psychological Development Guidance and Research, 2023.—‘Research on Identifying Risk Factors for Adolescent Mental Health Crises and Interventions’, Project Number:23sd4140,” (2) Heilongjiang Provincial Education Association - “Innovative research on the integration of University curriculum Ideology and Politics into Mental health education Courses,” Project number: 23GJYBB196, and (3) Research project of Mudanjiang Normal University, “Exploration of innovative Path of Peer psychological Work in Ideological and Political Education,” project number: MNUSZ202304.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1433609/full#supplementary-material

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Keywords: self-acceptance, social support, meaning in life, college students, network analysis

Citation: Wu C, Liu X, Liu J, Tao Y and Li Y (2024) Strengthening the meaning in life among college students: the role of self-acceptance and social support - evidence from a network analysis. Front. Psychol . 15:1433609. doi: 10.3389/fpsyg.2024.1433609

Received: 16 May 2024; Accepted: 04 July 2024; Published: 15 July 2024.

Reviewed by:

Copyright © 2024 Wu, Liu, Liu, Tao and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Yanqiang Tao, [email protected] ; Yuting Li, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Essay on Role of Youths in Nation Building for Students and Children

500 words essay on role of youths in nation building.

It is a well-known fact that the youth of any country is a great asset. They are indeed the future of the country and represent it at every level. The role of youths in nation-building is more important than you might think. In other words, the intelligence and work of the youth will take the country on the pathway of success. As every citizen is equally responsible, the youth is too. They are the building blocks of a country.

Role of Youth

The youth is important because they will be our future. Today they might be our partners, tomorrow they will go on to become leaders. The youths are very energetic and enthusiastic. They have the ability to learn and adapt to the environment . Similarly, they are willing to learn and act on it as well to achieve their goals.

Our youth can bring social reform and improvement in society. We cannot make do without the youth of a country. Furthermore, the nation requires their participation to achieve the goals and help in taking the country towards progress.

Likewise, we see how the development of any country requires active participation from the youth. It does not matter which field we want to progress in, whether it is the technical field or sports field, youth is needed. It is up to us how to help the youth in playing this role properly. We must make all the youth aware of their power and the role they have to play in nation-building.

Ways to Help the Youth

There are many ways in which we can help the youth of our country to achieve their potential. For that, the government must introduce programs that will help in fighting off issues like unemployment, poor education institutes and more to help them prosper without any hindrance.

Similarly, citizens must make sure to encourage our youth to do better in every field. When we constantly discourage our youth and don’t believe in them, they will lose their spark. We all must make sure that they should be given the wind beneath their wings to fly high instead of bringing them down by tying chains to their wings.

Furthermore, equal opportunities must be provided for all irrespective of caste, creed, gender , race, religion and more. There are various issues of nepotism and favoritism that is eating away the actual talent of the country. This must be done away with as soon as possible. We must make sure that every youth has the chance to prove themselves worthy and that must be offered equally to all.

In short, our youth has the power to build a nation so we must give them the opportunity. They are the future and they have the perspective which the older generations lack. Their zeal and enthusiasm must be channelized properly to help a nation prosper and flourish.

FAQ on Essay on Role of Youths in Nation Building

Q.1 What role does youth play in nation-building?

A.1 The youth plays a great role in nation-building. It has the power to help a country develop and move towards progress. It also is responsible for bringing social reform within a country. The youth of a country determine the future of a nation.

Q.2 How can we help youth?

A.2 As well all know youth is facing too many problems nowadays. We need to give them equal opportunities in every field so they can succeed well. They must be given all the facilities and also encouraged to take the challenge to achieve success.

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Essay on Role of Teacher in Society

Students are often asked to write an essay on Role of Teacher in Society in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Role of Teacher in Society

Introduction.

Teachers play a significant role in society. They are the ones who shape the minds of future generations.

Knowledge Providers

Role models.

Teachers act as role models, inspiring students to strive for greatness and to be responsible citizens.

Moral Guides

They also instill moral values in students, teaching them right from wrong.

250 Words Essay on Role of Teacher in Society

The pivotal role of teachers.

Teachers are the cornerstone of society. They shape future generations, instilling values, knowledge, and skills that prepare students for life beyond the classroom. Their role extends far beyond the academic sphere, molding the character, attitude, and social awareness of their students.

Teachers as Knowledge Transmitters

Primarily, teachers serve as the conduit of knowledge. They interpret and simplify complex concepts, making them accessible to students. In this era of information overload, they guide students to distinguish between credible and misleading information.

Teachers as Character Builders

Beyond academics, teachers play a crucial role in character building. They instill values such as honesty, respect, and empathy, which are fundamental to a harmonious society. They also help students understand the importance of civic responsibilities, thereby nurturing responsible citizens.

Teachers as Change Agents

Teachers are catalysts for social change. They encourage critical thinking, fostering students’ ability to question, analyze, and challenge societal norms. This promotes innovation and progress, driving societal development.

Teachers as Lifelong Mentors

Teachers often become lifelong mentors, providing guidance and support throughout their students’ lives. They inspire students to pursue their passions, overcome challenges, and reach their full potential.

500 Words Essay on Role of Teacher in Society

The pivotal role of teachers in society.

Teachers play a crucial role in shaping society, as they are the individuals responsible for educating future generations. Their impact extends beyond the classroom, influencing the social, economic, and cultural fabric of communities.

The Social Architect

Teachers are social architects. They are responsible for creating an environment conducive to learning, fostering social skills, and nurturing emotional intelligence in students. Teachers instill values such as respect, empathy, and cooperation, which are essential for a harmonious society. They also help students understand and respect diversity, promoting inclusivity and reducing prejudice and discrimination.

Economic Catalysts

Cultural preservation and progression, agents of change.

Teachers are agents of change. They have the power to influence students’ perspectives and attitudes towards societal issues. Through education, they can raise awareness about environmental sustainability, human rights, and social justice, empowering students to become active citizens and leaders.

Life-long Learning Promoters

That’s it! I hope the essay helped you.

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