Evaluating the Role of University Disability Service Support, Family Support, and Friends’ Support in Predicting the Quality of Life among Disabled Students in Higher Education: Physical Self-esteem as a Mediator

Abstract

This research paper examines the influence of university disability service support, family support, and friends’ support on the quality of life (QoL) experienced by disabled students in higher education, with a particular emphasis on the mediating role of physical self-esteem. By investigating the intricate relationships between these factors, the study aims to provide a comprehensive understanding of the various dynamics that contribute to the well-being of disabled students within academic settings. Employing smart partial least squares structural equation modeling as an advanced statistical technique, including mediation analyses, and collecting data from 368 disabled students, the findings reveal the multifaceted nature of the impact of support networks on QoL. The study underscores the crucial role of physical self-esteem in mediating the effects of university disability service support, family support, and friends support on the well-being of disabled students. These insights shed light on the intricate interplay between these factors, providing a deeper understanding of the mechanisms that underlie their influence. The implications of this research extend to universities, families, friends, and support networks catering to disabled higher education students. Recognizing the significance of physical self-esteem as a mediator emphasizes the importance of fostering positive body image and self-perception among these students. Additionally, this study contributes to the broader discourse on the well-being of disabled individuals within academia, offering insights that can inform strategies and interventions aimed at enhancing their educational experiences and overall QoL.