Sociocultural and psychological influences on Egyptian maritime students’ well-being and academic performance: implications for maritime education and training (MET)

The research explores the effects of sociocultural, psychological, and lifestyle distractions on maritime students’ well-being and performance in Maritime Education and Training (MET) in terms of motivation, resilience, and digital distraction.

Design/Methodology/Approach

A quantitative cross-sectional survey of 535 students was undertaken using a 17-item Likert-scale questionnaire that examined lifestyle distractions, sociocultural factors, and psychological/academic well-being. Descriptive statistics and Pearson correlation were used to analyse the data.

Findings

Students perceived low to moderate stress, anxiety and distractions, and high positive sociocultural effects. Correlations revealed that lifestyle, sociocultural and psychology are intricately linked. Increased distractions correlated with psychological distress, but sociocultural factors boosted motivation and well-being.

Research Implications/Limitations

This research underscores the complexity of student well-being, but the study is limited in terms of sample and design. Further and longitudinal research is recommended.

Practical Implications

MET institutions should develop a holistic approach with psychological, cultural, and digital self-regulation interventions to enhance student performance.

Originality

The study offers a holistic view of the connections between behavioral, cultural, and psychological aspects of maritime education, which is lacking in literature.

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