Assessment of Psychological Services and Psychological Well-being of Students in Public and Private Higher Education Institutions of Kunduz Province

Abstract

This study investigates the provision of psychological services and the psychological well-being of students in public and private higher education institutions in Kunduz province. The research is descriptive-survey in nature and employs a causal-comparative design. The statistical population included 4,214 students from three higher education institutions, from which a stratified random sample of 478 students was selected. Data collection instruments consisted of a questionnaire measuring the level of psychological services and the Maslow Psychological Security Scale. The collected data were analyzed using both descriptive and inferential statistical methods. In the descriptive analysis, data were summarized using frequencies, percentages, and means. For the inferential analysis, one-sample t-tests and chi-square tests were employed to examine and compare the means. The results indicated that the provision of psychological services in these institutions was below the desired level, and students had insufficient awareness of the existence and functioning of counseling centers. Although students’ psychological security was evaluated as relatively satisfactory, significant differences were found in the need for counseling services among groups with varying levels of psychological security. Moreover, overall student satisfaction with psychological services was moderate, with considerable variability. In conclusion, strengthening and expanding psychological services, together with enhancing students’ awareness of counseling centers, should be regarded as essential components of psychological support systems. Neglecting these aspects may undermine students’ mental well-being. Therefore, it is recommended that both public and private higher education institutions in Kunduz Province design and implement targeted strategies to play a more effective role in promoting students’ mental health and improving their academic performance.