Introduction. This research focused on answering questions: how mental health literacy and psychological distress act as predictors of psychological well-being in Sriwijaya University students.
Methodology. This research used quantitative method, by conducting instrument preparation, data collection, and analysis of data results to see the role of the independent variables on the dependent variable. Psychological well-being was measured using an instrument in a form of psychological scale referred to Psychological Scale by Ryff & Keyes (1995). Meanwhile, psychological distress was measured using WHO Self-Reporting Questionnaire 20 (SRQ-20) Indonesian version, and Mental Health Literacy measurement was adapted from O’Connor and Casey (2015). The participants of this research were consisted of 418 college students.
Results. The analysis results show that there is a role of mental health literacy and psychological distress together on psychological well-being, thus the hypothesis is accepted. Major hypothesis test was done using multiple linear regression which shows a correlation value (R) of 0.586 and a significance of 0.001 (p<0.05). For the results of minor hypothesis test, it is known that the beta value is 0.143 and the P value is 0.022 (p>0.05), this indicates that there is a role for mental health literacy on psychological well-being, thus the hypothesis is accepted. In addition, it is known that psychological well-being and psychological distress show a beta value of -1.945 and a P value of 0.001 (p>0.05), this indicates that there is a role for psychological distress on psychological well-being thus the hypothesis is accepted.
Conclusions. The percentage of mental health literacy and psychological pressure influences on psychological well-being (R adjusted) is 0.343, this also shows that the contribution of mental health literacy and psychological distress together on psychological well-being is 34.3%, while the rest is the contribution of other variables not examined in this study.
