Mental Health and Well-Being of Hospitality Students: The Buffering Role of Personal Resources

ABSTRACT

This study examined the moderating role of mindfulness and resilience on the effects of academic stress and career anxiety on the well-being of hospitality students and their career intentions. A sample of 269 students selected using a simple random sampling technique completed a self-reported questionnaire. The data was analyzed using descriptive statistics and partial least squares structural equation modeling. The findings show a negative effect of academic stress and career anxiety on the career intentions of hospitality students. However, mindfulness increases hospitality students’ intention to work in the industry. The resilience of students minimized the negative effects of academic stress on their hospitality career intentions while enhancing their well-being. The theoretical and empirical contributions of the study were highlighted and directions for future research were also indicated.

KEYWORDS:

• Academic stress
• hospitality career intention
• well-being
• resilience
• mindfulness

Introduction

For over three decades, the well-being of university students has attracted sustained empirical attention (Luruli et al., 2020; Rehman & Mubashar, 2017) because college students are susceptible to mental health challenges such as academic stress (Fakapulia et al., 2023; Gondo et al., 2023), depression and burnout (Mhata et al., 2023), and more recently, virtual learning anxieties (Amalaraj et al., 2023). Hospitality students are relatively predisposed to academic stress due to the heavy integration of practical classes in their curricula, which negatively affect their well-being (Mensah et al., 2021). Well-being is a subjective experience that involves feeling satisfied with life and specific domains of life (Rojas & Rojas, 2020). Subjective well-being encompasses affective and cognitive evaluation of life (Diener, 1984) with the affective component consisting of negative and positive affects which are collectively referred to as emotional well-being (Lucas & Diener, 2000), which is the focus of the present study. Low levels of well-being negatively affect academic achievement (De Coninck et al., 2019) whilst inversely related to anxiety (Dizon et al., 2023). Students with low levels of well-being experience decreased self-esteem and self-confidence with minimal learning motivation, lack of concentration and enthusiasm for academic work (Kaya & Erdem, 2021).

Similarly, hospitality workers relatively experience enormous stress and burnout (Wallace & Coughlan, 2023), depression (Saah et al., 2021), anxiety (Wang et al., 2020), work-family conflict (Xu et al., 2020), emotional labor (Amissah et al., 2022) negatively affecting their mental health. Beyond mental health concerns, the hospitality and tourism industry is confronted with workforce challenges such as increasing employee dissatisfaction and difficulty attracting new talents leading to labor shortages (Liu-Lastres et al., 2023). A situation that has been accentuated following the emergence of the COVID-19 pandemic (Popa et al., 2023). The unavailability of qualified personnel in the right quantity would negatively affect the post-pandemic recovery of the sector with consequences on quality service delivery and guest satisfaction.

Meanwhile, there is sufficient evidence of non-commitment of students to pursue hospitality industry career after graduation due to the peculiarity of hospitality career (Aksu & Köksal, 2005; Chellen & Nunkoo, 2010). Hospitality careers are characterized by inadequate compensation and extended working hours (Self et al., 2024), excessive workload and extra work requirements (Tan et al., 2020), irregular shift schedules (Martins et al., 2021), physically demanding tasks, unclear career path and a perceived lack of career progression, transient nature of works (Hawkins, 2018), dependence on tips for livelihoods (Mensah, 2019), and emotional labor (Amissah et al., 2022). Students’ unwillingness to commit to jobs in the hotel and tourist industry post-graduation has been further exacerbated following the havoc inflicted on the sector by the outbreak of COVID-19 leading to career anxiety among students (Rahimi et al., 2023). Career anxiety is a psychological condition that emerges because of uncertainties or indecisiveness encountered by individuals when making career choices (Vignoli, 2015). Career anxiety has been found to harm students’ overall life satisfaction and their resources (Benaraba et al., 2022).

Extensive research abounds on the psychological well-being of hospitality and tourism workers (Mensah et al., 2023; Chen & Chen, 2021; Alrawadieh et al., 2022). Notwithstanding the impact of well-being on students’ academic performance (Lake Yimer, 2023), learning motivation (Fives et al., 2022) and engagement (McKeering et al., 2021), the well-being of hospitality students has received limited research attention. Meanwhile, deeper insights into the well-being of students will assist managers of higher education institutions to identify areas where students may require assistance, such as developing resilience, self-esteem, and interpersonal skills to prepare students for future challenges post-graduation. Additionally, little is however known about how academic stress and career anxiety affect the well-being and hospitality career intention of students with the moderating role of mindfulness and resilience. The interrelationships among these concepts were explicated using the conservation of resources, social cognitive, positive emotions, attention control and broaden and built theories.

Consequently, the purpose of this study is to investigate the moderating effects of resilience and mindfulness on the detrimental impacts of career anxiety and academic stress on well-being and hospitality career intentions among hospitality students at a university in Ghana. Specifically, the study aimed to address the following research questions: (1) what is the influence of academic stress and career anxiety on hospitality students’ career intentions and well-being? (2) Does mindfulness and resilience moderate the influence of career anxiety and academic stress on the career intentions and well-being of hospitality students?

The study seeks to broaden the understanding of the interrelatedness of these concepts in the literature among students and to add to the literature on these concepts from a developing country’s perspective. Similarly, it will inform stakeholders, educational practitioners and policy developers on plausible means of ensuring that students gain the utmost from their educational settings irrespective of the anxieties, stressors and other challenges they may face through encouraging mindfulness and resilience to achieve career intentions and well-being. Thus, exploring academic stress, career anxiety, mindfulness, resilience, well-being and career intentions among students arouses an exploration of a dichotomy of these variables from students’ perspectives and brings to the fore divergent aspects where students can be helped in achieving their academic goals and well-being.

Literature Review

Academic Stress, Hospitality Career Intentions and Well-being

The intrigue of academic stress and its influence on career intentions cannot be overstated (Dorenkamp & Weiß, 2018). However, only a few studies have found academic stress to significantly influence the likelihood of an individual intending to pursue a particular career. Notably, Dorenkamp and Weiß (2018) underscore that postdoctoral students experiencing high levels of stress are more likely to contemplate exiting academia before attaining tenured positions. In a related vein, the experience of academic stress has been found to correlate positively with intent to leave academia, particularly among female postdoctoral students (Pitre, 2017).

On the nexus between academic stress and well-being, the burgeoning literature underscores its negative implications, spanning subjective well-being to psychological health (Hasanpour et al., 2020; Yovita & Asih, 2018). Studies consistently found that academic stress has a detrimental effect on well-being among undergraduates (Lin & Hui, 2012; Yovita & Asih, 2018). Particularly, Yovita and Asih (2018) emphasized that first-year undergraduates were susceptible to this effect, highlighting the need for support and interventions at the onset of the university journey. Similarly, Hasanpour et al. (2020) found academic stress to be associated with diminished well-being, suggesting that such stress might inhibit the pursuit of educational growth and success. In a recent study, Clabaugh et al. (2021) pointed out that the COVID-19 pandemic induced a unique form of academic stress that was associated with poor emotional well-being among college students. Muurlink and Poyatos Matas (2011) shed light on the origins of elevated stress levels among students in the academic realm. They identified variables such as ambiguity in academic responsibilities and persistent excessive workload as contributors to the deterioration of students’ overall well-being.

The Transaction Model of Stress and Coping (TMSC) (Lazarus & Folkman, 1984) can be used to explain how academic stress affects hospitality students’ career intention and well-being. The TMSC posits that stress is a result of the transaction between an individual and their environment and emphasizes the role of cognitive appraisal and coping strategies in mediating the stress response. According to the TMSC, when students experience academic stress such as a high workload, exam pressure, fear of failure, etc., they engage in cognitive appraisal to assess the significance of the stressor and its potential impact on their career goals and well-being. A perceived threat might lead students to consider their academic challenges as obstacles to achieving their career intentions, potentially leading to a decrease in career intention (Levecque et al., 2017). Similarly, if students perceive academic stress as overwhelming and believe they lack the resources to cope effectively, it can lead to increased levels of anxiety, depression, and reduced overall well-being. Consequently, we propose the following hypotheses:

H1a:

Academic stress negatively affects hospitality career intentions of students.

H1b:

Academic stress negatively affects the well-being of hospitality students.

Career Anxiety, Hospitality Career Intentions, and Well-Being

Even though there is no existing literature relating career anxiety to career intention among hospitality students, Flandermeyer and Sawin (2020) suggested that elevated anxiety levels can be disruptive to the career decision-making process and impede job search behaviors. Boo et al. (2022) also note the detrimental effects of career anxiety, stating that it is negatively related to career choice goals. Kautish et al. (2021) examined particular aspects of career anxiety and revealed that students’ career goals were adversely correlated with irrational views about employment and the workplace. Thus, career anxiety negatively impacts students’ and professionals’ career intentions and trajectories in that those with higher career anxiety engage in less career planning and exploration compared to those with lower anxiety (Chen & Zeng, 2021).

The influence of career anxiety on well-being has been a topic of keen interest in various studies (Apodaca, 2015; Keshabyan & Day, 2020; Kim et al., 2016). For example, a study by Kim et al. (2016) shed light on the prevalence of career anxiety among middle school students, associating higher career anxiety with lower psychological well-being. Keshabyan and Day (2020) found status anxiety, which includes concerns about career success to negatively impact the well-being of 600 respondents. Further, Apodaca (2015) found career anxiety to impact clients’ well-being and their decision-making processes.

Through the perspective of the Social Cognitive Career Theory (SCCT) (Lent et al., 1994), it is possible to further explain the well-documented adverse relationship between career anxiety and both career intention and well-being. This is an all-inclusive theoretical framework used to explain the process of career development and decision-making. The SCCT emphasizes the interplay between individual, contextual, and behavioral variables in determining career choices and achievements (Lent et al., 1994). In the context of SCCT, when individuals experience career apprehension, they are likely to become hesitant and indecisive in making career-related choices. This anxiety can lead to avoidance of certain career paths or reluctance to pursue ambitious career goals as individuals fear potential negative outcomes or failures in their career pursuits. Similarly, career anxiety can interfere with an individual’s sense of self-efficacy and belief in their ability to manage career-related challenges, leading to increased stress and reduced overall well-being. Based on the empirical and theoretical support provided, the following hypotheses were proposed:

H2a:

Career anxiety negatively affects hospitality career intentions of students.

H2b:

Career anxiety negatively affects the well-being of hospitality students.

Moderating Role of Mindfulness

Mindfulness is described as “a unique state of consciousness” (Dane, 2011) and conceptualized as “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment to moment” (Kabat-Zinn, 2003, p. 145). This study is focused on trait mindfulness, which is defined as an individual’s inherent ability to maintain awareness of present-moment experiences while remaining open and judgment-free (Brown & Ryan, 2003). It symbolizes a person’s innate propensity to be present with their thoughts, feelings, and experiences without passing judgment, even when they are not actively practicing mindfulness (Dubert et al., 2016). Mindfulness has been shown to have a significant impact on diverse facets of human functioning (Roeser et al., 2013). For instance, studies have demonstrated mindfulness as a potential buffer against anxiety and stress, which ultimately enhances emotional regulation and well-being and fosters positive interpersonal relationships (Jha et al., 2017). The practice of mindfulness offers individuals enhanced regulation, regulation, and a heightened level of attention to details and quality (Brown & Ryan, 2003). Previous research has indicated that these attributes significantly contribute to the overall physical and mental well-being of people (Jamieson & Tuckey, 2017). Given the benefits adduced above, this study argues that mindfulness may act as a moderator that attenuates the adverse effects of academic stress and career anxiety on the hospitality career intention and well-being of students.

The following theoretical frameworks were used to provide more elucidation on the moderating influence of mindfulness on the suggested relationships: Conservation of Resource theory (COR; Hobfoll, 1989) to explain the nexus between academic stress and career intentions; Broaden and Built Theory of Positive Emotions (BBT; Fredrickson, 1998) to explain the nexus between academic stress and well-being; Attention Control Theory (ACT; Eysenck et al., 2007) to explain the link between career anxiety and (i) career intention and (ii) well-being.

Firstly, the COR theory suggests that individuals endeavor to gain, retain, and safeguard resources, which include personal, social, and psychological resources (Ye et al., 2021). Based on the COR theory, the study contends that stressful circumstances, such as academic stress, can drain these resources and lead to negative outcomes (Westman et al., 2004). Accordingly, mindfulness can serve as a valuable personal resource for individuals seeking to enhance their ability to manage academic stress more efficiently. By cultivating present-moment awareness and acceptance of stressors, mindfulness may lessen the perceived danger of stress and avoid the depletion of psychological resources (Panditharathne & Chen, 2021). Consequently, people who engage in mindfulness practices may potentially develop a heightened sense of clarity about their professional aspirations, even in the face of academic stress (Bergin & Pakenham, 2016).

Secondly, BBT posits that positive emotions widens people behavioral and cognitive repertoires, leading to increased personal resources and enhanced well-being (Denovan et al., 2020). This theory posits that experiencing optimistic emotions can ultimately lead to long-term psychological growth and resilience (Conway et al., 2013). Mindfulness can evoke pleasant feelings, including but not limited to joy, appreciation, and contentment (Garland et al., 2015). These positive emotions may serve as a countermeasure against the adverse impact of academic stress on an individual’s overall well-being (Malik & Annabi, 2022). By promoting positive emotions and increasing individuals’ psychological resources, mindfulness may buffer the impact of academic stress on overall well-being (Cole et al., 2015).

Finally, the Attentional Control Theory proposes that anxious people have impaired attentional control, making them more easily distracted and unable to concentrate on what is important (Derryberry & Reed, 2002). When people experience significant levels of career anxiety, their cognitive focus may become concentrated on negative cognitions, doubts, and uncertainties. This fixation has the potential to hinder their capacity to formulate clear and meaningful career intentions and further reduce their overall well-being because of being mentally taxed and emotionally distressed (Sagherian et al., 2020). Based on the ACT, the study suggests that mindfulness can enhance attentional control, helping individuals redirect their focus away from anxious thoughts and toward more constructive career planning and decision-making (Qiu & Rooney, 2019). Besides, by reducing the impact of career anxiety on attention and emotional regulation, mindfulness can promote greater well-being (Zivnuska et al., 2016). Based on the arguments adduced above, the following hypotheses were proposed:

H3a:

Mindfulness attenuates the negative effects of academic stress on hospitality career intentions of students.

H3b:

Mindfulness attenuates the negative effects of academic stress on the well-being of hospitality students.

H3c:

Mindfulness attenuates the negative effects of career anxiety on hospitality career intentions of students.

H3d:

Mindfulness attenuates the negative effects of career anxiety on the well-being of hospitality students.

Moderating Role of Resilience

Psychologists often view resilience as the capacity to cope effectively with adversities, fostering positive outcomes despite tough situations (Luo et al., 2023). This standpoint focuses on an individual’s strength to endure and prosper amid adversity. Resilience has been conceptualized and measured either as a multidimensional (Miller-Graff, 2022) or unidimensional construct (Al-Omar et al., 2019). Based on the conceptualization of resilience as the competence of students to overcome or withstand challenges, resilience is measured in the current study as unidimensional construct (Siu et al., 2009). Resilience as a concept has been found relevant in various subject areas (Jelena et al., 2021), underscoring its versatility and broad applicability. In educational environments, resilience is deemed critical for students, especially when dealing with stress and anxiety. It is seen as an essential resource promoting mental and physical health development (Zueger et al., 2023).

A host of studies have concluded that resilience is a unique personal resource that can be useful in protecting against poor outcomes under stressful circumstances (Cheadle et al., 2015; Grote et al., 2007). Byra et al. (2021) discovered that resilience has a positively moderating influence in the association between perceived stress and posttraumatic development among moms of children diagnosed with cystic fibrosis. Research has frequently underscored the crucial role of resilience in moderating the association between stressful and anxiety situations and well-being and academic outcomes (Choi et al., 2023). For instance, in the context of the COVID-19 pandemic, resilience has been shown to moderate the link between personality traits and mental health outcomes (Pauly et al., 2021), distress and COVID-19 prevention behaviors (Kuhn et al., 2022), peer pressure and risky behaviors (Ciydem & Bilgin, 2022), and fear of COVID-19 and academic safety (Azila-Gbettor et al., 2023) among students.

The COR theory (Hobfoll, 1989) provides a theoretical lens through which the moderating role of resilience can be better understood. From the perspectives of the COR theory, resilience is a significant personal resource and is seen as a protective factor that helps individuals buffer the negative effects of stress and anxiety and promote positive outcomes in several settings (Aguiar-Quintana et al., 2021; Avey et al., 2010). Thus, applying the COR theory, the study posits that higher levels of resilience support students to cope with challenges posed by academic stress and career-related anxieties, leading to a reduced negative influence on hospitality career intentions and detrimental effects on their overall well-being (Bartone, 2006; Tugade & Fredrickson, 2004). Thus, resilience as a buffer will empower students to maintain a positive outlook despite academic demand and approach career decisions with a proactive and adaptive mind-set, which will ultimately contribute to their commitment to pursuing their desired career paths and promote their well-being We, therefore, hypothesize that (Figure 1):

Figure 1. Research framework.

H4a:

Resilience mitigates the negative effects of academic stress on hospitality career intentions among students.

H4b:

Resilience mitigates the negative effects of academic stress on the well-being of hospitality students.

H4c:

Resilience mitigates the negative effects of career anxiety on hospitality career intentions among hospitality students.

H4d:

Resilience mitigates the negative effects of career anxiety on the well-being of hospitality students.

Methodology

Sample and Data Collection

The study’s population included full-time students enrolled in Bachelor’s and Higher National Diploma programs in Hospitality and Tourism Management at a technical university in Ghana. The respondents were selected using a simple random sampling procedure. Data collection took place between May and June 2023 using a self-reported questionnaire. The survey was distributed and completed by students during classes with the aid of two research assistants, after soliciting permission from course lecturers. Respondents were informed about their voluntary participation, confidentiality, and privacy before the data collection. The survey was promptly completed following its distribution, with an average completion time of 25 minutes. The research assistants collected the surveys immediately after completion. A total of 269 responses, representing 89.66% response rate from 300 questionnaires, had information that was useful for the data analysis. Of the 269 valid responses, 94.1% were female, and 56.1% were aged 20–25 years. Exactly 86.6% were single, 40.1% were in the second year of their study, and 64.7% were pursuing a Higher National Diploma study.

Measures

A total of 85 items were used to measure the six constructs investigated in the study (Appendix). Academic stress, career anxiety, resilience, career intentions, and well-being were evaluated using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Students’ levels of mindfulness were measured using a 5-point Likert scale, with 1 indicating almost frequently and 5 indicating almost never.

Academic stress was evaluated on an 18-item validated scale created by França and Dias (2021). A sample of the items used includes “The time allocated to classes and academic work is enough;” Career anxiety was evaluated on a 25-item validated scale created by Tsai et al. (2017). A sample of the items used includes “I would not worry about future employment if I had the ability to work with other people;” Resilience was evaluated on a 9-item validated scale created by Siu et al. (2009). A sample of the items used includes “I have a high capacity for facing adversity;” Mindfulness was evaluated on a 15-item validated scale created by Van Dam et al. (2010). A sample of items used includes “I find myself doing things without paying attention;” Hospitality career Intention was evaluated on a 4-item validated scale created by Teng (2008). A sample of the items used includes “I would like to work in the hospitality and tourism industry after graduation;” and Well-Being was evaluated on a 14-item validated scale created by Şimşek (2011). A sample of the items used include “The life I lead saddens me.”

Analysis

Respondents’ profiles were examined using a frequency distribution, and hypotheses were tested using partial least squares structural equation modeling (PLS-SEM). The measurement model was assessed to determine the model fit, loadings, adjusted R², construct validity and reliability and discriminant validity (Hair et al., 2017). Besides, bootstrapping sampling was used to evaluate the structural models’ path coefficients and their levels of significance. Moderation Modulation analysis was conducted applying the standardized product-indicator method (Chin et al., 2003).

Results

Measurement Model

The model’s verified reliability and validity are shown in Table 1. The results offer strong evidence in support of the reliability and validity of the psychometric characteristics of the employed measures (Hair et al., 2017). The Cronbach alpha values (0.832 ≥ CA ≤ 0.962) and composite reliability values (0.877 ≥ CR ≤ 0.967) are over the obligatory threshold of 0.7 (Nunnally, 1978) in terms of reliability and internal consistency. All of the outer loadings varied from 0.618 to 0.888 in terms of convergent validity, and the Average Variance Explained values (0.507 ≥ AVE ≤ 0.726) are higher than the necessary threshold of 0.5, showing a suitable level of convergent validity (Fornell & Larcker, 1981).

Table 1. Construct reliability and convergent validity.

Construct and Items	Loading	CA	CR	AVE
Academic Stress (AS)		0.962	0.965	0.608
AS1	0.798
AS2	0.852
AS3	0.821
AS4	0.793
AS5	0.761
AS6	0.789
AS7	0.778
AS8	0.798
AS9	0.824
AS10	0.813
AS11	0.797
AS12	0.811
AS13	0.793
AS14	0.783
AS15	0.732
AS16	0.762
AS17	0.770
AS18	0.764
Hospitality Career Intention (HCI)		0.874	0.914	0.726
HCI1	0.810
HCI2	0.863
HCI3	0.888
HCI4	0.846
Mindfulness (M)		0.963	0.967	0.661
M1	0.756
M2	0.840
M3	0.816
M4	0.799
M5	0.860
M6	0.794
M7	0.733
M8	0.816
M9	0.823
M10	0.879
M11	0.810
M12	0.811
M13	0.859
M14	0.846
M15	0.735
Career Anxiety (CA)		0.911	0.928	0.618
CA1	0.709
CA2	0.805
CA3	0.805
CA4	0.815
CA5	0.830
CA6	0.823
CA7	0.734
CA8	0.762
CA11	0.711
CA13	0.719
CA15	0.731
CA19	0.733
CA21	0.762
CA24	0.741
Well-being (W)		0.899	0.92	0.624
W1	0.769
W2	0.802
W3	0.829
W4	0.813
W5	0.829
W6	0.795
W7	0.734
Resilience (R)		0.838	0.878	0.507
R1	0.710
R2	0.744
R3	0.715
R4	0.770
R5	0.741
R6	0.729
R7	0.719
R8	0.710

The Fornell-Larcker criterion and Heterotrait-Monotrait (HTMT) ratios were used to assess the variables’ discriminant validity (Fornell & Larcker, 1981; Henseler et al., 2015). As illustrated in Table 2, the average variance explained for mindfulness (0.813) outperforms the correlation values in the appropriate rows (−0.849, 0.091, 0.22) as well as the columns (−0.016, 0.328). Additionally, the HTMT readings ranged from 0.106 to 0.882, all of which are below the required HTMT_0.85 threshold.

Table 2. Discriminant validity.

Constructs	AS	CA	HCI	M	R	W
Fornell-Larcker Criteria
Academic Stress (AS)	0.780
Career Anxiety (CA)	−0.014	0.786
Hospitality Career Intention (HCI)	−0.174	−0.159	0.852
Mindfulness (M)	−0.849	0.091	0.232	0.813
Resilience (R)	0.044	−0.287	0.362	−0.016	0.712
Well-being (W)	−0.248	−0.194	0.492	0.328	0.474	0.790
Heterotrait-Monotrait Criteria
Academic Stress (AS)
Career Anxiety (CA)	0.106
Hospitality Career Intention (HCI)	0.191	0.178
Mindfulness (M)	0.882	0.108	0.251
Resilience (R)	0.198	0.330	0.424	0.193
Well-being (W)	0.270	0.218	0.552	0.352	0.546

Structural Model

To assess how well the model fits, the Standardized Root Mean Square Residual (SRMR) value, was found to be 0.071 ≤ 0.08 and within the acceptable threshold (Hu & Bentler, 1998) (Table 3). Further, all VIF values are below 5, suggesting that the presence of multicollinearity in these models is not a significant concern (O’brien, 2007). The predictive relevance of career intention (0.161) and well-being (0.382) was determined to be low and medium, respectively, following Stone-Geisser’s Q2 Test (Geisser, 1975; Stone, 1974) (Table 3). Additionally, the career intention and well-being results from the PLSpredict analysis have moderate to great predictive relevance (Hair & Alamer, 2022) (Table 4). The adjusted R², suggests the combined effect of antecedent and moderating variables accounted for 22.2% and 48.5% variations students in career intentions and well-being respectively. These values suggest moderate to substantial predictive power as per Hair et al. (2017) benchmarks (Table 3).

Table 3. Summary of Model Fit Q² and R² of Structural Model.

Construct	Coefficient of Determination (R^2)	Adjusted R^2	Q^2
Hospitality career intention	0.254	0.222	0.161
Well-being	0.506	0.485	0.381
Model Fit Criteria	Value
SRMR	0.071

Table 4. PLS-Predict results for out-of-sample predictive relevance.

Indicators	Q2 predict	RMSE		MAE
		PLS-SEM	LM	PLS-SEM	LM
CI1	0.096	1.128	1.217	0.871	0.981
CI2	0.070	0.972	1.141	0.762	0.902
CI3	0.158	0.854	1.021	0.684	0.813
CI4	0.140	0.838	0.998	0.649	0.773
WB1	0.284	0.900	0.953	0.687	0.669
WB2	0.330	0.797	0.783	0.616	0.592
WB3	0.234	0.899	0.902	0.684	0.677
WB4	0.162	0.934	0.902	0.701	0.671
WB5	0.248	0.887	0.975	0.666	0.716
WB6	0.222	0.899	0.959	0.663	0.685
WB7	0.162	1.010	0.904	0.727	0.681

Hypotheses Testing

The results of the path analyses are shown in Table 5. The analysis of the data supports H1a as academic stress had a significantly negative (β = −0.197) effect on hospitality career intentions (t = 4.103; p = .000). H1b was also supported since academic stress had a significantly negative (β =-0.286) effect on hospitality students’ well-being (t = 5.234; p = .000). This implies that greater levels of academic stress corresponded to lower hospitality career intentions and reduced well-being among students. H2a was supported as career anxiety had a significantly negative (β = −0.165) effect on the hospitality career intentions of students (t = 2.840; p = .005). H2b was supported as career anxiety had a significantly negative (β =-0.200) effect on hospitality students’ well-being (t = 3.328; p = .001). This finding indicates heightened career anxiety corresponded to lower levels of hospitality career intentions and the well-being of students.

Table 5. Assessment of direct and interactive paths.

Hyp	Paths	Path Coefficient	T Stats	P Value
Direct paths
H1a	Academic stress -> Career intention	−0.197	4.103	0.000
H1b	Academic stress -> Well-being	−0.286	5.234	0.000
H2a	Career anxiety -> Career intention	−0.165	2.840	0.005
H2b	Career anxiety -> Well-being	−0.200	3.328	0.001
Interactive effect
Moderation effect of mindfulness
H3a	Academic stress -> Career intention	0.140	2.565	0.010
H3b	Academic stress -> Well-being	0.232	3.965	0.000
H3c	Career anxiety -> Career intention	0.073	1.449	0.147
H3d	Career anxiety -> Well-being	0.115	2.114	0.035
Moderation effect of resilience
H4a	Academic stress -> Career intention	−0.009	0.136	0.892
H4b	Academic stress -> Well-being	0.129	2.023	0.043
H4c	Career anxiety -> Career intention	0.067	0.948	0.343
H4d	Career anxiety -> Well-being	0.001	0.018	0.985

Regarding the moderating analysis (Table 5), H3a, H3b and H_3d were confirmed as mindfulness significantly moderated the nexus between (1) academic stress and hospitality career intentions (β = 0.140; t = 2.565; p = .010); (2) academic stress and well-being (β = 0.232; t = 3.965; p = .000) and (3) career anxiety and well-being (β = 0.115; t = 2.114; p = .035). However, H3c was not confirmed since the moderation influence of mindfulness on the relationship between career anxiety and hospitality career intentions was insignificant (β = 0.115; t = 1.449; p = .147). H4b was confirmed as resilience significantly moderated the nexus between academic stress and well-being (β = 0.140; t = 2.565; p = .010). However, H4a, H4c and H4d were not supported as the moderation of the relationship between academic stress and hospitality career intention (ß = −0.009; t = 0.136; p = .892); career anxiety and hospitality career intention (ß = 0.067; t = 0.948; p = .343); and well-being (ß = 0.001; t = 0.018; p = .985) via resilience were not significant.

Discussion

The research focused on the first known investigation into the integrative framework combining academic stress, career anxiety, hospitality career intention, well-being, mindfulness, and resilience among 269 hospitality students from a technical institution in Ghana. According to the findings, there is a link between academic stress, hospitality career intentions, and hospitality students’ general well-being. Early studies (Clabaugh et al., 2021; Dorenkamp & Weiß, 2018; Hasanpour et al., 2020; Pitre, 2017) and TMSC (Lazarus & Folkman, 1984) support these findings. These past results increase the validity and legitimacy of the present investigation. The negative correlation between academic stress and career intention in the hospitality industry as well as between academic stress and well-being suggests that as academic stress increases, hospitality students may become less driven or committed to pursuing future careers in the industry and may suffer from worsening mental and physical health, which would lower levels of overall well-being.

The results of the study further confirm the negative influence of career anxiety on hospitality career intentions and well-being among hospitality students. This result is consistent with previous studies (Boo et al., 2022; Kautish et al., 2021; Keshabyan & Day, 2020; Kim et al., 2016) and supported by SSCT (Lent et al., 1994). This means that as hospitality students’ career anxiety increases, they may have a lower motivation to engage in hospitality career paths. This finding is plausible since career anxiety can trigger negative thought patterns such as self-doubt and rumination about potential failures or obstacles. These negative thoughts can erode the students’ confidence in their abilities, making them hesitant to pursue their desired career paths or take the necessary steps to advance in their careers (Hirschi et al., 2015). Based on the results, students majoring in hospitality are more likely to experience lower levels of general well-being if they have higher levels of career anxiety. This phenomenon is plausible because individuals’ experiences may trigger negative emotions and physical health challenges and impede students’ ability to perform, which may ultimately impact their well-being (Auerbach et al., 2018).

In line with previous studies (Jha et al., 2017; Roeser et al., 2013) as well as the following theories (COR; Hobfoll, 1989; BBT; Fredrickson, 1998; ACT; Eysenck et al., 2007), mindfulness mitigated the negative effect of (a) academic stress on (i) hospitality career intention and (ii) well-being, and (b) career anxiety on the well-being of hospitality students. By cultivating mindfulness, hospitality students may become better equipped to manage and cope with the pressures and challenges that come with academic life, leading to a reduced negative impact on their hospitality career intentions (Ramasubramanian, 2017). Additionally, hospitality students may experience reduced psychological distress and a greater sense of emotional balance, contributing to a more positive state of well-being (Dye et al., 2020). In the case of career anxiety, the results of the study imply mindfulness practices will enable hospitality students to cultivate a more mindful, non-judgmental awareness of their thoughts and feelings at the moment, allowing them to manage career-related stressors with greater clarity and composure. Additionally, by being mindful, hospitality students can approach academic and career challenges with a clear and focused mind, leading to more positive outcomes for their hospitality career intentions and well-being (Panditharathne & Chen, 2021).

Finally, the study confirms resilience as a buffer between academic stress and well-being. This finding corroborates earlier studies (Azila-Gbettor et al., 2023; Ciydem & Bilgin, 2022; Pauly et al., 2021) and supports COR theory (Hobfoll, 1989). It also implies that resilient hospitality students may also have higher levels of self-esteem, confidence, and a sense of purpose, making them better able to handle the difficulties and demands of academic life, which could ultimately result in improved well-being (Martin & Marsh, 2009).

Theoretical Implications

This study examines a novel framework that integrates mindfulness and resilience as moderators between academic stress and career anxiety on the one hand and hospitality career intention and well-being on the other. First, the findings from the study reveal that when students experience academic stress, it may diminish their hospitality career aspirations and further take a toll on their well-being (Braun et al., 2019). Second, when hospitality students feel anxious about their hospitality career prospects, they may become hesitant about setting and pursuing clear career goals, which may have negative consequences on individuals’ general well-being (Creed et al., 2002). By investigating interactions that have not hitherto been studied in the specific context of hospitality students, this study significantly adds to the corpus of literature already available on hospitality education. Third, an exciting result is the positive moderating effect of mindfulness and resilience. The results show that mindfulness reduces academic stress and career anxiety and improves hospitality career intentions and well-being. The results emphasize the value of encouraging mindfulness to advance the well-being and hospitality career intentions of students. Additionally, the relationship between academic stress and students’ well-being was found to be moderated by resilience. The findings show that students are better able to handle the demands of academic work and the stress that go along with them when they have higher levels of resilience.

Practical Implications

Students’ hospitality career intentions and well-being were found to be improved when they engaged in mindfulness practice. As individuals become more mindful, they may develop better coping skills, increased resilience, and greater self-compassion, all of which can alleviate career-related stress and anxiety and improve hospitality students’ well-being. Ultimately, the management of hospitality institutions is encouraged to promote and support students to build their mindful capacity and their resilience. For instance, mindful practices should be integrated into hospitality curricula. A possible strategy to take into consideration to improve the mindfulness of students is adding visual imagery, breathing exercises, reflection, movement, and acceptance exercises to the curriculum. Based on previous studies (Perlman et al., 2010), incorporating five particular aspects of mindful practices can help people stay calm and attentive during stressful situations while also lowering emotional reactivity. These techniques have also been shown to increase people’s involvement in a variety of activities (Behan, 2004), increasing attention spans, and lessen test anxiety (Glanz, 1994). Additionally, implementing these elements has been linked to better mental health and self-control (Flaxman & Bond, 2010), as well as an overall increase in well-being (Yearwood & Riley, 2010).

Managers of universities need to create and nurture an environment that encourages and builds strong, supportive relationships among peers, teachers, and family members to promote resilience (Masten & Obradović, 2006). They should also promote students’ growth mind-set, where students believe their abilities can be developed through effort and dedication, which can enhance resilience (Dweck, 2008). Creating opportunities for students to experience success and mastery in various domains, such as academics, sports, or arts, can contribute to their sense of competence and resilience (Scales et al., 2006). Regarding career anxiety among hospitality students, department chairs must intensify interactions between students and hospitality practitioners for the networking, mentorship and sharing of real-world hospitality workplace situations with students. Such interactions would help to reduce career anxiety experiences of students. In addition, career counseling sessions should be organized for students to enable them to discuss their apprehensions of hospitality career. Lastly, networking sessions between alumni of hospitality programs and students should be organized. Such interactions will provide opportunities for sharing of experiences that will go a long way toward reduction in career anxiety among students.

Limitations and Future Research Directions

The findings of the research are not without limitation. First is the problem of the gender imbalance in the sample. Even though this sample represents an accurate profile of students who pursue hospitality programs in Ghana, it may not be representative of the broader group of students pursuing hospitality programs in other countries. To guarantee that the results can be applied to a more varied population, future research in other contexts should aim for a more equitable gender distribution. Second, a cross-sectional approach was used in the research, which only offers a glimpse of the associations between variables at one moment in time. It would be helpful to identify causal linkages and monitor changes in academic stress, career anxiety, mindfulness, resilience, career goals, and well-being over time using longitudinal or experimental approaches. Third, self-reported questionnaires, which are prone to social desirability bias and may not fully reflect participants’ genuine experiences and sentiments, were used as the primary technique of data collection. Future studies may use a variety of data gathering techniques, including observations or interviews, to offer a more thorough picture of the factors being studied.

Different cultures and hospitality settings may yield distinct results. Future research may investigate the impact of cultural and contextual factors on the examined variables. Future research can explore whether the relationship between the examined variables differs based on specific roles or positions within the hospitality sector. Finally, studies can examine whether age, experience, or personality traits moderate the effects of mindfulness and resilience on career intentions and well-being.

Conclusion

In the dynamic and demanding domain of hospitality, students often encounter academic stress and job-related anxiety. Consequently, it is crucial to comprehend the factors that might protect their well-being and foster their professional aspirations (Huffman et al., 2019). With a focus on hospitality students in Ghana, his study aims to explore the potential moderating role of resilience and mindfulness in mitigating the adverse impacts of academic stress and career anxiety on the well-being and career intentions of hospitality students. A comprehensive analysis was conducted on a dataset consisting of 269 answers using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The findings indicate that the presence of academic stress and career anxiety had a detrimental impact on the overall well-being of students, as well as their inclination to pursue a profession within the hospitality industry. In addition, the use of mindfulness practices has the potential to assist students in managing the pressures associated with academic stress and job-related apprehension, ultimately resulting in enhanced overall well-being and career intentions. Ultimately, increased levels of resilience have the potential to enhance students’ ability to effectively manage academic stress and sustain their overall well-being. The results highlight the need of integrating mindfulness practices into educational programs and promoting ways for developing resilience to assist students in this domain. Through this approach, educational institutions have the potential to actively contribute to the comprehensive growth of their students, so augmenting their general welfare and fostering a stronger dedication to following a prosperous career trajectory within the ever evolving and challenging field of the hospitality industry.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Appendix.

Measures of the study

Table

Factor	Items
Academic Stress	I am confident that I will be a successful student.
	I am confident that I will be successful in my future career.
	I can make academic decisions easily.
	The time allocated to classes and academic work is enough.
	I have enough time to relax after work.
	My teachers are critical of my academic performance.
	I fear failing courses this year.
	I think that my worry about examinations is a weakness of character.
	Teachers have unrealistic expectations of me.
	The size of the curriculum (workload) is excessive.
	I believe that the amount of work assignment is too much.
	I am unable to catch up if I am getting behind my work.
	The unrealistic expectations of my parents stress me out.
	Competition with my peers for grades is quite intense.
	The examination questions are usually difficult.
	Examination time is short to complete the answers.
	Examination times are very stressful to me.
	Even if I pass my exams, I am worried about not getting a job.
Career Intention	I would like to work in the hotel industry after graduation.
	I believe I can advance my career in the hotel industry.
	I would recommend hotel jobs to my friends and relatives.
	It would be a wrong decision to choose hotel as a career path.
Resilience	I feel capable of overcoming my present or any future difficulties and problems I might face such as resolving dilemmas or making difficult decisions
	I have a high capacity for facing adversity
	When there is a great deal of pressure being placed on me, I remain calm
	During stressful circumstances, I never experience anxiety
	When I have made a mistake during a stressful situation, I continue to like myself
	When I need to stand up for myself, I can do it easily
	In really difficult situations, I feel able to respond in positive ways
	I experience peacefulness – free of thoughts and worries, when I need to relax during stressful times
Mindfulness	I remain calm, when I am in a frightening situation
	I could be experiencing some emotion and not be conscious of it until sometime later
	I break or spill things because of carelessness, not paying attention, or thinking of something else
	I find it difficult to stay focused on what’s happening in the present
	I tend to walk quickly to get where I’m going without paying attention to what I experience along the way
	I tend not to notice feelings of physical tension or discomfort until they really grab my attention
	I forget a person’s name almost as soon as I’ve been told it for the first time
	It seems I am ‘‘running on automatic,” without much awareness of what I’m doing
	I rush through activities without being really attentive to them
	I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get there

Measures of study continued

Table

	I do jobs or tasks automatically, without being aware of what I’m doing
	I find myself listening to someone with one ear, doing something else at the same time
	I drive places on “automatic pilot” and then wonder why I went there
	I find myself preoccupied with the future or the past
	I find myself doing things without paying attention
	I snack without being aware that I’m eating.
Career Anxiety	I would not worry about future employment if I had professional certificates.
	I would not worry about future employment if I had excellent foreign language skills.
	I would not worry about future employment if I had interview skills.
	I would not worry about future employment if I had computer skills.
	I would not worry about future employment if I had a second expertise.
	I would not worry about future employment if I had leadership skills.
	I would not worry about future employment if I had the ability to work with other people.
	I would not worry about future employment if I had cadre experiences in class or society
	I would worry about future employment if I was the breadwinner.
	I worry about future employment because my university does not provide assistance for my future employment.
	I worry about future employment because my parents influence my career choice.
	I worry about future employment because the future working environment is not as excellent as expected.
	I worry about future employment because of the increasing unemployment rate reported by the mass media.
	I worry that I cannot apply what I have learned to my work.
Positive emotional well-being	Life gives me pleasure
	Life excites me
	I feel at peace with life
	I get satisfaction from life
	I am content with life
	I appreciate the life I lead
	I completely accept life as it is