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Dissertations / Theses on the topic 'Student wellbeing'
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1
Lane, Nicola. "The role of the secondary school in student wellbeing." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589596.
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Adolescence is a developmental stage characterised by intense emotional reactivity and formation of identity and can be a challenging time. Young people spend almost as much of their waking life at school as they do at home, therefore education establishments can have an important impact on adolescents' development. This is recognised by the education system and using the school to address adolescents' psychological wellbeing is an established goal for educational institutions. There is a substantive body of research exploring how schools aid students' wellbeing. However there is limited information exploring how schools support and aid young people's wellbeing post bereavement. The first paper presents a systematic review of current universal school-based mental health promotion interventions designed to improve student wellbeing. Methodological limitations are discussed. The review concludes that current research is not providing strong evidence to suggest there are significant long-term benefits of such interventions. Implications for future research are suggested including increasing understanding of how teachers informally manage the emotional needs of students which may be a useful way of working to improve adolescents' mental health in schools. Between 4 - 7% of young people experience the death of a parent by the age of sixteen. The second paper therefore focuses on student wellbeing post bereavement. An empirical study exploring teachers' experiences of supporting students after a parental bereavement is presented. A grounded theory project was undertaken and twelve teachers were interviewed. Participants identified experiencing a range of responses to working with bereaved students, these responses fall within six central processes - Flexibility, Openness, Support, Emotionality, Sharing, and Communication. These processes are conceptualised as continuums to capture the range and fluidity of responses. Teachers' narratives revealed that they were influenced by various contextual factors including systemic, individual and student factors. Teachers described their responses as being fluid, ongoing throughout the bereaved student's school career and unique to each student. A model is presented to illustrate the relationships between influential factors and the six central processes leading to each teacher's unique response.
2
Denny, Simon John. "The association between school context and student health and wellbeing." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/9510.
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The overall aim of this thesis is to understand the relationship between school environments and student health and wellbeing outcomes. Specifically, this thesis aims to describe and understand how school environments, including student relationships, teacher wellbeing and health and social support services within schools are associated with student health outcomes. Using a Youth Development Framework, this thesis examines a range of health‐risking behaviours and mental health disorders that have been shown to affect the health and development of adolescents and are the main causes of morbidity and mortality among adolescents in New Zealand. The thesis utilises data from Youth’07, a nationally representative study of over 9,000 secondary school students as well as data from over 2,900 teachers and school administrators who completed questionnaires developed for this thesis on aspects of their school environment and climate. Multilevel modelling is used to explore the association between school contexts and student health and wellbeing outcomes, accounting for student‐level covariates that may confound this relationship. Findings presented within have highlighted the importance of supportive, safe school environments that encourage widespread student participation in school activities. But overall, these school environments appear to play a minor role in determining health outcomes for students compared to other areas of a student’s life that impact their wellbeing. Furthermore, for some students with high levels of emotional and behavioural difficulties, school environments do not appear to be enough to make significant differences in their behaviours. This suggests that, for these students, targeted services are required as opposed to school‐wide environmental changes. Some suggestions of specific areas of school activities are offered that do benefit student health outcomes. These include health and welfare services and supports for disruptive students, which are associated with fewer students engaging in risky sexual behaviours and truanting behaviours respectively. Findings from this thesis should be of interest to policymakers, researchers, educators, families and students, and people in general who are interested in what schools can do to promote the health and wellbeing of young people in New Zealand.
3
Hagemeier, Nicholas E., Chelsea L. Beavers, and Tucker S. Carlson. "A Longitudinal Analysis of Pharmacy Student Wellbeing: The First Professional Year." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5429.
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Herriman, Mark E. "The three R's, relationships, relationships, relationships: How can teacher-student relationships be more positive and productive in secondary schools?" Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230036/1/Mark_Herriman_Thesis.pdf.
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A positive teacher-student relationship is known to have many benefits for teachers and students alike, such as improving student wellbeing, academic engagement and performance, and school retention rates, reducing incidents of bullying, as well as protecting teachers from burnout and stress. However, there is no clear framework of strategies for starting and maintaining relationships with students, particularly in secondary schools in Australia. This research sought the opinions of students, secondary teachers, parents and school counsellors of what a productive and positive teacher-student relationship was and what they thought were the strategies for teachers to start and maintain such a relationship. These data facilitated the construction of a comprehensive framework, the Student-Teacher and Relationship Formation Framework (STARF), to document strategies for starting and maintaining teacher-student relationships as articulated by key stakeholders.
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Butler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.
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The promotion of student wellbeing is a key goal of Australian education, increasingly acknowledged as the responsibility of all educators. This study was designed to improve understanding of how educators develop understanding and practice of student wellbeing. The significance of the inquiry is that it is focused on how educators integrate student wellbeing within their practice and identities rather than simply on what they need to know about student wellbeing and how they can be trained to deliver student wellbeing related content and skills. Narrative methodology and methods are used to explore how educators conceptualise student wellbeing; how they locate student wellbeing within their professional practice; and how these processes are influenced by their personal and professional experiences. Research conversations, incorporating a series of visual and narrative research activities, were undertaken with twenty school-based and system-based teachers and leaders within the Catholic education system in Melbourne, Victoria. Analysis of participants’ accounts focused on both the telling (process) and the told (content). In relation to the telling, the combined processes of drawing and storying practice and experience enabled participants to recognise and articulate their understanding and practice of student wellbeing. Participants emphasised the intertwining of conceptual, practical, and, importantly, relational elements of understanding and practice. Analysis of the stories told highlighted the interwoven influences of people, places, and experiences in rhizomatic, rather than linear, journeys of becoming educators with a focus on student wellbeing. The findings of the study suggest that teachers’ complex stories of student wellbeing as educational practice might be used productively by teacher educators, researchers, policymakers, and educators themselves help to shape an integrated, dialogical agenda for student wellbeing practice, teacher education, research, and policy development and implementation.
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Clair, Jon. "Exploring the Effects of Boarding School Staffing Models on Staff and Student Wellbeing: A Comparative Case Study of Boarding Staff Perspectives." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/408096.
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England’s education system has a long history of boarding schools, with upwards of 75,000 boarders educated each year (Boarding Schools Association, 2020a; Independent Schools Council, 2020). Boarding schools are regarded as unique educational environments and, in recent times, there has been increasing consideration of the value and effect of these environments on the wellbeing of both staff and students. To date, proponents and opponents of boarding education have been unable to resolve their differing perspectives on the impacts of a boarding education on staff and student wellbeing. This uncertainty has occurred in the context of increasing rates of teacher attrition alongside the expanding role schools are expected to play in the domain of student personal development. Despite existing research documenting the importance of organisational factors as determinants of wellbeing, such as staffing factors, the focus often remains on the individual, with little research specifically addressing the boarding environment itself.
In the context of this research need, this exploratory qualitative study compared the impact of two emergent boarding school staffing models on staff and student wellbeing through the perceptions of boarding school staff. A comparative case study methodology was employed, with purposive selection of two schools in England as instrumental case studies representing each of the two emergent models: a) the teacher-led model, which favoured the use of teaching staff in dual teaching-boarding positions, and b) the distinct-staff model, which favoured separation between boarding house staff and teaching staff. Data were collected through a document analysis of school-based policies and webpages and external inspection reports, together with semi-structured interviews with five boarding house staff at each site. The lived experience of boarding school staff was privileged within this study through the application of standpoint theory (Allen, 2017) and a relational wellbeing framework (S. White, 2010, 2017) used for the identification of broad determinant factors.
Data analysis was conducted using Leximancer (Smith, 2016), an automated data mining software package, and complemented with line-by-line manual processes. Document analysis utilising Leximancer revealed that the case study contexts were comparable with respect to their policy environments and school-based factors, with differences predominantly emerging from the staffing model in use. Analysis of interview data utilising Leximancer revealed five key themes: Boarding, School, Children, Time, and Work. These themes reflected a textual focus on contextual factors, with substantial similarity emerging between the two case study sites with respect to the ranked concepts identified. This contextual focus and resulting similarity highlighted a common lived experience of participants between case study sites and provided a foundation for manual analysis of the interview data.
Manual line-by-line analysis identified five themes through which staff and student wellbeing was framed in relational terms: Provision, Roles, Routines, Relationships, and Fit. Responsive to both the interview data and factors identified in the literature, these themes were united with the contextual themes which emerged from Leximancer analysis to produce a conceptual framework for the study. This conceptual framework supported the development of differences between the two models with respect to the composition of staff roles and their impact on role stress and role conflict and the consistency of boarding routines with respect to continuity of care. Patterns of boarding provision, quality of relationships, and reciprocal person-organisation fit were interrelated and important in both cases but were secondary to Roles and Provision as differentiating factors. The models were deemed to be justifiable constructions based on study observations.
Findings from this small-scale study recommend the distinct-staff model as most supportive of staff and student wellbeing. This study found that the separation of teaching and boarding roles served to reduce role stress and role conflict for boarding and teaching staff alike, producing benefits for both staff and student wellbeing in this research context.
Participants in the distinct-staff case reported that this model provided improved continuity of care to boarders through greater consistency in the staffing of the boarding house. Additional implications and guiding principles for schools to support the wellbeing of staff and students in boarding included: (a) adapt provision responsively to reflect the needs of current staff and students; (b) evaluate staff roles to minimise role stress and role conflict; (c) review routines and transitions to facilitate continuity of care; (d) support relationship development both professionally and personally; and (e) maximise fit between individual needs and the requirements of the institution. Exploratory in nature, this study has contributed to the limited boarding school literature base, providing the foundation for future research needed to generalise these findings more confidently.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Jefferies, Willow. "Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2479.
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Mindfulness practices are increasingly being introduced into schools as a whole-school approach, with teachers often responsible for implementing the exercises with their students. The aim of this research project was to explore the attitudes secondary teachers hold towards mindfulness practices and determine the barriers to and facilitators of teachers buying-in to a mindfulness initiative. A qualitative research methodology was utilised with twelve semistructured interviews conducted across three Perth metropolitan secondary schools. Interview questions were devised using both attitudinal constructs and the Revised Theoretical Domains Framework (TDF-R). In order to separately explore both teachers’ attitudes towards mindfulness practices and the barriers to and facilitators of their buy-in to an initiative, the interview data were analysed twice. In the first instance, deductive analysis was used within the suite of questions relating to each attitudinal construct. Following this, a hybrid approach was used to determine which TDF-R domains acted as either barriers to or facilitators of achieving participant buy-in to a mindfulness initiative.
Findings indicated that this sample of secondary teachers held ambivalent attitudes towards the implementation of mindfulness practices as a whole-school approach. This included participants’ having a positive attitude towards mindfulness practices in schools, while holding reservations regarding whether teachers should be the ones to implement the practices. The TDF-R domains Situational Knowledge and Beliefs about Consequences were deemed to be facilitators of participant buy-in. The following domains were considered barriers to participant buy-in: Beliefs about Capabilities, Professional Role and Identity, Organisational Culture and Resources. The implications of the research include ensuring schools’ expectations of educators are clearly defined, providing staff with adequate training, and ensuring the leadership have authentic and consistent intentions.
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Roberts, D. "Friendships and the community of students : peer learning amongst a group of pre-registration student nurses." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/2105/.
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This research seeks to explore the nature and value of peer learning for a group of pre-registration nursing students and specifically aims to examine a group of student nurses in order to inquire whether they learn from each other and if so, how, when and where this takes place. Secondly, the work aims to discover more about the process used by those nurses while engaging in peer learning and to unearth their perceptions of and value systems ascribed to this type of learning. In this context the students engage in peer learning as they learn from and through each others’ experience. This research is set against the backdrop of recent changes within nurse education in the United Kingdom. In 1999, the Peach report made several main recommendations regarding the future of pre-registration nurse education, including the integration of knowledge and skills through balanced time in theory and practice together with the fostering of interpersonal and practice skills through experiential and problem-based learning (UKCC 1999). In this case the fellow learners are a group of pre registration student nurses enrolled on a programme leading to registration as Adult Branch nurses with a Diploma level academic qualification. The curriculum (based on the Fitness for Practice recommendations within the Peach report) convenes the group (known as a base group) together throughout the course at regular intervals, and utilizes a strategy of problem based learning as part of a range of teaching and learning strategies in order to help the students to acquire the knowledge required by a qualified nurse. It is important to differentiate peer learning from other mechanisms which involve students in learning from each other. For example, peer teaching or peer tutoring is a far more formal and instrumental strategy whereby advanced students or those further on in progression, take on a limited instructional role (Boud, Cohen and Sampson 2001). In other words, the more senior students are used to formally teach various aspects of the curriculum to more junior students.
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Riekie, Helen Mary. "Student wellbeing, resilience and moral identity: Does the school climate have an impact?" Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/1366.
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The overarching aim of this study was to examine the impact of school climate on students’ wellbeing, resilience and moral identity. Two questionnaires, one to assess school climate and another to assess the three outcomes, were administered to a sample of 618 students from 15 South Australian independent schools. The hypothesised relationships were investigated using structural equation modelling. The results could guide schools in building environments that engender positive, resilient citizens with strong moral identities.
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De, George-Walker Linda. "An Investigation of Teachers' Efficacy for Promoting and Supporting the Social and Emotional Health and Wellbeing of Students." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/368121.
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Evidence is mounting that school-based support programs for student mental
health are associated with improved wellbeing and academic outcomes. These
programs necessitate teacher participation, yet teachers’ views are varied about the
extent to which supporting student mental health is integral to the teaching role.
Furthermore, teacher involvement in these activities can vary in quantity and
quality.
Teacher self-efficacy has received attention as a variable of interest for
understanding teacher attitudes, participation, and performance in their work
supporting student wellbeing. There has been some consideration of the antecedents
of teacher self-efficacy for supporting student wellbeing, such as teacher training,
but so far there has been no research using the framework of the sources of efficacy
information proposed in Bandura’s self-efficacy theory (Bandura, 1977a, 1977b,
1997) and the model of teacher efficacy (Tschannen Moran, Woolfolk Hoy, & Hoy,
1998). Some studies investigating teacher self-efficacy in the area of teachers’ work
supporting student wellbeing have conceptualised the construct broadly and used
measures with inadequate domain specificity. Other studies have employed domain
specific conceptualisations and measures, but validity-related concerns limit the use
of these measures in other studies.Thesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Psychology
Griffith Health
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Watson, Stuart James. "Financial Hardship and Strain Predict Student Well-being: The Importance of Socialisation, Social Support and Young Adult Roles." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365941.
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For most tertiary students, participation in higher education occurs directly after high school, when they are navigating a dynamic, and potentially stressful, pathway to adulthood. The years spent studying are often the most cash-strapped for young adults, when economising heavily and sometimes going without are normative experiences. Australian university students report substantial hardship, regularly cutting back their spending on basic necessities and simple life pleasures (Bexley, Daroesman, Arkoudis & James, 2013). A limited income and having to economise in many areas of life can take a toll on health and well-being. This dissertation examines the associations between experiences of financial hardship, perceived strain and psychological well-being for young adults at university. How these associations differ for student young adults with and without supportive resources is then examined. Finally, the associations between financial normative socialisation and young adults’ financial behaviours are explored between students and full-time workers. Two samples of Australian young adults were surveyed. The first two studies include 614 Western Australian university students (67% female, Mage = 20.83, SDage = 2.02) drawn from a single tertiary institution as part of the Australian Pathways to Life Success for University Students (AusPLUS) survey. The third study includes a sample of 301 Western Australians (68% female, Mage = 18.15, SDage = 1.04) surveyed as part of the Post-High School follow up to the Youth Activity Participation Study (YAPS). In both samples, respondents completed a web-based survey.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Lewis, Eliza Grug. "A mixed methods study of mental health and wellbeing in different UK undergraduate student populations." Thesis, Royal Veterinary College (University of London), 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701656.
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Henderson, K. "An action research approach to developing psychological support to increase wellbeing in student scholarship athletes." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17639/.
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Research suggests athletes have an equivalent, possibly higher, likelihood of developing mental ill-health to the general population, however they underutilize the services provided. An action research methodology was employed (over three phases), with the overall aim to improve the provision of psychological support for scholarship athletes. Phase1 explored experiences of mental health, from the views of seven scholarship athletes and two scholarship mentors. Phase 2 used a focus group to discuss and elaborate on the themes from phase one and phase 3, developed a list of recommendations for services. Thematic analysis was used to analyse information from the individual interviews, the findings of which emphasized the impact of transitions and demands on the athlete’s mental health. Mental health within this group continued to be entwined with stigma, denial and misjudgements and a lack of established conceptualisation. Clinical implications were explored and suggestions for future research were presented.
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Wojtaszek, Sylwia. "Positive attitude change to school - Narrative inquiry into adolescent students' lived experiences." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/174716.
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This thesis reports on a qualitative research study that investigated adolescent students‟ experiences of positive attitude change to school. The literature review situates the research of students‟ attitude changes to school within the affective component of the multidimensional construct of student engagement and identifies this field and the phenomenon of positive attitude change to school as underresearched and under-theorised. Narrative inquiry methodology was applied in order to provide a detailed description of students‟ lived experiences and generate knowledge to fill the existing gap of how such an experience manifests itself. Eight students, who self-reported to have experienced positive attitude change to school, shared stories through in-depth semi-structured interviews of how the attitude change came about, who or what influenced it, and what meaning they attached to it in relation to its impact on their engagement and wellbeing. Students‟ attitudes to school are predominantly examined through quantitative research, whereas this study provided a unique and nuanced insight into attitude change based on the qualitative paradigm and a social constructionist view of the experience from the students‟ vantage point. Students‟ narrative accounts are compared and contrasted with each other to identify five resonant threads associated with the experience of positive attitude change to school. Data analysis suggests that positive attitude change to school has a significant impact on student engagement in learning and student wellbeing through its embodiment of perceived positive emotions associated with being at school. It consequently illustrates the relevance of broadening the understanding of such an experience to address the critical issue of disengagement in adolescent students. Key findings indicate that students develop a negative attitude to school when personal problems remain unresolved or have been insufficiently addressed within the school environment; no “helping hand” was there to assist these ambitious students who were struggling to engage in learning due to their experience of negative emotions at school. This research study has revealed that a negative attitude to school does not necessarily equate to a negative attitude to learning. Students‟ perception of the available support, both from the teachers and the services offered at school, is a critical factor in the transformation of their attitudes to school. Further, the students who participated in this study did not themselves feel that they were equipped with the required knowledge and skills to manage their personal problems effectively in order to maintain their engagement in learning. Only after having “hit rock bottom” and having sought help from outside the school environment were the students able to apply a different perspective to their circumstances that was associated with positive attitude change to school. From this research study it can be concluded that a student‟s positive attitude to school is a requirement for successful social and academic outcomes, and it is an educational goal in itself regarding the notion of developing lifelong learners. Personal problems and their impact on student engagement and wellbeing need to be acknowledged and catered for within the school environment. School support services must proactively extend a helping hand to students who have a negative attitude to school. Further, students need to develop selfefficacy regarding their personal wellbeing so that they become confident to act autonomously in solving their situations at school that are characterised by the difficult negative emotions that they are experiencing. Students‟ attitudes to school and the complexity of the multidimensional construct of student engagement need to be considered in the development of initiatives to address adolescent student disengagement and in the development of student wellbeing frameworks.Doctor of Philosophy
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Michie, Frances. "A student centred approach to the roots of psychological wellbeing and academic self-concept : the impact of the luggage or baggage of past experience." Thesis, Roehampton University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267848.
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Chopra, Swati. "Managing Uncertainty: Self-care Tools for Enhancing Student Learning Experiences in the Design Disciplines." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1554212345845238.
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Vermeulen, Marilu. "Zest for life : a student health and wellness centre." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11242008-160154.
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Clauss, Linda. "An analysis of student wellness behaviors at a top ten university." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/90.
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This study was designed to analyze student wellness behaviors. The goal was to provide meaningful discussion regarding which behaviors students at a top ten university are engaging in and how that may contribute to their ability to thrive academically. Variables such as gender, year enrolled, and GPA were analyzed to arrive at recommendations on how students personally interested in maximizing their academic performance and ability to thrive on campus could incorporate behaviors that have been successful for their peers into their daily routines. Student development theory was also a component of this study. Undergraduate and graduate student wellness behaviors were comparatively analyzed to better comprehend wellness behaviors throughout the stages of enrollment. The study was designed to analyze what phase of development, through the lens of self-authorship, students were engaging in an effort to articulate how these top ten university students are "making their own ways." This study found that top ten university students are more positioned to thrive academically and perhaps beyond based on their engagement in wellness behaviors. The study also found that there are relationships among the variables gender, year enrolled, and GPA and specific wellness constructs such that different groups of students require different programmatic options. Based upon these findings, recommendations are offered for the incorporation of various wellness programmatic pieces into a university's academic and extracurricular services. Recommendations for other top ten Universities are offered, as well as ways in which non top ten Universities can innovatively adapt programs to support student wellness development with limited human and financial resources.
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Phillips, Rosalyn May. "The impact of peer mentoring in UK higher education." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2290.
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The present thesis is an investigation into the impact and role of formal peer mentoring programmes as retention and enrichment strategies within UK Higher Education. Reviews of the literature highlighted several limitations within the empirical evidence for benefits of mentoring schemes. This thesis systematically evaluated the availability and impact of peer mentoring schemes within UK Higher Education. Firstly, a new measure of wellbeing was constructed and validated in student samples. A UK wide survey of 94 Universities supported the notion of increasing popularity of formal peer mentoring schemes and demonstrated the perceived benefits of peer mentoring as a retention strategy. Employing a theoretically driven longitudinal methodology a controlled comparison between first year students’ attending a UK university with a peer mentoring scheme versus a university without a peer mentoring scheme further substantiated the benefits of peer mentoring. Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave. The relationship between peer mentoring and intention to leave was mediated by integration in university as proposed by Jacobi (1991). In support of the ‘buffering’ hypothesis existence of peer mentors moderated the relationship between predicted changes in social support, affect and self esteem during the transition to university. Within the fourth research study of first year students at a Scottish university; attitudes towards the introduction of a peer mentoring scheme within a university without such a scheme was investigated. Results indicated a positive perception of mentoring, with no student stating that they would not seek advice from a peer mentor if one was available. Although individuals who were experiencing greater levels of stress and homesickness were more likely to indicate they would use a peer mentor demographic variables did not differentiate between individuals who wanted peer mentors and those who felt less need. The most important attributes of a peer mentor for this sample of 158 first year students were commitment to the scheme and listening skills. Finally the impact of formal peer mentoring schemes within Higher Education was assessed from the perspective of the mentor, employing a qualitative (focus group) methodology at a university with an established peer mentoring scheme. Multiple benefits were indicated including personal, emotional, and academic advantages of becoming a mentor. All of the mentors within this study highlighted numerous motives for becoming a mentor although most important was their own previous experience (negative and positive) of the peer mentoring scheme. The results of each study are discussed in line with previous literature, limitations of the research and suggestions for future research. This thesis concludes that formal peer mentoring schemes can have a positive impact on the mentees, mentors and institutions involved and specifies nine recommendations for policy and practice.
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Zupsic, David J. "Exploring the Values of Education Using Student Viewpoints to Redesign the Educational Structure to Achieve Optimal Experiences." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1472465787.
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Soutter, Anne Kathryn. "What does it mean to be well in schools? an exploration of multiple perspectives on student wellbeing in a New Zealand secondary school context." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/7774.
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Despite recognition that wellbeing and academic achievement are compatible educational goals, few education systems have clearly established how wellbeing can be meaningfully and purposefully implemented in educational experiences. The overarching aims of this thesis were to examine the relationships between wellbeing and senior secondary educational experiences, to develop a conceptual framework based on an extensive, multi-disciplinary literature review, to refine the framework through document analysis and experimental study, and to propose a model of student wellbeing that could support both researchers in the development of indicators to monitor student wellbeing and educators seeking to plan for and assess wellbeing-enhancing educational experiences. Implications for the use of the Student Wellbeing Model for the design and review of educational experiences at the classroom level are discussed.
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Guerin, Annette Patricia. "'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10486.
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New Zealand education policies and documents (Ministry of Education, 2007, 2009, 2010, 2011a, 2014a) situate students at the centre of assessment processes that are underpinned by the New Zealand Curriculum. They identify building student assessment capability as crucial to achieving improvement in learning. Documents recognize the impact of quality interactions and relationships on effective assessment. However these core beliefs about assessment are not observed to guide teaching practices for all students. Disabled students remain invisible in assessment data and practices within New Zealand secondary schools. There appears to be little or no assessment data about learning outcomes for this group of students. This thesis investigates possible ways to recognize the diversity of student capability and learning through the use of narrative assessment. It challenges the absence of disabled students in assessment landscapes as educator roles and responsibilities within assessment, teaching and learning are framed within an inclusive pedagogy.
This research project focuses on how a team of adults and two students labeled as disabled make sense of assessment and learning within the context of narrative assessment in the students’ regular high school. The project examines the consequences of narrative assessment on student identity, wellbeing and participation within learning. The study offers opportunities to observe how specialists from outside of the school respond to the use of narrative as they work with the two student research participants.
This study undertakes a critical inquiry that recognises the principles of the Treaty of Waitangi – partnership, protection and participation – as pivotal to inclusive practice where all students are valued as learners. It investigates how narrative assessment can honour these principles in everyday teaching practice.
The project aims to inform education policy and practice, with a view to enriching learning outcomes and opportunities for disabled students who are frequently marginalized by inequitable assessment processes.
It is argued that narrative assessment can support the construction of student identity and wellbeing. It can support the recognition of disabled students as partners in their learning. However the value of narrative assessment can be undermined by the responses of educators and other professionals who continue to work within deficit models of assessment, teaching and learning.
Within this thesis adult participants from family and education contexts have clear ideas about the value and validity of assessment practices and processes that do not respect a presumption of competence or a need to establish a relationship with a student being assessed. Their views challenge everyday practices that fulfill assessment contracts, but ignore Treaty of Waitangi and New Zealand Curriculum commitments. Their views can inform better ways of working between specialists and schools supporting disabled students.
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Finch, Julie. "Examining the Impact of Psychological Capital on Student Mental Health and Wellbeing in an Australian School Context: Predictive Relationships and Outcomes of a Brief Novel Intervention." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416307.
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Psychological Capital (PsyCap) is a theory of human behaviour that refers to a suite of four positive psychological resources comprising hope, (self-) efficacy, resilience and optimism (HERO). PsyCap theory postulates that due to shared commonalities of the HERO constructs, omnibus PsyCap (i.e., combined HERO) more powerfully predicts a range of mental health, wellbeing and occupational outcomes than any individual component part. PsyCap theory and research developed within organisational psychology as a contextual construct associated with attitudes, behaviours and performance which has been evaluated extensively with employees within workplaces and adult learners within tertiary education settings. There is extensive empirical support for PsyCap across these settings and samples, with studies consistently demonstrating associations of PsyCap with several mental health symptoms (e.g., stress, anxiety, depression), subjective wellbeing (e.g., life satisfaction) and vocational outcomes (e.g., work/study engagement, performance). Furthermore, adult PsyCap interventions have demonstrated that PsyCap can be developed in adults and may be associated with buffering mental health symptoms in the face of adverse challenges, as well as increasing wellbeing.
The preventative and promotive qualities of PsyCap on outcomes of mental health and wellbeing has drawn attention from researchers seeking to assess if these effects might apply to adolescents, a population with high prevalence rates of mental health concerns, particularly anxiety and depression. Certainly, replicability of PsyCap inquiry from places of work to places of tertiary study has provided a framework for this research to be extended to a school setting. Schools, where young people have close proximal and frequent access throughout childhood and adolescence, provide a unique and powerful entry point to reach children at risk of mental illness, or with symptoms of mental ill health, via school-based interventions that might result in improvements in student wellbeing, along with greater student engagement, attendance and success at school and throughout life. Despite this, PsyCap research in young people to date has been fragmented and sparse. Some studies, seeking to determine whether PsyCap might have a therapeutic impetus, have explored PsyCap with clinically depressed teenagers. Other studies, following PsyCap’s theoretical underpinnings have tested PsyCap in adolescent students in a school setting. However, a common problem in the current literature is the absence of a developmentally sensitive and contextually grounded conceptualisation of PsyCap in children and adolescents. This crucial shortfall arguably leads to issues with reliable and valid measurement of PsyCap, drawing study conclusions into question.
The overarching aim of the current program of research was to examine HERO constructs through a developmental lens, to provide a developmentally sensitive conceptualisation of PsyCap from which a PsyCap measure could be derived, and assessment and intervention could be tailored for students. The first study of this PhD explored the associations between PsyCap and mental health and subjective wellbeing outcomes, and the predictive role of PsyCap on these outcomes, in a cross-sectional sample of students aged 9 to 14 years (n = 456). The findings indicated significant negative relationships between PsyCap and mental health symptoms and significant positive relationships between PsyCap and subjective wellbeing. Further, optimism was found to be the most influential predictor of all outcome measures, although the combination of all HERO constructs was a stronger predictor on outcomes than any individual HERO construct alone.
The second study was a naturalistic longitudinal observation of the impact of time and gender on mental health symptoms and subjective wellbeing in a cohort of Year 10 students aged 14 to 17 years (n = 56), prior to the COVID-19 pandemic and 3 months later during the pandemic. The predictive utility of baseline PsyCap was also examined on follow-up mental health and subjective wellbeing outcomes at 3-months assessment. Findings from this study demonstrated that there were no significant changes in mental health symptoms from time 1 to time 2; however, subjective wellbeing significantly declined between the two timepoints. There were no gender differences in the degree of change across time; however, girls had significantly higher levels of mental health symptoms than boys at both time points. Of the HERO constructs, baseline efficacy was the strongest unique predictor of mental health symptoms at time 2, and baseline hope was the strongest unique predictor of subjective wellbeing at time 2, following the onset of the pandemic, with overall PsyCap being a stronger predictor of subjective wellbeing, though not anxiety and depression, than any of the individual HERO components, after controlling for time 1 effects.
The third and final study aimed to test the preliminary effectiveness and acceptability of a PsyCap intervention on a cohort of Year 12 female students aged 17 to 18 years (n = 82) in an open trial. The brief (4 modules) school-based intervention was aimed at increasing HERO capabilities and reducing perfectionism. Secondary outcomes of mental health symptoms and subjective wellbeing were also assessed. The findings of this final study indicated significant increases in levels of efficacy, optimism, and omnibus PsyCap (combined HERO), and a significant decline in perfectionism, from pre-intervention to post-intervention. There were no significant changes in hope, resilience or secondary outcomes.
Informed by a conceptually sound, theoretical PsyCap framework, the findings of this current research program demonstrate the concordant and predictive relationships of student PsyCap on outcomes of mental health and wellbeing, and the potential for PsyCap to be cultivated via a school-based intervention. Taken together these findings provide an empirical foundation upon which future research can be built.Thesis (Professional Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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James, Chris W. "The psychological wellbeing of students." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589526.
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There is evidence to suggest that the numbers of students presenting to higher education counselling services with mental health problems are increasing. However, relatively few students disclose having mental health problems when applying to higher education institutions. This systematic review explores the recent research examining the relationship between stigma, help-seeking and mental health issues among students. Demographic factors, sample characteristics, the relationship between stigma and help- seeking and how these constructs are measured were examined. A number of methodological issues are raised. Despite these limitations, evidence suggests there is a significant relationship between stigma and help-seeking, across a variety of student groups and cultures. Overall, evidence shows that students perceiving greater stigma in relation to seeking help for psychological problems are less likely to hold favourable attitudes or intentions towards help-seeking. However, the relationship between perceived stigma and help-seeking behaviour is less clear. The empirical study aimed to examine differences between a student sample and the general population on measures of anxiety, depression and disordered eating, explore gender differences among students, and determine the extent to which perfectionism, mood intolerance, interpersonal difficulties and low self-esteem were associated with disordered eating among students. Overall, students reported greater anxiety than the general population, though did not differ on scores of depression or disordered eating, whilst female students scored significantly higher on measures of disordered eating than males. Hierarchical regression results indicated that perfectionism, mood intolerance, interpersonal difficulties and low self-esteem accounted for a significant amount of the variance in disordered eating for both female and male students. Perfectionism was identified as the weakest predictor, contributing little to the overall model, whilst mood intolerance was found to be the strongest unique predictor of disordered eating. A number of relative strengths and limitations of the current study are discussed, along with suggestions for future research.
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Andersson, Anna, and Kajza Melandsö. "Psykisk hälsa i skolan, ett förebyggande arbete : En enkätstudie över lärare i ämnet Idrott och hälsas uppfattning om arbetet med psykisk hälsa på lektionstid." Thesis, Högskolan Dalarna, Socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29827.
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The aim of this study was to study how Swedish teachers in Physical education work with mental health, their own perceived level of knowledge and how they wish to work. A quantitative survey has been conducted via Facebook. In total 146 respondents participated in the survey. The results were analyzed with the theories KASAM and OCB role perception taken into account, and linked to previous research. The result shows that teachers plan for mental health in the education quite rarely, but nevertheless talk about mental health relatively often outside of scheduled time. Most teachers consider themselves to have a fairly good knowledge of mental health. However, more than half of them perceive that the subject has been treated to a low degree during their own education. Most teachers want mental health to take a greater part in lessons. Several teachers suggest that mental health should become an own subject.Studiens syfte var att studera hur lärare i Idrott och hälsa arbetar med psykisk hälsa, deras upplevda kunskapsnivå samt hur de önskar arbeta med psykisk hälsa. En kvantitativ enkätundersökning har genomförts via Facebook. I denna deltog totalt 146 respondenter. Resultatet har analyserats och tolkats utifrån teorierna KASAM och OCB rolluppfattning, samt utifrån tidigare forskning inom området. Resultatet visar att nästan alla respondenter anser att skolan har ansvar för undervisning i psykisk hälsa. Lärare planerar ganska sällan för psykisk hälsa på lektionstid, men berör ändå ämnet relativt ofta utanför schemalagd lektionstid. De flesta lärare anser sig ha en ganska god kunskap om psykisk hälsa, dock upplever mer än hälften att ämnet behandlats i låg omfattning under lärarutbildningen. De flesta lärare vill att psykisk hälsa ska utgöra en större del av undervisningen även om bristande tid och utrymme utgör hinder. Flera lärare föreslår att psykisk hälsa borde bli ett eget skolämne.
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Charles, Faith, and Martin Wiberg. "Coping strategies among international students who transition to university in Sweden : Experiences and perceptions of loneliness as an international student in Sweden." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och kriminologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35857.
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This study explores the coping strategies amongst international students who moved to a medium sized city in Sweden to study. The aim is to explore how international students cope with loneliness and their perceptions and experiences related to loneliness. The method is qualitative and inductive, with deductive properties such as the topics related to loneliness, coping, resources and technology. We conducted semi structured interviews with six participants. The theory used is a strength-based perspective focusing on the resources and coping of the participants. The results show the participants express various accounts of experienced loneliness and coping strategies. The themes found were a New university and country, Social life, Society and culture, Self-agency, and Coping strategies. International students cope with loneliness by talking to family and friends, often using ICT. Other sources of support come from within the university environment. Most of the support utilized comes from the students acting themselves.
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Dodge, Rachel. "Enhancing wellbeing : evaluating an intervention for Further Education students." Thesis, Cardiff Metropolitan University, 2016. http://hdl.handle.net/10369/8139.
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Wellbeing is an emerging science. However, there are a number of differing views regarding how to define it as a concept, whether it is able to be measured and the potential for enhancing it at an individual level. The aim of this research is to investigate the effectiveness of a pastoral intervention programme designed to enhance the wellbeing of Further Education (FE) students. The mixed methods evaluation study reported here selected a sample of (N = 244) FE students who undertook a ten-week pastoral intervention programme delivered by their tutors that aimed to highlight the strategies they could employ to increase their personal resource bank. The Wellbeing in Further Education Students Survey (WFESS) was used to measure the students’ perception of how resourced and challenged they felt in ten life areas, alongside the impact of challenges they faced and the level of strategies they used to deal with the challenges. This measure was taken before and after the intervention. The results highlight a significant increase in the perception of feeling resourced following the intervention. Feedback from the delivery team of tutors highlighted a number of aspects of the intervention programme that received positive feedback from the students. The tutors also noted that the intervention had some positive effects in terms of enhancing their own wellbeing. A number of limitations occurred during the research. Access both to the students and the tutors involved in the programme was restricted. However, this research offers a significant step towards the use of intervention programmes with FE to enhance the wellbeing of students and staff, through the increase of awareness of personal resource strategies that can be employed to counteract the challenges they face in life.
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Bolumole, Motunrola T. "Racism and the Wellbeing of Black Students Studying Abroad:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108989.
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Thesis advisor: Betty LeaskRace plays a significant role in shaping the experiences of Black students who study abroad. Unlike their White peers, Black students are likely to encounter racism abroad, which a small body of research has documented. However, these studies say little about the short- and long- term effects of these experiences. This study is located in this gap in the research and examines how racism experienced while studying abroad can affect the wellbeing of Black students. In-depth interviews were conducted with 8 participants. Results revealed that the racism Black students encounter abroad can cause significant stress. When Black students lack adequate resources to cope with this stress, their wellbeing is threatened. Recommendations for study abroad offices and administrators for reducing and limiting the incidences and impact of racism experienced by Black students studying abroad are made
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Horobin, Margaret Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school /." St Andrews, 2009. http://hdl.handle.net/10023/693.
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Carter, Angela. "The Impact of Meditation CDs on College Students' Sense of Wellbeing." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1211.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
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Doyle, Ciaran. "Physical Activity, Sedentary Behaviour and Psychological Wellbeing in Emirati University Students." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/385556.
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The university years often overlap with young adulthood which is a key life stage when health behaviours and wellbeing may be compromised. To inform culturally appropriate interventions to address this, there is a need for more research in Arabic speaking populations as research with university students in Western countries may not be generalizable in the Arab world due to socio cultural differences. The aim of this thesis was to understand physical activity, sedentary behaviour and psychological wellbeing in Emirati university students.
Study one was a psychometric study of a self-administered version of the Global Physical Activity Questionnaire-Arabic (GPAQ-Arabic). A total of 93 Emirati university students completed the instrument on two occasions 7 days apart, and 48 also wore an accelerometer for 7 days. Test-retest reliability and criterion validity were assessed using Spearman’s rho and Bland-Altman plots. Test-retest reliability was acceptable for moderate to vigorous physical activity (MVPA), but fair for sedentary behaviour. Criterion validity of the MVPA measure was fair.
Study two involved the development and psychometric assessment of a domain specific, self-administered, Arabic language, sedentary behaviour questionnaire (The Sitting and Reclining Time Questionnaire-Arabic [SART-A]). A total of 61 Emirati university students completed the instrument on two occasions 7 days apart, and 26 also wore an accelerometer for 7 days. Test-retest reliability and criterion validity were assessed using Spearman’s rho and Bland-Altman plots. Test-retest reliability of the SART-A was acceptable for weekday, weekend day and usual day sedentary behaviour, however the criterion validity of the instrument was less promising.
Studies three, four and five used data from a cross-sectional survey study of Emirati university students. A total of 628 participants completed Arabic language questionnaires assessing physical activity; sedentary behaviour; psychological wellbeing; knowledge of physical activity guidelines and mental health benefits, and preferences for activity type and context. Generalised linear modelling was used to assess potential differences in prevalence by gender. Bivariate associations using explanatory variables of age, gender and BMI were also explored for knowledge of physical activity guidelines and mental health benefits, and preferences for activity type and contexts. Almost three-quarters (74%) of students met guidelines of >150 minutes of MVPA/week. Median time spent in sedentary behaviour was 10 hours/day on a usual day, weekday, and weekend day. A total of 69% reported high or very high satisfaction with life. However, 65% also reported depressive symptoms, 69% reported anxiety symptoms, and 46% reported stress. No significant gender differences were found. Only 3% of respondents correctly identified activity guidelines as 150 mins/week MVPA. Most respondents believed that exercise could improve wellbeing (69%), and help manage depression (71%) and anxiety/stress (74%). Women were more likely than men to view exercise as a way to manage depression (p=0.003) and anxiety/stress (p=0.002). A fun element was the most preferred context for physical activities (87.1%). Walking (66.7%) and swimming (61.7%) were the most preferred activity types. Men had significantly higher odds to prefer competitive activities; and football, weights, and jogging. Women had significantly higher odds to prefer activities with people of the same gender, with supervision and done at home; and walking, aerobics, cycling, squash, and yoga.
Study six involved five focus groups with female Emirati university students (n=25) to explore barriers to and enablers of physical activity. Emergent themes were identified and analysed using Nvivo software. The main barriers were lack of family support, gender roles associated with family responsibilities, social media use, lack of convenient access to female only facilities, and hot weather. The main enablers were low cost and convenient female only gyms; support via friends, family and social media; and physical activity timetabled within the academic schedule.
Study seven was a systematic review and meta-analysis study to assess the efficacy of physical activity interventions to promote wellbeing in university students. Five databases were systematically searched to identify randomised controlled trials. Methodological quality of studies was assessed using Downs and Black scale and quantitative analysis was performed using Revman 5.3 software. A total of 6,138 studies were identified and 11 were included in the final review. Overall, there was a small significant effect of physical activity for depression (standardised mean difference (SMD) 0.47), and anxiety (SMD 0.28). There was no significant effect of physical activity for quality of life.
This research program indicates that Emirati university students have high levels of sedentary behaviour, depression and anxiety. Physical activity interventions could be an acceptable and effective way to manage depression and anxiety, however, the majority of students lack knowledge of physical activity guidelines. Interventions should be tailored by gender for context and type and should also consider specific socio-cultural barriers and enablers related to female students’ participation. More research is needed to identify valid self-report measures of MVPA for this population.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Zamudio, Leal Gabriel Mario. "A Cross-Cultural Study of Adult Attachment, Social Self-Efficacy, Familismo, and Psychological Wellbeing." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248437/.
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Although Latinos are the largest minority group in the country, research examining how different psychological and cultural variables affect Latino individuals' wellbeing is disproportionately developed and cross-cultural comparison studies are particularly scarce. To address these issues, this dissertation research examined cross-cultural adult attachment-social self-efficacy-psychosocial wellbeing conceptual mediational model while investigating the moderator effects of country membership and familismo on the proposed mediational model using a cross-cultural sample of Mexican and Mexican-American university students. A total of 595 participants, including 360 Mexican students from Mexico and 235 Mexican-American students from the United States completed the research questionnaires. Results indicated that social self-efficacy was a significant mediator for the effects of insecure attachment on life satisfaction and conflict resolution in both cultural groups and for the links between attachment insecurity and depressive symptoms in the Mexican-American group. Additionally, moderated mediation analyses showed that country membership was a significant moderator for the links between attachment avoidance and social self-efficacy when life satisfaction, conflict resolution style, and depressive symptoms were the dependent variables, as well as for the direct link between attachment anxiety and physical health symptoms. Familismo was also found to be a significant moderator for the direct effects of attachment anxiety on physical health symptoms and life satisfaction in both groups. Findings are discussed from the attachment and cross-cultural perspectives. Counseling implications, limitations, and future research directions are offered.
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Haglund, Stina. "Hälsosamtalet i skolan; en hälsointervention att räkna med : Gymnasieelevers självskattade hälsa vid skolor som haft och inte haft motiverande samtal. En enkätundersökning med elever från Gästrikland och Västernorrland." Thesis, Högskolan i Gävle, Folkhälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24393.
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The aim with this study was to compare and evaluate potential differences in self-assessed health between students where the school had worked systematically with MI and students where the school had not. To evaluate this a quantitative method through poll forms was used. 40 poll forms was sent to a school that did not use MI and compared the answers with existing poll forms from a school that used MI systematically. Theresults showed that boys from the school using MI had 10 times bigger chance of answering that they felt good than the boys that not have MI. The results for the girls did not indicate the same importance of the intervention. Instead the results showed that other factors, such as feeling sad, sleep quality and alcohol usage influenced their self-rated health. The conclusion from this is that the MI does have an effect on the self-assessed health for particularly boys.Svenska skolungdomar anser idag att skolan är en bidragande orsak till att de mår dåligt då den bl. a. skapar både ångest och stress. Följderna av att stressen har ökat i skolorna har blivit att den psykosomatiska stressen också har ökat under åren. Skolan är en viktig miljö för det hälsofrämjande arbetet och där spelar både lärarna och elevhälsan en viktig roll för elevernas hälsa och välbefinnande. Syftet med denna studie är att, jämföra och utvärdera eventuella skillnader i självskattad hälsa hos eleverna i gymnasieskolor där elevhälsan arbetat systematiskt med MI och hälsosamtal med elever på en gymnasieskola där elevhälsan inte arbetat med MI under hälsosamtalet. För att undersöka detta användes en kvantitativ metod i form utav enkäter. Författaren till denna studie skickade ut 40 enkäter till den skola som inte använt sig utav MI under hälsosamtalet och jämförde sedan med befintliga enkäter från den skola som jobbat systematiskt med MI under hälsosamtalet. Utifrån resultatet kunde vi se att de killar som fått den systematiska MI interventionen har 10 gånger så höga odds att svara att de mår bra jämfört med de killar som inte fått samma typ av intervention. Däremot var det inte riktigt lika resultat för tjejerna. Där visade resultatet istället att det som hade en större påverkan på deras självskattade hälsa var orsaker som psykisk ohälsa (att de svarade attde var ledsen eller nedstämd), sov dåligt och/eller konsumerat alkohol. Slutsatsen som dras från denna studie äratt hälsointerventionen verkar ha större betydelse för killarnas självskattade hälsa än för tjejernas, men att samtliga som har fått interventionen har en bättre självskattade hälsa än de som inte fått det. Det är dock svårt att av göra om det enbart är interventionen som ligger till grund för detta eller om det är andra faktorer som också påverkar.
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Brooks, Cecilia, Brandan Wheeler, Tommy Phillips, Alisha M. Hardman, and Becky Smith. "Exploration of Factors that Contribute to the Financial Wellbeing of College Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/59.
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Financial decisions among college students can be influenced by experiences with credit and debt services. Some college students may use alternative financial services (AFS; e.g., payday loans and check cashing services) to manage their personal finances to maintain a desired level of financial wellness. Fears about credit card usage may prompt the use AFS or overdraft on accounts due to a limited funds. Thus, some financial decisions, and ultimately, wellbeing may be influenced by financial knowledge, access to financial resources and attitudes towards financial services among college students. This study aims to explore factors (i.e., financial abilities, compulsive buying, materialism, knowledge, credit card, and AFS usage) that contribute to the financial wellbeing of college students. Initial findings from a stepwise regression show increased usage of credit cards (β = -0.08) and AFS (β = -0.08) decreases financial wellbeing while lower materialistic (β = 0.27) attitudes increases financial wellbeing.
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Wang, Ruoqi. "“Online Participation Art Strategy” : Design for supporting students' wellbeing in crises times." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104751.
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Online learning in the present circumstances of the pandemic is unique, unlike common digital learning situations, raises a number of concerns. University students might struggle with adjustment and feel discouraged by changes, as conventional socializing in class is their major loss in online learning. Students should continue to learn, and schools have gone to great lengths to transfer educational content into the digital world, not just online teaching and delivery methods, but also support the students' wellbeing. The project created a framework for students’ wellbeing support, online learning in higher education and crisis preparedness. Moreover, the project used several research methods to collect and analyze data, and design methods to treat and develop ideation. The resulting project is called the ‘Online participation Art Strategy’. Based on the insights that ‘enhancing online learning by enhancing online participation’, the project provides educational materials in the form of campaign design and graphic design, to enhance online participation and thereby support the wellbeing of students.Online presentation
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Du, Plessis Chrisna. "Oases in die woestyn : herstellende ervarings en psigologiese welsyn / Chrisna du Plessis." Thesis, North-West University, 2003. http://hdl.handle.net/10394/241.
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The focus of the study is on restorative experiences and the relationship between these
experiences and psychological well-being. The variety of experiences that people
experience as restorative were explored, as well as how often these experiences
occurred.
A working definition were written since no generally accepted definition of restorative
experiences exists. A checklist with 22 categories of restorative experiences has also
been drawn up. Students completed psychological well-being questionnaires and the
results were used to form two groups: one with higher and one with lower levels of
psychological well-being. The two groups were compared in terms of the restorative
experiences present in their lives.
Nature emerged as the most popular restorative environment. Rest was the most
popular category with subcategories for sleep and holidays. Interpersonal contact was
also a popular category for both groups. The categories for eating and drinking and
activities that are damaging to the body showed important differences between groups
in terms of popularity and frequency. The group with the higher levels of psychological
well-being shows signs of a healthier lifestyle and they have a greater capacity to
postpone gratification. In addition, they show fewer signs of substance dependency,
fewer symptoms of psychological disorders and less avoidance than the group with the
lower levels of psychological well-being.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2004.
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Harris, Marina. "Dental hygiene and therapy students' experiences of psychological wellbeing in their undergraduate education." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/dental-hygiene-and-therapy-students-experiences-of-psychological-wellbeing-in-their-undergraduate-education(56d1b2c5-f751-41fc-b380-8b2a70695689).html.
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Background: Dental schools are recognised to be highly demanding and stressful learning environments. Studies which have examined stress and psychological wellbeing of students within the dental undergraduate environment have, for the last four decades, focused on negative measures of psychological wellbeing. In addition, these studies have been exclusively targeted at dental students; and therefore, ignored the education of other dental professionals. Aims: The aim of this programme of studies was to explore our understanding of stress and positive psychological wellbeing of dental hygiene and therapy students from both a national and international perspective, and then to utilise this knowledge to implement a possible intervention. Participants and methods: The research involved a mixed-method approach using validated psychological tools, semi-structured interviews, and participation in an intervention workshop. Statistical analyses of quantitative data collected were handled with SPSSTM software. Thematic analyses of students' experiences of stress and wellbeing were undertaken using Braun and Clarke's six stages of thematic analysis. Results: Data showed that dental hygiene and therapy students reported similar sources of stress to that of dental students. However, at the same time, the participants also reported high levels of positive psychological wellbeing. The qualitative study showed that, for dental hygiene and therapy students, the significance of the meaning they attributed to their undergraduate training mitigated much of their stressful experiences. Scores from the intervention study showed that taking a positive approach to the education of stress and wellbeing within the dental hygiene and therapy curricula had a beneficial impact on the way participants understood their experience of stress. Conclusions: The results from this programme of studies has made a valuable contribution to our understanding of stress and wellbeing in dental hygiene and therapy undergraduate education. Within the limitations of these studies, stress was seen in a broader context. This research brought into question whether eliminating stress was necessary, or indeed relevant, and concluded that psychological wellbeing needs to be explored further. It highlighted the important role meaning held, and the relationship between meaning and stress. It is concluded the need to argue for psychological interventions/education to be included within the undergraduate curriculum for all dental professionals.
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Kendal, Sarah Elizabeth. "The use of guided self help to promote emotional wellbeing in high school students." Thesis, University of Manchester, 2009. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:68379.
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Background: The prevalence of mental disorder in children and young people in the UK is estimated at 10-20% (Meltzer et al. 2003). The World Health Organisation advocates urgent preventive measures to reduce the impact of a predicted steep rise in global rates of depression (World Health Organization 2008 ). The mental health of young people is therefore a public health issue, nationally and globally. The UK children's policy agenda proposes that promoting emotional wellbeing is a shared responsibility between children's agencies at the Tier 1 level of Child and Adolescent Mental Health Services (DCSF 2008), but further research is required to develop low intensity, evidence based interventions to promote emotional and mental health. Schools have a remit to address emotional problems in students and evidence exists to support school based interventions to promote emotional wellbeing. However young people encounter barriers to help-seeking in primary care, which need to be understood in order to deliver appropriate support. There is an emerging evidence base for using guided self-help (GSH) to deliver cognitive behaviour therapy-based interventions to adults in primary mental health care (Gellatly et al. 2007). It is not known whether using GSH in high schools to deliver emotional wellbeing interventions to young people would be feasible or acceptable. Aims: To develop an emotional wellbeing intervention for high schools using GSH, and evaluate it for feasibility and acceptability. Methods: The Medical Research Council (MRC) Framework for complex interventions (MRC 2000) provided the conceptual structure of the research. The methodological approach was also strongly influenced by standards for qualitative research proposed by Popay et al (1998), particularly the need to be responsive to the research context. There were three stages: Consultation, Development and Implementation. In the Consultation stage 54 young people aged 11-15 were consulted in 6 focus groups in 3 inner city high schools in the UK. The outcomes supported the development of a GSH intervention, named the 'Change Project', which was the focus of the Development Stage. Pastoral and Special Educational Needs staff in schools received brief training to deliver the intervention, followed by weekly supervision for the duration of the Project. In the Implementation Stage the Change Project was piloted in the same 3 high schools. The Project was evaluated for acceptability and feasibility using qualitative interview methods and a survey of students. Two instruments were incorporated: the PHQ-2 (Kroenke et al. 2003) was included to identify students who would benefit from a referral to the school nurse and the Rosenberg Self Esteem Scale (Rosenberg 1965) was used to explore its suitability as an outcome measure with the target population. Results: Eight Project workers delivered the Change Project. Twenty one students used it. They were aged 11-17 years and included male, female, white and non-white students. Self reported personal outcomes for students were generally positive. Nine sets of baseline and post-intervention RSES scores were collected. There was a general trend for improvement in scores. Presenting difficulties included potentially clinical disorders which were successfully addressed with support from school nurses. Interviews were conducted with 23 students, and 27 school staff and questionnaire data were collected from 140 students. Project worker reports of the Change Project's acceptability and feasibility were mixed, though also generally positive. The acceptability and feasibility of the RSES is discussed. The ethos of pastoral care, support of senior figures and other contextual factors affected implementation quality in each school. Help-seeking in the young people was driven by peer norms of hiding signs of vulnerability. Conclusions: The Change Project intervention was generally felt to be useful and relevant and overall it was welcomed by staff and students. The intervention has potential for further development. Its acceptability and feasibility were co-dependent and strongly influenced the implementation processes, indicating the value of investing time in understanding social and cultural factors in the research context. Understanding organisational and individual barriers and facilitators of help-seeking in young people may encourage use of emotional support in school.
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Haslam, Rebecca. "Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1131.
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ABSTRACT
The shift in the nation’s political climate between 2016-2019 has exacerbated the longstanding pervasive issues of racism and discrimination against People of Color and those marginalized by societal inequity. This has serious implications for teaching and schooling, as it causes children to feel unsafe, question their sense of belonging, and internalize racial oppression. Indicators of inequitable school experiences for Students of Color and students from marginalized identity groups warrant attention to the socially determined facets of public education: specifically a sense of school belonging (SOSB) for Students of Color, the impact of racial trauma, the patterns of social engagement that shape their experiences, as well as the pedagogical practices teachers employ to support their social-emotional wellbeing.
This qualitative case study seeks to illustrate how classroom teachers at Arday Elementary School support the social-emotional wellbeing of Students of Color by examining their understanding of racial trauma and SOSB and their use of equity literate pedagogies in the classroom to effectively support their Students of Color in a public elementary school in Northern New England. Findings include the hidden curriculum, teacher critical consciousness, cultural congruence, learning environment, racial trauma, and resistance. These findings point to a newly conceptualized framework, Equity Pedagogy for Social-Emotional Wellbeing (EPSEW), which applies a social determinants perspective to examinations of educational inequity and considers the social and community contexts that predetermine and influence inequitable outcomes.
Keywords: equity pedagogy, equity literacy, social determinants, school belonging, racial trauma, internalized racism, social emotional well-being, critical pedagogy, anti-bias education
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Williams, Dylan K. "Understanding the impact on the wellbeing of students with specific learning difficulties through teaching interventions." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12835.
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The study set out to explore whether teaching methods can improve the wellbeing of students with SpLDs. This study addresses a gap in the literature, identifying wellbeing differences between different types of educational environment and SEN provisions. It explores whether there are benefits from inclusive education to student wellbeing, considering constructs of wellbeing relevant to the impact of SpLDs, synthesising pedagogic, psychotherapeutic and developmental perspectives. 74 student participants were recruited through the SEN departments of 4 UK schools - each with differing approaches to SEN support. Student participants completed two psychometric wellbeing questionnaires. They also engaged in photographic exercise, capturing scenes of importance to them, which contributed to semi-structured interviews. 8 teacher participants engaged in semi-structured interviews. These teacher participants also had their classroom practice observed. Parallel interpretative phenomenological analyses (IPA) were used to interpret the findings. Several themes from both student and teacher IPA analyses revealed a differences between 2 pairs of schools, which was supported by the same difference in psychometric scores and classroom observations. Schools environments were found to have common features of inclusion either absent or present which were recognised by both students and teachers within their own social world perspectives, which were predictive of wellbeing. This study identified that school aged students with SpLDs could articulate the relationship between inclusive teaching and their wellbeing.
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Sano, Akane. "Measuring college students' sleep, stress, mental health and wellbeing with wearable sensors and mobile phones." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106066.
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Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 165-182).
This thesis carries out a series of studies and develops a methodology and tools to measure and analyze ambulatory physiological, behavioral and social data from wearable sensors and mobile phones with trait data such as personality, for learning about behaviors and traits that impact human health and wellbeing. This thesis also validates the methodology and tools on a selected subset of the questions that can be answered by the data collected. First, I conducted a study to characterize wrist electrodermal activity (EDA) patterns with concurrent polysomnography and conventional palm EDA measurement. I developed a tool to analyze the EDA data quantitatively and found that wrist EDA peaks occur during Non REM2 and 3 sleep. Then, with multi-modal wearable sensor data, I conducted several studies showing how multi-modal wearable sensors can improve characterization of sleep/wake states over motion-sensing alone, and predict sleep-related memory consolidation. We found that wrist-EDA helps discriminate when there is improved sleep-related memory consolidation. Next, with colleagues at MIT and Brigham and Women's hospital, I designed and carried out the first four semesters of the "SNAPSHOT study", which measured over 100,000 hours of multi-sensor and smartphone use data from 168 college students, recruited together with their social groups. Each student contributed intensive multi-modal ambulatory data (physiological, behavioral, environmental, and social) for 30 days. Each student also filled out standardized questionnaires on mental health, personality, stress, social interactions, sleep and GPA, and provided a measure of dim light melatonin, enabling circadian phase to be measured. To investigate the value of the data, I examined a subset of the large set of questions that these new data enable us to answer: I examined the associations between sleep regularity and sleep duration on academic performance, physical/mental health, perceived stress and wellbeing-related measures using coarsened exact matching to control covariates. Our data showed that sleep irregularity was statistically significantly more associated with bad health, reported in the morning, and with worse mental health than sleep duration. I also identified features useful for recognition of monthly reported perceived stress (high vs low): daily activities, personality, sleep, physiology, social interactions, phone usage, and mobility.
by Akane Sano.
Ph. D.
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Svensson, Harald, and Katinka Wallqvist. "Joining a Social Club or Buying a Planner? : What predicts subjective wellbeing amongst Swedish university students?" Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74821.
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Research suggests that university students are at risk for developing psychiatric symptoms, but there is a lack of research targeting wellbeing amongst students in Sweden. The aim of the study was to investigate the relationship between social- and cognitive resilience factors and subjective wellbeing in university students in Sweden. Participants were 396 full-time students. The protective factors, measured by means of the test Scale of Protective Factors (SPF-24), social support, social skills, planning and prioritising behaviour and goal efficacy, were entered into a multiple regression analysis (MRA) with subjective wellbeing, measured by the test Personal Wellbeing Index Adult (PWI-A), as the criterion variable. A significant model emerged with an explanatory power of 41%, indicating that social support, social skills and goal efficacy were significant predictors of subjective wellbeing. Furthermore, employed students rated their goal efficacy higher than unemployed students, and females rated their resilience higher than males. Moreover, results indicate that females and males, as well as students who studied at university to different extents, have similar levels of social support, goal efficacy and wellbeing. Limitations and implementations are discussed.Forskning visar att universitetsstudenter är en riskgrupp gällande utveckling av psykiatriska symptom, men det saknas studier som undersöker välmående hos svenska studenter. Syftet med studien var att undersöka relationen mellan sociala- och kognitiva resiliensfaktorer och subjektivt välmående i denna grupp. Deltagarna uppgick till 396 heltidsstuderande. Resiliensfaktorerna socialt stöd, sociala färdigheter, planerings- och prioriteringsbeteende samt tilltro till att uppnå mål, uppmätta med hjälp av Scale of Protective Factors (SPF-24), lades in i en multipel regressionsanalys (MRA) med subjektivt välmående, uppmätt med Personal Wellbeing Index Adult (PWI-A), som kriterievariabel. En signifikant modell erhölls, med en förklaringskraft på 41 %, vilken antydde att socialt stöd, sociala färdigheter och tilltro till att uppnå mål signifikant predicerar subjektivt välmående. Vidare skattade arbetande studenter tilltro till att uppnå mål högre än icke-arbetande studenter. Dessutom visade resultatet att kvinnliga studenter skattade resiliens högre än manliga studenter. Kvinnliga och manliga studenter hade liknande nivåer av socialt stöd, tilltro till att uppnå mål och subjektivt välmående. Begränsningar och implementeringar diskuteras.
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Horobin, M. Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school." Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/693.
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For many years, educators, psychologists and parents have expressed concern about the apparent deterioration of pupil motivation and performance after children move to secondary school. This study used a longitudinal design to examine the transfer process from the perspective of a group of 393 children (195 boys, 198 girls) as they moved from 19 primary schools to four secondary schools in Fife. Children’s self-perceptions of school commitment, school belonging, school participation, self-esteem and global wellbeing were evaluated four times over a 13 month period, twice before transfer in the final year of primary school and twice after transfer in the first year of secondary school. Information was also collected about family and home life, emotions, lifestyle and school on each occasion. The data was analysed using multilevel modelling in order to examine how each of the five outcome variables changed over the time of the study, and how they related to a series of independent variables. It was anticipated that changes in these outcomes may have occurred immediately after the move to secondary school, perhaps followed by an improvement six months later after they had adapted to changes and settled in to their new schools. The results showed that, contrary to expectations, all outcomes except school participation recorded an improvement at wave 3, immediately after the transfer to secondary school. However, there was some evidence that after an initial ‘honeymoon period’, children perceived certain aspects of school in a less positive light and by wave 4 there was a decline in all outcomes except for the perception of self-esteem, which continued to improve. Since wave 4 was only a few months after transition, a significant change in children’s views is seen quite quickly after transfer. It is not clear whether this represents a return to a more realistic level or if this signals the beginning of a more prolonged negative attitude towards school and education in general. The general conclusion is that the process of transfer to secondary schools is well managed, but it might be helpful for induction programmes to prepare children for the changes in teaching and learning methods that might be encountered, and perhaps other types of programme might be beneficial during the first year.
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Can, Ahmet. "An Examination of the Relationship Between Adjustment Problems, Homesickness, Perceived Discrimination and Psychological Wellbeing Among International Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1438986868.
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Eze, Ifeoma Rose-Anna. "Exploring passion killing and its implications on the academic wellbeing of university students in Botswana and Namibia." Thesis, University of the Western Cape, 2016. http://hdl.handle.net/11394/5511.
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Philosophiae Doctor - PhDThis study explored the consequences of passion killing (PK) on the academic wellbeing of undergraduates in Botswana and Namibia. The study is motivated by the alarming rate of intimate partner femicide popularly referred to as passion killings in both countries; where dozens of young women are being killed by their jilted and angry boyfriends (who most times commit suicide after the murder). The victims and perpetrators are the future generation youths; and noticeably, this monstrous crime had permeated awfully into the universities in some African countries. However, to date, there is paucity of information on the influence of such occurrence on the academic wellbeing of undergraduates. The study employed qualitative research approach, with intrinsic case study design. It was grounded in interpretative paradigm. The participants were purposefully selected given the nature of the study as well as the site; the study used snowball purposive sampling. The samples were of six participants and the data was obtained through semi-structured face-to-face interviews. The data were coded and thematic analysis was used to analyse the content. Member checking procedures were also employed to assess the credibility and trustworthiness of the study as well as the suitability of the subjects in order to ensure that the results of the study were dependable and could be confirmed. The study adhered to the professional research ethical considerations like voluntary participation, informed consent, confidentiality, anonymity and avoidance of harm. The study found that incidence of PK is still burgeoning in the locations of study and very rampant among the young people; the victims are largely women. It is established from the data collected during in depth interviews with the students that passion killing has negative influence on the academic wellbeing of students in tertiary institutions in Botswana and Namibia. It causes social shock which leaves students in disconnected and disenchanted relationships; causes psychological trauma leading to feelings of insecurity and instability which affects their learning and concentration.
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Nel, Corne. "Establishing a peer mentorship program for physiotherapy students." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06022009-174733.
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Houlston, Catherine. "The use of peer support initiatives in English schools and the relationship with students' social and emotional wellbeing." Thesis, Goldsmiths College (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518921.
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Roome, Timothy. "Exam stress experienced by GCSE students in a mainstream secondary school : perceptions of the effects on wellbeing and performance." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8595/.
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In the UK education system, an ‘audit culture’ has led to pressures being placed on students to achieve high grades in their GCSEs (Torrance, 2004). It has been suggested that schools are required to achieve good academic results and look after their students’ wellbeing, causing a conflict in relation to public examinations, such as GCSEs (Putwain, 2009). School staff support both performance and wellbeing by preparing students for exams. However, research suggests that there is a danger that many underperform, or are negatively affected (emotionally) by exam stress, or both (Putwain, 2007). The aims of this research were to explore the views of students who had recently taken GCSE exams. The research aimed to gain an understanding of how Year 12 students felt their GCSE experiences affected their wellbeing and performance, what factors contributed to or alleviated their levels of exam stress, and whether theories such as Achievement Goal Theory (Elliot and McGregor, 2001) could be used to explain the individual differences in levels of exam stress. The research questions were explored using semi-structured interviews and Interpretative Phenomenological Analysis. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing.
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Khan, Arubah. "Discrimination, Attachment, and Ethnic Identity as Predictors for Wellbeing and American Affirmation among Racial and Ethnic Minority University Students." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538727/.
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Extant literature has provided evidence suggesting that ethnic minority individuals experiencing discrimination report poor mental health outcomes, including depression, anxiety, and an overall lower sense of belongingness with the majority culture, but empirical research examining how ethnic identity affects this relationship is extremely scarce. The first goal of the current study was to replicate the results of previous studies demonstrating a strong relationship between discrimination and selected wellbeing indicators: meaning in life, American affirmation, depression, and life satisfaction. The second goal of the study was to examine a moderation model and two moderated moderation models that depict the relationships among adult attachment, the affective component of ethnic identity, exploration and commitment to ethnic identity, and wellbeing indicators. Data was collected from 206 students who were recruited from undergraduate psychology courses. Findings provided partial support to the direct effects of discrimination on various wellbeing indicators but did not support the moderating effect of ethnic identity. Additionally, adult attachment, ethnic identity, and discrimination were not found to significantly interact, but the relationship between discrimination, ethnic identity, and American affirmation was found to be significantly moderated by the affective component of ethnic identity. Discussion on the findings, limitations of the study, future research directions, and counseling implications are addressed.
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Varley, Amanda. "Coaching in the Collective: How Group Coaching Affects the Progress and Well-being of PhD Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1607688379342405.
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