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Journal articles on the topic 'Student wellbeing'
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Danker, Joanne, Iva Strnadová, and Therese M. Cumming. "School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature." Australasian Journal of Special Education 40, no. 1 (February 19, 2016): 59–78. http://dx.doi.org/10.1017/jse.2016.1.
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There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.
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Riva, Elena, Rebecca Freeman, Lauren Schrock, Victoria Jelicic, Cameron-Tosh Ozer, and Ruth Caleb. "Student Wellbeing in the Teaching and Learning Environment: A Study Exploring Student and Staff Perspectives." Higher Education Studies 10, no. 4 (November 18, 2020): 103. http://dx.doi.org/10.5539/hes.v10n4p103.
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Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students’ wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students’ (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.
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Huang, Lanxi, Margaret L. Kern, and Lindsay G. Oades. "Strengthening University Student Wellbeing: Language and Perceptions of Chinese International Students." International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5538. http://dx.doi.org/10.3390/ijerph17155538.
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Students at the tertiary education level in Australia are at increased risk of experiencing high levels of psychological distress, with international students at particularly high risk for poor adjustment. As mental health and wellbeing strongly correlate with students’ academic performance and general overseas experience, a growing number of studies focus on what universities can do to effectively support students’ wellbeing. However, assumptions are made about what wellbeing is, strategies primarily focus on treating mental ill-health, and treatment approaches fail to account for cultural differences. This study aimed to explore how Chinese international students understand wellbeing, the language used about and for wellbeing, and activities that students believe strengthen their own and others’ wellbeing. Eighty-four Chinese international students completed the online survey, and a subset of 30 students participated in semi-structured interviews. Data were analysed using thematic, phenomenographic, and language analyses. Physical health and mental health appeared as the key components that participants believed defined wellbeing, and intrapersonal activities were perceived as the primary approach used to strengthen wellbeing. Findings help broaden the understanding of wellbeing concept from the population of tertiary students, identify students’ perspectives of activities that strengthen their wellbeing, offer a snapshot of the language used by Chinese students around wellbeing, and provide new data of population health through a wellbeing lens.
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Langness, Simone, Nikhil Rajapuram, Megan Marshall, Arifeen S. Rahman, and Amanda Sammann. "Risk factors associated with student distress in medical school: Associations with faculty support and availability of wellbeing resources." PLOS ONE 17, no. 4 (April 8, 2022): e0265869. http://dx.doi.org/10.1371/journal.pone.0265869.
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Background It is estimated that over half of medical students experience severe distress, a condition that correlates with low mental quality-of-life, suicidal ideation and serious thoughts of dropping out. While several risk factors for the development of severe distress have been identified, most focus on individual student characteristics. Currently, little is known about the impact medical schools have on student wellbeing. Methods Prospective, observational survey study from 2019–2020 from a national cohort of US medical students. Student wellbeing, school characteristics, and wellbeing resource availability was measured with a 30-question electronic survey. Medical student distress was defined as a Medical Student Wellbeing Index (MS-WBI) of ≥4. Risk factors for the development of severe distress were evaluated in a multivariate logistic regression model. The impact of the number of wellbeing resources available on student wellbeing was measured along multiple wellbeing domains. Independent reviewers categorized free text analysis of survey responses about desired wellbeing resources into themes. Results A total of 2,984 responses were included in the study, representing 45 unique medical schools. Medical school characteristics independently associated with severe distress included low faculty support (OR 4.24); the absence of mentorship resources (OR 1.63) and the absence of community building programs (OR 1.45) in a multivariate model. Increased availability of wellbeing resources was associated with lower average MS-WBI (4.58 vs. 3.19, p<0;05) and a smaller percentage of students who had taken or considered taking a leave of absence (40% vs. 16%, p<0.05). The resources most desired by students were mental health services and scheduling adjustments. Conclusions The majority of medical school characteristic that contribute to student distress are modifiable. Improving faculty support and offering more and varied wellbeing resources may help to mitigate medical student distress. Student feedback is insightful and should be routinely incorporated by schools to guide wellbeing strategies.
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Van Petegem, Karen, Antonia Aelterman, Yves Rosseel, and Bert Creemers. "Student Perception As Moderator For Student Wellbeing." Social Indicators Research 83, no. 3 (October 11, 2006): 447–63. http://dx.doi.org/10.1007/s11205-006-9055-5.
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Usca, Svetlana, Antra Kļavinska, and Inta Rimsane. "MEASUREMENTS OF STUDENTS’ WELLBEING – CASE STUDY IN A LATVIAN PRIVATE SCHOOL." Education. Innovation. Diversity. 1, no. 1 (November 17, 2020): 48. http://dx.doi.org/10.17770/eid2020.1.5333.
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Currently, there is too much emphasis on academic attainment and rankings, and not enough focus on the student wellbeing in basic school. However, the education system (especially in the context of the Covid-19 pandemic) has a significant opportunity to influence the health and habit formation of students who spend the greatest part of the day at school. There have been relatively few studies on student wellbeing in Latvia. The most significant research has been carried out in collaboration with the researchers from the Baltic countries (Estonia, Lithuania). The novelty of this research is related to the development of the theoretically and methodologically based indicators for measuring student wellbeing in an educational institution. The developed indicators will allow the teachers to clarify the situation, draw conclusions and improve the organizational culture. The goal of the research is to find out which indicators reflect the student wellbeing and how to measure them. Based on the study and theoretical findings about the wellbeing indicators there was developed the questionnaire, which consists of self-assessment check list filled by students and evaluation check list filled by parents and teachers. The indicators were united into four wellbeing dimensions: mental wellbeing, cognitive wellbeing, social wellbeing, and physical wellbeing. The following participants filled in the check list and participated in the approbation of the questionnaire: 18 students ages 9-12, 18 parents and 18 teachers. It was suggested to assess the statements related to social, cognitive, physical and mental wellbeing following the Likert scale. The data obtained in the survey was coded and processed in the program SPSS 25.0, using the Frequency test, T-test, ANOVA test. Results indicated that students' sense of wellbeing is changeable. It is influenced by students’ age and gender, and their personal value system. Therefore, measurement of student wellbeing should be done on regular bases. This will allow teachers to create an appropriate environment for the student, as well as to identify problems in a timely manner and, if necessary, start pedagogical correction work.
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Raudatussalamah, Raudatussalamah, Desma Husni, John Herwanto, Cipto Hadi, Linda Aryani, and Ahmadin Ahmad Tohar. "Integrative Islamic Personality Sebagai Prediktor Student Wellbeing Pada Siswa Pondok Pesantren." Jurnal Psikologi 18, no. 2 (December 3, 2022): 145. http://dx.doi.org/10.24014/jp.v18i2.16029.
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Pusat utama untuk mencapai kesuksesan siswa di sekolah dan kehidupan adalah “sense of wellbeing”. Melalui sense of wellbeing, pengembangan terhadap kepercayaan diri siswa, identitas diri yang positif, resiliensi menjadi sangat memungkinkan akan berkorelasi dengan dengan aspek yang lain. Tujuan penelitian ini untuk menguji hubungan antara Integrative Islamic Personality dengan Student Wellbeing pada Santri Pondok Pesantren. Jumlah subjek penelitian yaitu 538 santri. Instrument yang digunakan yaitu skala integrative Islamic personality dan Student wellbeing. Teknik analisa data menggunakan analisis regresi. Hipotesis dalam penelitian yaitu ada pengaruh Integrative Islamic Personality dengan Student Wellbeing diterima. Kesejahteraan siswa dapat diwujudkan melalui pengembangan kepribadian islam yang integrative. Semakin kuat individu dalam mengintergrasikan kepribadiannya dengan islam maka semakin tinggi kesejahteraan yang dirasakan. Key word; Integratif Islamic Personality, Student Wellbeing INTEGRATIVE ISLAMIC PERSONALITY AS A PREDICTOR OF STUDENT WELLBEING IN SANTRI PONDOK PESANTREN Raudatussalamah, raudatussalamah@uin-suska.ac.idDesma HusniDesma.husni @uin-suska.ac.idFakultas Psikologi Universitas Islam Negeri Sultan Syarif Kasim Riau AbstractThe main center for achieving student success in school and life is "a sense of well-being". Through a sense of well-being, the development of students' self-confidence, a positive self-identity, resilience is very likely to be correlated with other aspects. The purpose of this study was to examine the relationship between Integrative Islamic Personality and Student Wellbeing at Islamic Boarding School Santri. The number of research subjects is 538 students. The instrument used is the integrative Islamic personality and student wellbeing scale. Techniques Data analysis using regression analysis. The hypothesis in this study is that there is an influence of Integrative Islamic Personality with Student Welbeing is accepted. Student welfare can be realized through the development of an integrative Islamic personality. The stronger the individual in integrating his personality with Islam, the higher the perceived wellbeing.Key word; Integrative Islamic Personality, Student Wellbeing
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Bewick, Bridgette M., and Adla Betsaida Martins Teixeira. "Improving students’ wellbeing at university." Revista Docência do Ensino Superior 11 (February 15, 2021): 1–9. http://dx.doi.org/10.35699/2237-5864.2021.24160.
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This article presents the work done by Leeds University to develop a wellbeing program for students. Dr. Bridgette Bewick, an Associate Professor at School of Medicine, discusses her work on behavioral and psychological understanding of how to improve and support the mental health and wellbeing of university students. She affirms that improvement and support services to students’ mental health and wellbeing are necessary but not sufficient to facilitate student success while at university. Dr. Bewick hihglights the urgency to develop practices consistent with pedagogical wellbeing to address student education challenges that have been exacerbated by the Covid-19 pandemic.
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Ianah, Ana, Rena Latifa, Risatianti Kolopaking, and Muhamad Nanang Suprayogi. "Kesejahteraan Siswa: Faktor Pendukung dan Penghambatnya." Business Economic, Communication, and Social Sciences (BECOSS) Journal 3, no. 1 (January 31, 2021): 43–49. http://dx.doi.org/10.21512/becossjournal.v3i1.7028.
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The efforts to improve student wellbeing are one of the main concerns in the current educational process. There are a lot of research on wellbeing, but there is still very little research on the wellbeing of children and adolescents, especially in the school context. This paper aims to examine internal and external factors for improving student wellbeing, as well as to reveal the inhibiting factors for student wellbeing. The student wellbeing during childhood and adolescence is important because it will determine the quality of life of students in the future. The results of the study show the factors of increasing wellbeing internally are: 1. The ability to adapt; 2. Learning orientation; 3. Self-assessment; 4. Personal characteristics, while external factors are 1. Student teacher relations; 2. Relationship between children and parents; 3. Friend relations; 4. An environment that supports discipline. While the factors that inhibit wellbeing internally are: 1. Physical health, 2. Students are not maximal in learning, 3. Inadequate achievement, 4. Inadequate material needs, 5. Negative behavior, such as lazy, arrogant, shy, and naughty. While externally are 1. The unpleasant environment 2. Receiving less pleasant treatment; 3. Not able to actualize well.
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Lyons, Gordon Stuart, and Michele Cassebohm. "Student wellbeing for those with profound intellectual and multiple disabilities: Same, same but different?" Journal of Student Wellbeing 5, no. 2 (April 9, 2012): 18. http://dx.doi.org/10.21913/jsw.v5i2.751.
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The nature of student wellbeing, although now subject to some consensus, continues to engender debate. To improve student wellbeing, widely regarded to be an overarching non-academic outcome of schooling, it is generally argued that it must be consensually conceptualised in order to be operationally defined and made measurable. The new Australian Curriculum puts forward common educational curriculum and outcomes for all students – including those outcomes implicitly and explicitly related to student wellbeing, but for students with profound intellectual and multiple disabilities this is, argues the author, philosophically and practically problematic. The author puts forward a research-based conceptualisation of subjective wellbeing for these students and recommends this as a basis for guiding a continuing research agenda to improve their wellbeing.
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Green, Colin P., María Navarro-Paniagua, Domingo P. Ximénez-de-Embún, and María-Jesús Mancebón. "School choice and student wellbeing." Economics of Education Review 38 (February 2014): 139–50. http://dx.doi.org/10.1016/j.econedurev.2013.11.007.
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Brooker, Abi, and Catherine Vu. "How do University Experiences Contribute to Students’ Psychological Wellbeing?" Student Success 11, no. 2 (October 16, 2020): 99–108. http://dx.doi.org/10.5204/ssj.1676.
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Wellbeing has important implications for students’ success during and beyond university. As such, educators need clear empirical evidence of the aspects of university life that contribute to students’ wellbeing. We use a mixed-methods approach to ask whether and how students’ diverse university experiences contribute to their self-rated wellbeing. In an online survey, 696 students provided accounts of positive and negative experiences at university and self-rated their wellbeing using the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Most of the sample reported high wellbeing, though there was diversity in their reported experiences. Regression analysis revealed that students’ experiences at university significantly contributed to the variation in their wellbeing scores. Social and academic experiences were the strongest positive contributors to student wellbeing; whereas gender, social experiences and emotional experiences were the strongest negative contributors. Our findings offer guidance for strategies within academic and non-academic university contexts that can effectively and efficiently promote student wellbeing.
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Van der Bijl-Brouwer, Mieke, and Rebecca Anne Price. "An adaptive and strategic human-centred design approach to shaping pandemic design education that promotes wellbeing." Strategic Design Research Journal 14, no. 1 (April 9, 2021): 102–13. http://dx.doi.org/10.4013/sdrj.2021.141.09.
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Positive student wellbeing is intrinsically connected to positive learning outcomes. Students learn more when they feel well, and the way we shape education influences the way students feel. The COVID-19 crisis has forced us to radically change our design education and is having a large impact on student wellbeing and learning. While some students manage well to adapt to the new circumstances, others struggle and face challenges such as risk of burnout, lack of motivation, and social isolation. In this paper we describe how we approached this challenge by applying methods and principles from strategic human-centred design and systems thinking. The strategic design approach included researching values and patterns in student and staff experiences. The systems approach meant that we saw the university as a complex adaptive system, which focused our activities on connecting staff and students who were and are running multiple creative experiments to promote student wellbeing. This approach is strategic because it supports continuous design and implementation of initiatives to promote wellbeing. While this is work in progress, we here present a number of design principles that we developed through this work that enable future designs that promote student wellbeing in (pandemic) higher education.
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Johinke, Rebecca, Karen Walker, Freia Kirkaldy, Caitlyn Sinclair, Wing Lam Cheng, Brian Tran, Emerald Williamson, Grace White, and Sara Sri Pillai. "Therapaws: A partnership between students, staff, and therapy dogs on a university campus." International Journal for Students as Partners 2, no. 2 (December 4, 2018): 96–105. http://dx.doi.org/10.15173/ijsap.v2i2.3575.
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Partnering with students in action research and asking them how and why they would like to work with staff and other students to improve campus culture and student wellbeing is the cornerstone of this case study. Investment in student mental health and wellbeing is increasingly recognised as a priority in higher education, with novel approaches such as dog therapy programs being introduced in universities around the world. This case study highlights a project where staff and students partner to co-design, co-implement, and co-investigate a mental health and wellbeing program that combines dog therapy with students-as-partners principles. The student-led dog therapy program (Therapaws) provides a practical, evidence-based example of how the principles of SaP can be employed to create an effective intervention into student mental health and wellbeing. This multi-authored case study is also an example of a collaborative writing process—a true partnership.
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Huang, Lanxi, Margaret L. Kern, and Lindsay G. Oades. "Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"." International Journal of Wellbeing 12, no. 3 (October 1, 2022): 81–100. http://dx.doi.org/10.5502/ijw.v12i3.1915.
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Whilst there is evidence of subjective wellbeing being related to academic success, good performance within and beyond university, degree attainment, and positive subsequent physical, mental, economic, and social outcomes in the university student population, less is known on how different student populations perceive, experience, and cultivate wellbeing. The current study explored the perspectives and experiences of one such population: Chinese international students at several universities across Australia. Semi-structured interviews with 30 students indicated that participants mainly experienced wellbeing through experiences of competence, feeling supported by family and friends, low levels of pressure, and giving to others. Almost half of the participants believed that people around them had low wellbeing. Students indicated drawing upon intrapersonal activities as the primary pathway to support their own wellbeing, whereas they pointed to interpersonal activities to support other’s wellbeing. The findings show the mismatch between students’ wellbeing experiences and pathways, shed light on understanding students’ wellbeing in the higher education context, and identify some of the contextual and cultural factors that contribute to wellbeing experiences and pathways. Implications for interculturally nuanced approaches to understanding and supporting wellbeing are considered
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Rajapuram, Nikhil, Simone Langness, Megan R. Marshall, and Amanda Sammann. "Medical students in distress: The impact of gender, race, debt, and disability." PLOS ONE 15, no. 12 (December 3, 2020): e0243250. http://dx.doi.org/10.1371/journal.pone.0243250.
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Background In 2012, over half of US medical students experienced burnout and depression. Since that time, there have been many changes to student demographics, school resources and awareness of burnout in the medical field altogether. New tools are also available to screen for student distress, a condition that correlates with low mental quality-of-life, suicidal ideation and serious thoughts of dropping out. Despite increased attention on wellbeing and improved screening methods, no large-scale studies have evaluated student distress in the modern era of medical education. The objective of this study was to determine the current prevalence of medical student distress and contributing risk factors. Methods Student wellbeing from a national cohort of US medical students was measured with an electronic survey in a prospective, observational survey study from 2019–2020. Medical student distress was defined as a Medical Student Wellbeing Index (MS-WBI) of ≥4. Demographic details including age, race, gender, marital status, disability, desired specialty, and debt burden were evaluated in a multivariate logistic regression model to determine possible risk factors for the development of distress. Results A total of 3,162 students responded to the survey, representing 110 unique medical schools. Of these respondents, 52.9% met criteria for distress and 22% had either taken or considered taking a leave of absence for personal wellbeing. Independent risk factors for distress included involvement in the clinical phase of medical school (OR 1.37); non-male gender (OR 1.6); debt burden >$20,000 (OR 1.37), >$100,000 (OR 1.81), and >$300,000 (OR 1.96); and disability status (OR 1.84). Conclusions Medical student wellbeing remains poor in the modern era of medical education despite increased attention to wellbeing and increased availability of wellbeing resources. Disability status is a novel risk factor for distress identified in this study. The persistence of previously identified risk factors such as non-male gender, debt burden and clinical phase of school suggest that efforts to curb medical student distress have been inadequate to date.
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Buchan, Jena, Bonnie Clough, Jonathan Munro, Tatjana Ewais, Jamie Wallis, and Andrew Teodorczuk. "Development of an Online Transdisciplinary Student Wellbeing Bundle: A Thematic Analysis." Journal of the Australian and New Zealand Student Services Association 30, no. 1 (December 18, 2022): 3–18. http://dx.doi.org/10.30688/janzssa.2022-1-01.
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The consequences of burnout for tertiary students across the health professions are well documented. As key stakeholders in university-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources. Hence, there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting. Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout at a large Australian university. This study reports on the development of the initial online “student bundle”, providing a foundation to inform the design of more locally-based approaches to improve wellness and prevent burnout. Students and staff were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources, and overall content of the student bundle, with a thematic analysis undertaken to identify emerging themes. Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement, Accessibility/Flexibility, Professional practice, Community, Awareness, and Opportunity for personal growth. Stakeholders emphasised a bundle should be engaging and proactive to address wellbeing issues; incorporate aspects linked to professional identity; and foster community, connectedness, and self-awareness, providing an opportunity for growth. Our research has exposed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.
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Waters, Lea, and Matthew Charles Higgins. "The impact of a teacher-based positive education intervention on student wellbeing literacy." Journal of School and Educational Psychology 2, no. 1 (November 23, 2021): 22–43. http://dx.doi.org/10.47602/josep.v2i1.12.
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Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.
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Plominski, Abigail P., and Lawrence R. Burns. "An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education." Journal of Advanced Academics 29, no. 1 (October 19, 2017): 5–28. http://dx.doi.org/10.1177/1932202x17735358.
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The purpose of this study was to describe the current state of psychological wellbeing in gifted and nongifted undergraduate student sample populations and identify undergraduate populations experiencing heightened levels of distress within a large Midwestern public university. Study participants included 641 honors and 386 nonhonors undergraduate students. Each participant completed an electronic survey including a series of 10 measures of psychological adjustment to assess student psychological wellbeing. Significant differences between honors and nonhonors student sample populations were identified. Findings also suggest sophomore students share unique characteristics that may be responsible for lower levels of psychological wellbeing. Potential services that may improve the university undergraduate experience are discussed.
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Rogers, Katherine, and Wesley Sterling. "Student life - The science of wellbeing." Nursing Standard 26, no. 47 (July 25, 2012): 64. http://dx.doi.org/10.7748/ns.26.47.64.s58.
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Greener, Sue. "Student wellbeing in the learning zone." Interactive Learning Environments 28, no. 7 (October 2, 2020): 806–7. http://dx.doi.org/10.1080/10494820.2020.1832718.
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Oates, Jennifer, Timothy Worth, and Sam Coster. "You’re not a normal student. The meaning of wellbeing for student nurses." Journal of Mental Health Training, Education and Practice 16, no. 5 (August 11, 2021): 353–63. http://dx.doi.org/10.1108/jmhtep-01-2021-0002.
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Purpose This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being. Design/methodology/approach Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach. Findings Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.
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Zhou, Jiali. "The Role of Teacher-Student Relationships in the Promotion of Student Wellbeing." Learning & Education 10, no. 3 (November 7, 2021): 234. http://dx.doi.org/10.18282/l-e.v10i3.2468.
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With the development of the economy, people’s spiritual needs have gained greater attention, in which wellbeing is one of the most important related factor. And many schools have been made efforts to promote student wellbeing (SW), such as improving the quality of school design and an enhanced understanding of the complexity of teachers’ roles (Dudek, 2000; Woolner et al., 2010).
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MARTIN, CHRISTOPHER. "Should Students Have to Borrow? Autonomy, Wellbeing and Student Debt." Journal of Philosophy of Education 50, no. 3 (April 23, 2015): 351–70. http://dx.doi.org/10.1111/1467-9752.12133.
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Upsher, Rebecca, Zephyr Percy, Anna Nobili, Juliet Foster, Gareth Hughes, and Nicola Byrom. "A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University." Education Sciences 12, no. 9 (September 14, 2022): 622. http://dx.doi.org/10.3390/educsci12090622.
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Universal and preventative interventions are advocated via the curriculum and pedagogy to help overcome the increasing prevalence of poor mental health among university students. To date, the literature in this field is overall of poor quality and cannot be synthesised for meta-analysis, due to poor reporting of methodology and results, lack of control conditions, and mixed outcomes across studies. This study examines the effectiveness of curriculum-embedded interventions on student wellbeing at university. A non-randomised design compared four curriculum-embedded interventions with matched controls from the same cohort (Psychology, English, Nursing, International Politics). To increase power, a meta-analytic approach combined the conditions to examine improvements in student wellbeing, social connectedness, loneliness, students flourishing, self-compassion, burnout, self-esteem, and learning approach. There were non-significant improvements in the intervention versus control conditions across all outcomes. There is no strong support for curriculum-embedded interventions improving student wellbeing at university. Despite improvements in study design and reporting, the sample size was still a challenge. More studies of high quality need to be conducted to provide evidence to guide teaching staff in supporting student wellbeing in the curriculum. Qualitative research is required to fully understand students’ experiences.
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Lee, Woo-Joo, and Gyu-Pan Cho. "Mediated effect of self-esteem and interpersonal relationships on the relationship between appearance satisfaction and psychological wellbeing of college students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 649–62. http://dx.doi.org/10.22251/jlcci.2022.22.12.649.
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Objectives The purpose of this study is to find out the mediating effect of self-esteem and interpersonal relationships on the relationship between appearance satisfaction and psychological wellbeing of college students.
Methods Conducted a survey of 228 male and female students in D university located in Busan city and used data of 228 people for final analysis. The selected measures are Appearance satisfaction scale, psychological wellbeing scale, self-esteem scale and interpersonal relationships scale. The data was analysed with SPSS Ver.28.0 in this study as follows. First, Correlation was performed to figure out the relation between Appearance satisfaction, Psychological wellbeing, Self-esteem and interpersonal relationships. Second, Baron and Kenney(1886)’s three steps of Multiple Regression Analysis are performed to verify the mediating effect of self-esteem on the relationship between appearance satisfaction and psychological wellbeing of college students. Third, Baron and Kenney (1886)’s three steps of Multiple Regression Analysis are performed to verify the mediating effect of interpersonal relationships on the relationship between appearance satisfaction and psychological wellbeing of college students. Fourth, Bootstrapping was performed after Sobel Test to verity significance of the mediating effect.
Results First, A statistical correlation between appearance satisfaction, self-esteem, interpersonal relationship and psychological wellbeing of college student is significant. Second, Self-esteem acts as a partial mediating role in the relationship between appearance satisfaction and psychological wellbeing of college student. Third, Interpersonal relationship acts as mediating role in the relationship between appearance satisfaction and psychological wellbeing of college student. This study is to establish a theoretical model of not only the relationship between appearance satisfaction and psychological wellbeing but also self-esteem and interpersonal influence of Korean college students. This is for providing basic research data which actually and positively affects on fulfill subjective wellbeing by observation of mediating effects between variables.
Conclusions This study suggests that intervention plan for self-esteem and positive interpersonal relationships should be prepared along with intervention for improvement of confidence in appearance to strengthen psychological wellbeing. This conclusion shows that this study provides theoretical basis for research of intervention and overcoming methods to help college students to feel psychological wellbeing and happiness consistently in their everyday life.
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Lee, Woo-Joo, and Gyu-Pan Cho. "Mediated effect of self-esteem and interpersonal relationships on the relationship between appearance satisfaction and psychological wellbeing of college students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 661–74. http://dx.doi.org/10.22251/jlcci.2022.22.12.661.
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Objectives The purpose of this study is to find out the mediating effect of self-esteem and interpersonal relationships on the relationship between appearance satisfaction and psychological wellbeing of college students.
Methods Conducted a survey of 228 male and female students in D university located in Busan city and used data of 228 people for final analysis. The selected measures are Appearance satisfaction scale, psychological wellbeing scale, self-esteem scale and interpersonal relationships scale. The data was analysed with SPSS Ver.28.0 in this study as follows. First, Correlation was performed to figure out the relation between Appearance satisfaction, Psychological wellbeing, Self-esteem and interpersonal relationships. Second, Baron and Kenney(1886)’s three steps of Multiple Regression Analysis are performed to verify the mediating effect of self-esteem on the relationship between appearance satisfaction and psychological wellbeing of college students. Third, Baron and Kenney (1886)’s three steps of Multiple Regression Analysis are performed to verify the mediating effect of interpersonal relationships on the relationship between appearance satisfaction and psychological wellbeing of college students. Fourth, Bootstrapping was performed after Sobel Test to verity significance of the mediating effect.
Results First, A statistical correlation between appearance satisfaction, self-esteem, interpersonal relationship and psychological wellbeing of college student is significant. Second, Self-esteem acts as a partial mediating role in the relationship between appearance satisfaction and psychological wellbeing of college student. Third, Interpersonal relationship acts as mediating role in the relationship between appearance satisfaction and psychological wellbeing of college student. This study is to establish a theoretical model of not only the relationship between appearance satisfaction and psychological wellbeing but also self-esteem and interpersonal influence of Korean college students. This is for providing basic research data which actually and positively affects on fulfill subjective wellbeing by observation of mediating effects between variables.
Conclusions This study suggests that intervention plan for self-esteem and positive interpersonal relationships should be prepared along with intervention for improvement of confidence in appearance to strengthen psychological wellbeing. This conclusion shows that this study provides theoretical basis for research of intervention and overcoming methods to help college students to feel psychological wellbeing and happiness consistently in their everyday life.
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Stallman, Helen M., and Sharron King. "The Learning Thermometer: Closing the loop between teaching, learning, wellbeing and support in universities." Journal of University Teaching and Learning Practice 13, no. 5 (December 1, 2016): 143–54. http://dx.doi.org/10.53761/1.13.5.11.
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The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help students maximise their educational outcomes. This paper provides an overview of an innovative student-centred tool, The Learning Thermometer, as an efficient and effective way to integrate the institutional silos and embedding student support within the mainstream curriculum. The Learning Thermometer comprises four web-based surveys that are completed by students during the semester. After each survey students are provided with relevant feedback, and if necessary, suggestions of strategies, resources and people who can help them with their learning and/or wellbeing. The Learning Thermometer has the potential to ensure every student has access to support, if and when they need it during their studies. Recommendations are made on how the tool can be used to enhance teaching, learning and student health and wellbeing.
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James, Colin, Caroline Strevens, Rachael Field, and Clare Wilson. "Student Wellbeing Through Teacher Wellbeing: A Study with Law Teachers in the UK and Australia." Student Success 10, no. 3 (December 16, 2019): 76–83. http://dx.doi.org/10.5204/ssj.v10i3.1338.
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Research confirms law students and lawyers in the US, Australia and more recently in the UK are prone to symptoms related to stress and anxiety disproportionately to other professions. In response, the legal profession and legal academy in Australia and the UK have created Wellness Networks to encourage and facilitate research and disseminate ideas and strategies that might help law students and lawyers to thrive. This project builds on that research through a series of surveys of law teachers in the UK and Australia on the presumption that law teachers are in a strong position to influence their students not only about legal matters, but on developing attitudes and practices that will help them to survive and thrive as lawyers. The comparative analysis reveals several differences, but also many similarities with law teachers in both countries reporting negative effects from neoliberal pressures on legal education programs that impact their wellbeing, performance as teachers and ability to adequately respond to student concerns.
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Baik, Chi, Wendy Larcombe, and Abi Brooker. "How universities can enhance student mental wellbeing: the student perspective." Higher Education Research & Development 38, no. 4 (February 11, 2019): 674–87. http://dx.doi.org/10.1080/07294360.2019.1576596.
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Syafina, Vilzha, Hepsi Nindiasari, and Yuyu Yuhana. "Analisis Rencana Pelaksanaan Pembelajaran (RPP) Matematika Daring untuk Mencapai Student Wellbeing di SMP Kabupaten Serang." JIPM (Jurnal Ilmiah Pendidikan Matematika) 10, no. 2 (March 6, 2022): 409. http://dx.doi.org/10.25273/jipm.v10i2.11015.
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<p><strong>Abstrak: </strong><span style="font-size: 9pt; line-height: 107%; font-family: 'Book Antiqua', serif;" lang="EN-US"><em>Student wellbeing </em>adalah suatu keadaan dimana siswa merasa nyaman didalam lingkungan sekolah. </span>Tujuan dari penelitian ini yaitu untuk mengetahui apakah RPP matematika daring di SMP Kabupaten Serang sudah mencapai student wellbeing. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kualitatif. Pada penelitian ini subjek yang digunakan adalah 5 guru mata pelajaran matematika dan siswa dari subjek guru matematika di SMP Kabupaten Serang. Subjek penelitian guru pada penelitian ini diambil dari beberapa SMP di Kabupaten Serang yang akreditasinya berbeda. Penelitian ini menggunakan instrumen non tes. Instrumen non tes yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil dari penelitian ini dapat disimpulkan bahwa RPP matematika daring yang digunakan di SMP Kabupaten Serang yang menuju student wellbeing yaitu sesuai.</p><p><strong>Kata kunci</strong>: Rencana Pelaksanaan Pembelajaran, Pembelajaran Daring, <em>Student Wellbeing.</em><em></em></p><p><strong><em>Abstract: </em></strong><em><em>Student wellbeing is a condition where students feel comfortable in the school environment.<strong> </strong></em></em><em>The purpose of this study was to determine whether the online mathematics lesson plans in SMP Kabupaten Serang had achieved student wellbeing. The method used in this research is descriptive with a qualitative approach. In this study, the subjects used were 5 mathematics teachers and students from mathematics teachers at SMP Kabupaten Serang. The subjects of the teacher research in this study was taken from several junior high schools in Kabupaten Serang with different accreditations. This study uses a non-test instrument. The non-instruments used were observation, interviews, and documentation. The results of this study can be concluded that the online mathematics lesson plans used in SMP Kabupaten Serang towards student wellbeing are appropriate.</em></p><p> </p><p><strong><em>Keywords:</em></strong> <em>Lesson Plans, Online Learning, Student Wellbeing</em></p>
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Byrne, David, Colm McGuinness, and Aiden Carthy. "Do educators value the promotion of students’ wellbeing? Quantifying educators’ attitudes toward wellbeing promotion." PLOS ONE 17, no. 8 (August 29, 2022): e0273522. http://dx.doi.org/10.1371/journal.pone.0273522.
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Educators’ attitudes toward Social and Emotional Learning (SEL) and health and wellbeing promotion can significantly influence the success (or otherwise) of such policies and practices. While numerous studies exist, from which a broad understanding of such attitudes can be garnered, there is currently no attendant measurement which quantifies educators attitudes regarding the promotion of student wellbeing. The aim of this study was to address this gap in knowledge by quantifying the degree to which educators are positively or negatively disposed to the promotion of student wellbeing. The Attitudes Toward Wellbeing Promotion (ATWP) scale was administered to a diverse participant sample (n = 324), which was opportunistically recruited from the population of post-primary educators in Ireland. Analyses using General Linear Modelling (GLM) identified several statistically significant differences in attitude. Main effects included position held in school and the presence/absence of practices such as streaming and vertical education, while Interactions included educator gender*age and educator gender*single-sex/co-educational school status. The results of this study suggest that, overall, educators appear to be positively disposed toward the promotion of student wellbeing. The highest levels of positivity were observed among female educators, particularly those working in all-girls schools. The lowest levels of positivity were observed among older male educators and educators working in schools that adopt streaming and vertical education practices. This study provides the first baseline data pertaining to the degree to which post-primary educators may be positively or negatively disposed to the promotion of students’ social and emotional wellbeing.
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Di Norcia, Anna, Eleonora Cannoni, and Anna Silvia Bombi. "Student-teacher relationship representation and school adjustment in primary school." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–12. http://dx.doi.org/10.3280/rip2022oa13311.
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The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children's adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre &amp; Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation.
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Roffey, Sue. "Pupil wellbeing – Teacher wellbeing: Two sides of the same coin?" Educational and Child Psychology 29, no. 4 (2012): 8–17. http://dx.doi.org/10.53841/bpsecp.2012.29.4.8.
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There is now a strong body of evidence (e.g. Hattie, 2009; Roorda et al., 2011) that confirms the value of positive teacher-student relationships for learning and behaviour. The quality of relationships in a school, however, also impacts on teacher wellbeing and their ability to cope well with the many and varied stresses that are the hallmarks of the profession. Teacher attrition is a major concern in the Western world – how teachers feel makes a difference to their ability to respond effectively to the challenges they face.This article explores issues of social capital within the learning environment and how this impacts on all stakeholders within an ecological framework. It examines how teacher resilience might be enhanced by specific actions that promote positive feelings of belonging, respect, value, and trust. The article examines international research on these issues, including a specific qualitative study in six schools in Australia. Findings are confirmed and illustrated by an online survey on student wellbeing.
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Herlena, Benny, and Nur Ayu Seftiani. "KECERDASAN SPIRITUAL SEBAGAI PREDIKTOR KESEJAHTERAAN SUBJEKTIF PADA MAHASISWA." Jurnal Psikologi Integratif 6, no. 1 (August 28, 2018): 101. http://dx.doi.org/10.14421/jpsi.v6i1.1473.
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AbstractIn their first year study of adolescent students commonly met stressor and pressure of adaptation in their novel situation. It can make them have a problem. Adolescents student who can not cope with the problem will be more vulnurable to depression and negative emotions. It can lead them to be unhappy and dissatidfied with their life, but some factors predicted to influence their situation.The purpose of this research was to determine spiritual intelegence can be a predictor ofsubjective wellbeing ofadolescent students. Subject of this research were 116 (N=116) adolescents students (17-18 years old) at UIN Sunan Kalijaga Yogyakarta. Subjective wellbeing scale from Utami (2008) and spiritual intelegence scale from Khalqi (2017) was used to collect data with incidental sampling technique. Datawas analyzed by regression technique analysis. The result of the analysis indicate that spiritual intelegence can be a predictor of students subjective wellbeing withr correlation 0.9033 and p = 0,003 (p < 0,005). It means the hyphotheses stated that spiritual intelegence can be a predictor of students subjective wellbeing was accepted. Furthermore there are 7,03% (R square=0,073) effective contribution of spiritual intelegence toward subjective wellbeing of student.
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Neh, Neba Vernat, and Nkemanjen Donatus Achankeng. "PERCEIVED EFFECTS OF CLASS SIZE ON STUDENTS’ PSYCHOLOGICAL WELLBEING IN THE UNIVERSITY OF BAMENDA." American Journal of Social Science and Education Innovations 05, no. 01 (January 27, 2023): 19–35. http://dx.doi.org/10.37547/tajssei/volume05issue01-03.
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This study was carried out on the “Perceived effects of class size on student’s psychological wellbeing in the University of Bamenda”. The study soughts to examine the perceived impact of large class size on students’ Psychological wellbeing; to examine the extent to which perceived impact of small class size influence student psychological wellbeing. The survey research design was used and the sample size was made up of 354 students who were from a college, school and faculty in the University of Bamenda. The instrument used for data collection was a questionnaire. The data were analysed using Statistical Package for Social Science (SPSS version 23.0) with the aid of descriptive and inferential statistics. The descriptive statistical tools used were frequency count and percentages. The Spearman’s rho test was used in testing the hypotheses of the study. Findings indicated that: there was a significant and negative relationship between large class size and the students’ psychological wellbeing (P=0.021, <0.05). Finding equally revealed that there was a significant and positive relationship between small class size and the students’ psychological wellbeing (P=0.009, <0.05). It was recommended that the government should alongside recruiting more teachers, build more classes to reduce large and overcrowded classrooms so as to make the student to learn in a supportive and comfortable learning environment.
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Knightsmith, Pooky. "Student wellbeing and issues of mental health." SecEd 2020, no. 2 (February 2, 2020): 17–23. http://dx.doi.org/10.12968/sece.2020.2.17.
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Every day, school staff will encounter students struggling with issues of mental health. In this practical guide, Dr Pooky Knightsmith looks at spotting the signs, the common mental health issues, how to intervene, talk and listen to young people, referring successfully to CAMHS, and eight tips for supporting young people
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Stagg, Katherine. "Impact of peer assessment on student wellbeing." Medical Teacher 38, no. 2 (July 13, 2015): 212. http://dx.doi.org/10.3109/0142159x.2015.1056127.
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Nissen, Sylvia, Bronwyn Hayward, and Ruth McManus. "Student debt and wellbeing: a research agenda." Kōtuitui: New Zealand Journal of Social Sciences Online 14, no. 2 (May 19, 2019): 245–56. http://dx.doi.org/10.1080/1177083x.2019.1614635.
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Kotera, Yasuhiro, Muhammad Aledeh, Kristian Barnes, Annabel Rushforth, Habib Adam, and Riswani Riswani. "Academic Motivation of Indonesian University Students: Relationship with Self-Compassion and Resilience." Healthcare 10, no. 10 (October 20, 2022): 2092. http://dx.doi.org/10.3390/healthcare10102092.
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Academic motivation is an important construct for university students, associated with student wellbeing and academic performance. Students who are motivated tend to feel and perform well. Self-compassion, that is kindness and understanding towards oneself in difficult times, and resilience, an ability to bounce back from difficulties, are also associated with student wellbeing and academic achievement. However, how these variables are related to each other has not been evaluated in Indonesian university students. Indonesian higher education has rapidly developed, focusing on student achievement while their wellbeing suffers. Understanding how academic motivation is linked with self-compassion and resilience can inform an effective way to augment their motivation. Accordingly, this cross-sectional study evaluated the relationship among these three variables. An opportunity sample of 156 students in Indonesia completed measures about those three constructs. Correlation, regression and moderation analyses were used. Intrinsic motivation was positively associated with extrinsic motivation and resilience. Amotivation was negatively associated with self-compassion and resilience. Self-compassion was positively associated with resilience. Both self-compassion and resilience predicted all three types of motivation apart from self-compassion for intrinsic motivation. Lastly, self-compassion nor resilience moderated the pathway from extrinsic motivation to intrinsic motivation. Resilience interventions are recommended for Indonesian students to maintain intrinsic motivation. Our findings will help educators and wellbeing staff to identify helpful ways to support healthful motivation in this student population that is undergoing drastic changes.
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Howard, R., V. Selwyn, J. Beezhold, N. Henderson, R. Gilmore, and I. Bartolome. "How are medical schools supporting student’s mental wellbeing during the COVID-19 pandemic?" European Psychiatry 65, S1 (June 2022): S529. http://dx.doi.org/10.1192/j.eurpsy.2022.1350.
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Introduction The COVID-19 pandemic has impacted medical students in many ways. They are not exempt from personal struggles caused by the health crisis, and many have faced similar challenges adapting to a new learning experience. The University of East Anglia (UEA) has initiatives in place to support medical students including the society Headucate UEA and the Wellbeing Champions scheme established by Norwich Medical School (NMS). Objectives Headucate aims to improve mental wellbeing by educational online webinars and social events aimed at university students. NMS Wellbeing Champions offer support and signpost students to resources and the wider student support system at the UEA. Methods Headucate was established in 2012 by NMS students that began running workshops at local secondary schools. Their work has expanded to include wellbeing workshops, social events for students and mental health first aid training, so members can provide peer support. Wellbeing Champions are medical student representatives responsible for completing mental health first aid training, communication between students and faculty, providing resources and signposting, creating mental health bulletin newsletters, and running socials exclusively for medical students. Results 100% of Headucate workshop attendees who completed anonymous feedback agreed that they enjoyed it and that it was useful. No feedback has been collected regarding the success of the Wellbeing Champions. This should be carried out to assess and enhance the project further. Conclusions More data is needed to establish the success of the initiatives at NMS and their impact on medical student’s wellbeing. Disclosure No significant relationships.
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Pavoni, Katie, and Louise Phillips. "‘Giving a piece of you’: the lecturer experience of aiding student wellbeing." Journal of Paramedic Practice 14, no. 5 (May 2, 2022): 188–96. http://dx.doi.org/10.12968/jpar.2022.14.5.188.
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Background: The mental health of ambulance clinicians is a national priority. For student paramedics, the risk and inherent vulnerability to poor mental wellbeing are significant. However, evidence exploring support in universities for paramedic students and the role of academic faculty in this within paramedic preregistration programmes is limited. Aims: To explore the experiences and perceptions of university lecturers towards supporting student paramedic wellbeing. Methods: A qualitative research design was adopted to explore the experiences of six paramedic senior lecturers from three urban universities. Data were collected via semi-structured interviews and thematically analysed using interpretative phenomenological analysis. Findings: Themes of ‘navigating the professional role,’ ‘the whole student’, ‘enabling cultural change’ and ‘supporting resilience and preparedness for practice’ were identified. Conclusions: University lecturers play a crucial role in student paramedic wellbeing and the unique role and identity of paramedic academics should be embraced. Paramedic programmes should consider a proactive approach to emotional health within the curriculum, alongside peer support, student-centred initiatives and tailored trauma support.
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Berg, Stephen, Brent Bradford, Daniel B. Robinson, and Mark Wells. "GOT HEALTH? ACTION RESEARCHING A STUDENT-LED HEALTH PROMOTION PROGRAM." Canadian Journal of Action Research 19, no. 1 (September 11, 2018): 33–47. http://dx.doi.org/10.33524/cjar.v19i1.374.
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In British Columbia (BC), Canada, a school district effort was launched to focus on mental wellbeing in middle and senior secondary schools. The initiative “Got Health?” was intended to help students take the lead, through action research, in program development and delivery of information. The purpose of this action research project was to evaluate, assess, and report student and staff perceptions of “Got Health?” Particular focus lay with student and staff thoughts concerning the inspiration, benefits, and challenges of the student-led mental health initiative across multiple and diverse schools. Focus group interviews were conducted involving student and teacher members of “Got Health?” teams. Results revealed that the majority of participants believed a positive change occurred in their school environments, which included a favourable impact on the mental wellbeing messages shared throughout their school communities. This suggests that a student-led inquiry approach can be an effective means of promoting mental wellbeing in school settings.
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Wright, Katie. "Student Wellbeing and the Therapeutic Turn in Education." Australian Educational and Developmental Psychologist 31, no. 2 (August 19, 2014): 141–52. http://dx.doi.org/10.1017/edp.2014.14.
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This article considers current concerns with promoting student mental health and wellbeing against the backdrop of critiques of the ‘therapeutic turn’ in education. It begins by situating accounts of ‘therapeutic education’ within broader theorisation of therapeutic culture. In doing so, the importance of this work is acknowledged, but key assumptions are questioned. The emergence of concerns about self-esteem and wellbeing are then examined through an analysis of changing educational aims in Australia. This enables consideration of the broader context for policy reforms and emergent ideas about the importance of fostering wellbeing and attending to the social and emotional aspects of learning. Finally, the article argues for the salience of historicising both educational policy and scholarly critiques of therapeutic education in order to: (1) situate the contemporary emphasis on student wellbeing within a longer history of educational reforms aimed at supporting young people; (2) unsettle taken-for-granted ways in which mental health and wellbeing are currently foregrounded in contemporary schooling; and (3) develop new perspectives on the therapeutic turn in education.
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Liverpool, Shaun, Mohammed Moinuddin, Supritha Aithal, Michael Owen, Katie Bracegirdle, Meggie Caravotta, Rachel Walker, Ciaran Murphy, and Vicky Karkou. "Mental health and wellbeing of further and higher education students returning to face-to-face learning after Covid-19 restrictions." PLOS ONE 18, no. 1 (January 23, 2023): e0280689. http://dx.doi.org/10.1371/journal.pone.0280689.
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Aim This study aimed to examine the mental health and wellbeing of further and higher education students and the associating factors after returning to face-to-face (in-person) learning after Covid-19 restrictions. Methods A cross-sectional study informed by student consultations was conducted using a survey design. Mental health and wellbeing were assessed using self-report items on the Depression, Anxiety and Stress Scale (DASS-21) and the Short Warwick–Edinburgh Mental Wellbeing Scale (SWEMWBS). Descriptive statistics and stepwise multiple linear regression analyses were conducted on data collected between December 2021 and June 2022. Results N = 1160 students participated; 69.6% between 16 and 25 years, 67.9% studying in the UK, 66.5% studying away from home, 60.2% identified as she/her, 59.8% studying at the undergraduate degree level, 42.5% belonging to non-White ethnic backgrounds, 29.6% identifying as having additional needs and 22.8% as sexual minority. Moderate anxiety (M = 13.67, SD = 9.92) and depression (M = 17.04, SD = 11.56) scores were mainly reported. Wellbeing scores (M = 20.31, SD = 3.93) were lower than the estimate for the pre-pandemic general population. Gender expression, sexuality, age, ethnicity, having additional needs, and level and location of study was associated with mental health or wellbeing. Individual coping styles, levels of self-efficacy and physical activity were also associated with mental health or wellbeing. Conclusions Many students returning to further and higher education after Covid-19 restrictions experienced reduced mental health and wellbeing, and some students were at greater risk. Providing student-centred interventions focusing on self-efficacy, coping styles and physical activity may help improve the mental health and wellbeing of students.
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Kotera, Yasuhiro, Jenai Lieu, Ann Kirkman, Kristian Barnes, Gillian H. T. Liu, Jessica Jackson, Juliet Wilkes, and Riswani Riswani. "Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement." Healthcare 10, no. 8 (August 1, 2022): 1439. http://dx.doi.org/10.3390/healthcare10081439.
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The number of Indonesian students in higher education has been increasing rapidly. However, many Indonesian university students report experiencing mental distress. Research on student wellbeing found that self-compassion (i.e., being kind towards oneself in challenging times) and academic engagement (i.e., a commitment and purposeful effort toward study) are essential to students’ mental wellbeing. With the present study, we aimed to assess the mental wellbeing of Indonesian students. A convenience sample of 156 Indonesian students completed self-report measures on mental wellbeing, self-compassion and academic engagement (consisting of vigour, dedication and absorption). To contextualise their mental wellbeing, data from Indonesian students were compared with those from 145 UK students using Welch t-tests. Correlation, regression and mediation analyses were then performed to examine the relationships among these variables. Indonesian students had higher levels of self-compassion and absorption and a lower level of dedication than UK students. Self-compassion and academic engagement explained 36% of variance in mental wellbeing. Self-compassion and vigour were identified as significant predictors of mental wellbeing, whereas self-compassion was the strongest predictor. Lastly, vigour did not mediate the pathway from self-compassion to mental wellbeing. Interventions to support self-compassion and academic engagement, especially vigour, in Indonesian students are recommended to support their mental wellbeing.
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Frydenberg, Erica, Esther Care, Esther Chan, and Elizabeth Freeman. "Interrelationships between Coping, School Connectedness and Wellbeing Erica Frydenberg." Australian Journal of Education 53, no. 3 (November 2009): 261–76. http://dx.doi.org/10.1177/000494410905300305.
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This study examined the interrelationships between coping styles, emotional wellbeing, and school connectedness using path analysis. A total of 536 Year 8 students (241 boys and 295 girls) responded to an in-class survey and the Adolescent Coping Scale (Frydenberg & Lewis, 1993a) as part of a larger study. Productive coping style was positively related both to student-reported sense of wellbeing and, to a lesser extent, to school connectedness. A non-productive coping style was found to be inversely related to students' sense of wellbeing and connection to school. Students' sense of emotional wellbeing was found to be positively related to school connectedness. The negative relationships between non-productive coping with emotional wellbeing and, to a lesser extent, with school connectedness highlight the importance of taking into account the influence of risk factors as well as positive factors when focusing on enhancement of wellbeing and connectedness in secondary school students.
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Matthewman, Lisa, Donna Jodhan-Gall, Jenni Nowlan, Nuala OSullivan, and Zorica Patel. "Primed, prepped and primped: Reflections on enhancing student wellbeing in tertiary education." Psychology Teaching Review 24, no. 1 (2018): 67–76. http://dx.doi.org/10.53841/bpsptr.2018.24.1.67.
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In this article, the authors describe the PERMA model of welbeing and how it has been applied within the teaching provision at undergraduate level in a business school context. PERMA is an acronym for a model of wellbeing put forward by a pioneering psychologist in the field of positive psychology, Martin Seligman. According to Seligman (2011), PERMA comprises five important building blocks of wellbeing: positive emotions; engagement; relationships; meaning; and achievement. This article reports on the application of this model within the context ofa business school undergraduate curriculum, as a way of helping students develop new cognitive and motional tools. In these practice reflections, the authors discuss the important role that PERMA based experiential learningand teachingactivities can play in undergraduate education programmes, as a means to enhance student wellbeing. The authors cite practical examples from undergraduate teaching, pastoral tutoring, and work placement induction, using PERMA activities to enhance student wellbeing.
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Osmuk, L. A., and M. S. Melnikova. "Psychosocial Wellbeing of the Students with Limited Opportunities of Health Studying at the University." Psychological-Educational Studies 11, no. 3 (2019): 84–94. http://dx.doi.org/10.17759/psyedu.2019110307.
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In article being considered the problem of psychosocial wellbeing of students with limited opportunities of health connected with development of inclusive education at the higher school. It is offered to consider psychosocial wellbeing of students in the context of process of their professional self-determination and to consider features of psychosocial wellbeing of the students with limited opportunities of health getting to educational space of the university. The psychosocial wellbeing is considered as a dynamic state, need of development of a technique of its research, taking into account stages of educational process is stated. The flight base for development of a technique offers tools of the realized monitoring of social and psychological wellbeing (n=846, the students of 10 universities studying in inclusive groups). In order, that the student with limited opportunities of health steadily experienced feeling of psychosocial wellbeing, it is necessary that the inclusive group and the educational environment were safe, comfortable and having all necessary resources for self-realization.
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Pondaag, Chavellaryan Raynold Edward Gilbert. "HUBUNGAN ANTARA STRENGTH-BASED PARENTING DENGAN STUDENT SUBJECTIVE WELLBEING PADA REMAJA AWAL DI SEKOLAH MENENGAH PERTAMA X SURABAYA." Experientia: Jurnal Psikologi Indonesia 10, no. 2 (December 2022): 133–44. http://dx.doi.org/10.33508/exp.v10i2.2949.
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Subjective wellbeing penting bagi remaja awal sebagai pelajar di sekolah, karena menggerakkan remaja untuk menyadari lingkungannya dan membuat mereka lebih efektif dalam membangun dan meningkatkan kemampuan kreativitas, pemecahan masalah dan beberapa kemampuan lainnya yang penting untuk menjadi seseorang pelajar yang sukses. Jika tidak terpenuhi, akan timbul masalah-masalah bagi remaja seperti malas ke sekolah dan terjerumus dalam kenakalan remaja. Salah satu sumber ketidakbahagiaan remaja sebagai pelajar di sekolah adalah masalah dengan orang tua, yakni orang tua kurang mengenali kekuatan anak seperti yang terjadi pada remaja di Sekolah X Surabaya. Penelitian ini bertujuan untuk menguji hubungan antara Strength-Based Parenting dengan Student Subjective Wellbeing pada remaja awal di Surabaya. Penelitian ini melibatkan 80 orang pelajar sekolah X di Surabaya dengan rentang usia 13-15 tahun. Pengambilan sampel dilakukan dengan menggunakan metode accidental sampling. Pengambilan data dilakukan menggunakan skala Student Subjective Wellbeing Questionnaire untuk mengukur wellbeing remaja sebagai pelajar dan Strength-Based Parenting untuk mengukur persepsi Strength-Based Parenting dari siswa terhadap orang tua. Hasil uji hipotesis menunjukkan adanya hubungan yang positif antara Strength Knowledge dengan Student Subjective Wellbeing dengan nilai p=0,027 (p < 0,05) dan r = 0,192, dan antara Strength Use dengan Student Subjective Wellbeing dengan nilai p=0,000 (p < 0,05) dan r = 0,354. Dengan demikian, semakin tinggi Strength-Based Parenting (Strength Knowledge & Strength Use) yang dilaporkan oleh remaja awal, maka semakin tinggi pula Student Subjective Wellbeing remaja awal di sekolah tersebut dan semakin rendah Strength-Based Parenting (Strength Knowledge & Strength Use) maka semakin rendah pula Student Subjective Wellbeing remaja awal di sekolah tersebut.