1,722,566 research outputs found
Undergraduate student wellbeing: The lived experience in higher education
Full text linkThe wellbeing of undergraduate students in Higher Education (HE) is often associated with the student experience. Previous research has shown that measuring wellbeing is problematic because of its complexity. Moreover, the lived experiences of students are often missing from the equation of measuring wellbeing. This article explores the perceptions of students’ wellbeing pre-COVID19 and their lived experiences both inside and outside of HE; and the relationships between students’ characteristics. This study increases our understanding of student’s lived experiences and student wellbeing in HE.
A survey was used to identify the perceptions of undergraduate students (n=105) of wellbeing. The findings indicated that student recognise the importance of access to library systems on and off campus (m=4.44, S.D.=0.752), module tutor (m=4.37, S.D.=0.657), computers on campus (M= 4.17, S.D.=0.902), photocopying and printing (m=4.11, S.D.=0.926) for student wellbeing in HE. In their personal lives, students believed that access to study facilities where they live (m=4.30, S.D.=0.876), friends (m=4.22, SD=0.734), health (m=4.18, SD=0.948) and their wider family (m=4.07, S.D.=1.129) were critical elements for their wellbeing. The most popular activities outside university life that improve student wellbeing were talking to peers and friends (98%), sleeping and resting (86%). Sports activities (16%) and counselling (12%) ranked lower. Student’s perceptions of wellbeing were not associated with notions of “medicalised” mental health. This study concludes that student wellbeing in their academic and personal lived experiences revolves around access to resources and relationships that helps them get on with their studies while at university, and where they live
Exploring student wellbeing in higher education
Full text linkWellbeing is consistently linked to student experiences or satisfaction within Higher Education (HE). Simultaneously, students’ health needs are becoming more complex and mental health issues more prevalent within the widening population. However, students’ lived experiences are missing from the evidence, creating a gap in what is understood about how students experience their wellbeing. This research used a needs assessment survey of 105 students to inform a phenomenological based methodology on student wellbeing in HE. The research was designed to explore their individual inside and outside contexts. Drawings and interviews from six undergraduate students, were utilised to uncover a deeper understanding of their lived experiences and their wellbeing. In addition, students described what influenced it, how they maintained it, and how they made sense of their experiences.
The students described their wellbeing as personal, contextually based and separate but connected, to health and its dimensions. They highlighted influences affecting their wellbeing including their personality, identity and sense of self; their future goals, people and relationships; and their sense of belonging and community, roles and responsibilities, money and the division of their time and work. These influences are interconnected and linked to their ability to make sense of their experiences and construct a sense of wellbeing. Several students’ in-depth perspectives illustrated that wellbeing might not always be positive, and may comprise of both hedonistic and eudemonic theories of wellbeing, and salutogenic ideas of being human. The findings have been represented within a theoretical framework adapted from Engestrom’s (2001) CHAT Theory, Berger and Luckman’s (1989) Social construct of reality and Kelly’s (1963) Personal Construct Theory. As part of my research a prism and matrix of wellbeing was developed. This enables the findings to be presented in a visual mode with finite detail, allowing insight into wellbeing as it is experienced by students in HE
Primed, prepped and primped: Reflections on enhancing student wellbeing in tertiary education
Full text linkIn this article, the authors describe the PERMA model of wellbeing 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 of a business school undergraduate curriculum, as a way of helping students develop new cognitive and emotional tools. In these practice reflections, the authors discuss the important role that PERMA based experiential learning and teaching activities 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
The Built Environment in a Winter Climate: Improving University Campus Design for Student Wellbeing
Full text linkLike urban environments, the campus built environment can influence general wellbeing of students. At the same time, campuses are their own unique form and need to be analyzed in their own way. This study identifies elements of the campus built environment that contribute to student wellbeing, including urban design qualities, considerations of safety and accessibility, and winter design strategies. Using the University of Alberta North Campus as a case study, evaluation criteria synthesized from a literature scan are used to assess Quad. This research identifies key design interventions and policy recommendations that are broadly applicable to northern university campuses. By exploring relationships between the university campus built environment and student wellbeing, we are able to gain insight into how to create an environment that promotes a sense of positive wellbeing for students. Such environments can contribute to better student success rates through higher academic performance, student retention, and graduation
rates
Borderland Spaces of Partnership: Encountering Emotion in Learning and Enhancing Student Wellbeing
Full text linkIn the context of rising student wellbeing challenges, supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students work with their emotions in their learning in a positive manner. As such, they offer opportunities to develop resilience and enhance wellbeing. Using two case studies of student-faculty assessment dialogue and student-led peer teaching during fieldwork, we evidence that transformation comes through the intellectual and emotional joys and struggles of learning in ‘borderland’ spaces of partnership. As such, we argue that partnership working might maximise the potential for sustainable learning and academic success
Student Wellbeing in Educational Settings
Full text linkEnsuring that all our children and young people are of sound wellbeing in the 21st century is of growing importance in educational settings. This literature review explores a range of primary studies to examine the contributing factors to student wellbeing in an educational setting. Student wellbeing is becoming increasingly significant when assessing school effectiveness as wellbeing directly influences social, emotional, and behavioural outcomes, as well as academic achievement. The studies examined established that classroom settings are a major site for wellbeing development. Classrooms need to be safe, supportive, and respectful learning environments to foster high levels of student wellbeing. The studies examined identified that student wellbeing is influenced by the teachers own wellbeing. If teachers have a perceived lower wellbeing, this will have a flow on effect to students, negatively affecting their wellbeing. Furthermore, the studies have highlighted the impact teacher-student relationships have on student wellbeing. It is suggested that supportive teacher-student relationships promote and develop student wellbeing effectively. In summary, this literature review reflects the significance of creating teaching and learning environments that promote student wellbeing for future health
Measuring and Supporting Student Wellbeing
No full textThis study is designed to test a short, individual assessment of student wellbeing for use by classroom teachers
Measuring and Supporting Student Wellbeing
No full textThis study is designed to test a short, individual self-assessment of student wellbeing for use by classroom teachers
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