Chinese international students’ conceptualizations of wellbeing: A prototype analysis

Huang, Lanxi; Oades, Lindsay G.

doi:10.3389/fpsyg.2022.939576

Cited by 4 publications

(5 citation statements)

References 60 publications

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“…The current study extends Huang et al (2020) and Huang et al (2022), with a specific focus on qualitative data collected from a sub-set of participants (Chinese international students in several universities across Australia). Interviews conducted by the first author between September 2019 and February 2020, and all procedures were approved by the [blinded for review] ethics review board.…”

Section: Methodsmentioning

confidence: 99%

“…While these studies paint a concerning picture, few studies have focused on positive aspects of mental health, including students' experiences of wellbeing and aspects that effectively support wellbeing. Using a prototype analysis design, Huang, Kern, and Oades (2022) explored Chinese international students' conceptualisations of wellbeing, finding that wellbeing concepts were prototypically structured, with relationships, security, positivity/ optimism, physical health, and self-strength identified as key components to their wellbeing conceptualisations. In a mixed methods study exploring how Chinese international students understand wellbeing, Huang et al (2020) identified mental and physical health, security, relationship support, and prosperity as key themes.…”

Section: Chinese International Students In Australiamentioning

confidence: 99%

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Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"

Huang¹,

Oades²

2022

Intnl. J. Wellbeing

Self Cite

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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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Section: Methodsmentioning

confidence: 99%

Section: Chinese International Students In Australiamentioning

confidence: 99%

Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"

Huang¹,

Oades²

2022

Intnl. J. Wellbeing

Self Cite

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“…A further needed change is to integrate cultural, political, and particularly student lay conceptions of well-being and flourishing into schools’ efforts to promote well-being and flourishing. Asking students, parents, and teachers what well-being means to them, in their school and cultural context, is likely to increase understanding and collective ownership of well-being-related aspirations and changes (Huang et al, 2022).…”

Section: How Schools and Educators Should Promote Well-beingmentioning

confidence: 99%

Finding consensus on well-being in education

Curren,

Boniwell,

Ryan

et al. 2024

Theory and Research in Education

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Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice.

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“…The problem of social programme effectiveness leads to this submission's utilitarian goal, i.e., identifying countries with the most effective socio-economic policy. One may expect that in countries with the most effective socio-economic policy, the most significant increases in the indicators of the subjective well-being of households will occur [4][5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Panel Data Analysis of Subjective Well-Being in European Countries in the Years 2013–2022

Dziechciarz

2024

Sustainability

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The background of the study is the analysis of social expenditure efficiency in European countries over time. Terminological considerations leading from hedonism and eudaimonism to the concept of subjectively perceived well-being and the Easterlin paradox are necessary to understand the differences in changes in the level of well-being among countries and over time. The purpose of the study is to analyse citizens’ declarations on subjective well-being as an indicator of the efficiency of social policy. The methods used for statistical analysis are conventional and dynamic data envelopment analysis (DEA) techniques. The EU-SILC and OurWorldInData.org data analysed with DEA provided the main results. The study identified significant fluctuations in subjective well-being, with a clear long-term upward trend. Among the surveyed countries, there are those where progress is due to internal factors, while in the Mediterranean countries, external factors predominate. The level of the estimated DEA efficiency indicators (TC and EC) indicate the improvement in input efficiency in a substantive number of countries, e.g., Estonia and Cyprus, along with persistently low indicator values in some member states, Italy and Luxemburg. In conclusion, the author indicated areas in individual countries where attempts to improve social policy are needed to raise and maintain desirable levels of subjective well-being.

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Chinese international students’ conceptualizations of wellbeing: A prototype analysis

Cited by 4 publications

References 60 publications

Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"

Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"

Finding consensus on well-being in education

Panel Data Analysis of Subjective Well-Being in European Countries in the Years 2013–2022

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