Development of an observation instrument to measure flourishing learning environments

Waxman, Hersholt C.; Rivera, Héctor; Linn, Brenna; Padrón, Yolanda N.; Rollins, Kayla Braziel; Boriack, Anna Witt; Alford, Beverly A.

doi:10.1186/s40853-016-0005-9

Cited by 7 publications

(9 citation statements)

References 20 publications

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“…In the HTML versions of the articles [1-4], the articles were published with incorrect volume information. The articles [1-4] were published into volume 2 and year 2017; however they should have been published in volume 1 and year 2016.Each article [1][2][3][4] has since been updated with the correct volume and year information and is also listed with the correct information in the references in this erratum.The publisher takes full responsibility for this error and sincerely apologies for the inconvenience caused. …”

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confidence: 99%

“…Each article [1][2][3][4] has since been updated with the correct volume and year information and is also listed with the correct information in the references in this erratum.…”

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confidence: 99%

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Erratum to: Volume 1, Journal of Chinese Studies

Heidelberg¹

2017

J. Chin. Stud.

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Due to a technical problem with the set-up of Journal of Chinese Studies in production, the articles [1][2][3][4] were published with the incorrect volume and year information in the PDF of the article. In the HTML versions of the articles [1-4], the articles were published with incorrect volume information. The articles [1-4] were published into volume 2 and year 2017; however they should have been published in volume 1 and year 2016.Each article [1][2][3][4] has since been updated with the correct volume and year information and is also listed with the correct information in the references in this erratum.The publisher takes full responsibility for this error and sincerely apologies for the inconvenience caused.

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“…Each article [1][2][3][4] has since been updated with the correct volume and year information and is also listed with the correct information in the references in this erratum.…”

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Erratum to: Volume 1, Journal of Chinese Studies

Heidelberg¹

2017

J. Chin. Stud.

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“…For example, actively asking students what they think about the course setup and minimising external pressures may enhance students' mental health (Baik et al, 2019;Wierenga et al, 2013). Likewise, academic accomplishments, requirements, and workload determine students' well-being (Baik et al, 2019;Byrd & McKinney, 2012;Dyrbye et al, 2005;Waxman et al, 2016). Social or peer support, friendships, and a sense of belonging can promote students' happiness as well (Baik et al, 2019;Byrd & McKinney, 2012;Trolian et al, 2020).…”

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confidence: 99%

Fostering Student Well-being in Higher Education

Kiltz

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1 the ability of people or things to feel better quickly after something unpleasant, such as shock, injury, etc.2 the ability of a substance to return to its original shape after it has been bent, stretched, or pressed -cited from Oxford English and Oxford Learner' s Dictionaries i 2 Chapter 1 | Introduction At Dutch universities, students face performance pressure, heavy workloads, uncertainties, and ambiguities in their studies. Consequently -and not surprisingly -they report substantial levels of depression, stress, and anxiety. Adding a global pandemic to the mix certainly does not decrease such struggles. These findings emerge from reports issued by national institutes such as the Netherlands Initiative for Education Research (Nationaal Regieorgaan Onderwijsonderzoek) and the Trimbos Institute for Mental Health (e.g., Deunk & Korpershoek, 2021;Dopmeijer et al., 2021Dopmeijer et al., , 2023. In response to these insights, the Dutch government has announced it will invest more in students' wellbeing by focussing on stress prevention and encouraging open discussions about mental well-being (Rijksoverheid, 2023). This dissertation aims to contribute to such conversations about students' wellbeing in Dutch higher education.Students' well-being has long been defined by the absence of negative health; more recently however, the positive psychology movement focussed on students' positive well-being, highlighting the presence of mental and physical health (e.g., Seligman et al., 2009). Nevertheless, positive psychology remains a relatively new notion in general educational and psychological research, counting less than 30 years of active consideration. It was only in the late 1990s that Martin Seligman introduced and brought the concept into the focus of the American Psychology Association (for further insights, see Seligman, 2010;Seligman & Csikszentmihalyi, 2000;Seligman et al., 2009).Higher education research has extensively investigated university students' well-being, often from a deficit-oriented perspective. Such studies place university students in a particularly vulnerable position, marked by academic under-preparedness, financial insecurity, social isolation, and poor physical health (e.g.,

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“…The literature outlines several measures that can be leveraged to study the link between emotions, learning, and overall well-being. For example, Waxman et al (2016) suggests a five-element framework for supporting well-being and student flourishment, including positive emotion, engagement, meaning, positive relationships, and accomplishment. Goldsworthy's Emotional Intelligence Framework (2000) can also inform the creation of learning experiences that support emotional intelligence and positive well-being in students.…”

Section: Learning and Emotionmentioning

confidence: 99%

Designing and delivering online learning experiences to support graduate student well-being

Riello

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Enrolling in an online program has become an increasingly popular choice for graduate students, as this format allows the flexibility to balance personal, academic, and professional commitments. However, this flexibility alone does not guarantee that an online program will contribute positively to students' lives. In this qualitative action research study, 13 current and former graduate students within an online Instructional Design program engaged in a focus group and personal interviews to share their perspectives on how the design and delivery of their online courses supported or hindered their overall well-being. Action steps resulting from these conversations included a series of faculty workshops and an accompanying guide; strategies posed in the guide were executed and evaluated in order to implement specific, realistic design and delivery practices into the program to support the well-being of online graduate students. This study concluded that the design and delivery of online programs do have the potential to impact student well-being, and that a holistic approach must be taken to create a support system for students before, during, and after their experiences in a program. Implications for the organization included the creation and strategic planning around the implementation of an orientation course and exit course.

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Development of an observation instrument to measure flourishing learning environments

Cited by 7 publications

References 20 publications

Erratum to: Volume 1, Journal of Chinese Studies

Erratum to: Volume 1, Journal of Chinese Studies

Fostering Student Well-being in Higher Education

Designing and delivering online learning experiences to support graduate student well-being

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