Examining the relations between subjective social class, academics, and well-being in first-generation college student veterans

Colbow, Alexander J.

doi:10.17077/etd.wmgkb4ry

Cited by 2 publications

(6 citation statements)

References 144 publications

(351 reference statements)

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Section: Summary Of Well-being Measuresmentioning

confidence: 99%

“…After being standardized, scores on these scales can be combined to index subjective well-being by subtracting negative affect from combined life satisfaction and positive affect score (Elliot et al, 1997). This specific approach has been used with student veteran samples (Barbour, 2014;Colbow, 2017). Ideally, researchers should supplement these measures with other wellbeing indicators, because recent work shows it is important to consider how positive and negative affect and life satisfaction interact with a person's support system and surrounding environment (Agteren & Iasiello, 2019).…”

Section: Well-beingmentioning

confidence: 99%

“…The most common comparison group was civilian students. Sometimes the civilian group had certain characteristics, including comprising non-traditional students (Barbour, 2014), first-year community college students (including college athletes; Briggs, 2016), and first-generation college students (Colbow, 2017). Targeting civilian students with these types of characteristics brings the comparison group "closer" in life experience to student veterans in terms of age and background.…”

Section: Lack Of Comparison Groupsmentioning

confidence: 99%

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Assessing Student Veterans’ Academic Outcomes and Well-Being: A Scoping Review

Moeck¹,

Takarangi²

2022

Preprint

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Higher education provides a pathway for military veterans to transition to an engaged civilian life. Veterans can be model students because of their diverse experiences, resilience, and discipline. Yet some veterans are simultaneously “at-risk”; most are non-traditional students and more likely than the general population to face mental/physical health issues. We propose well-being might protect student veterans from academic difficulties, ensuring positive outcomes. But few studies have investigated the relationship between student veterans’ well-being and academic outcomes. To guide much-needed research, we mapped how well-being and academic outcomes have been assessed in the student veteran literature. We reviewed 96 studies that quantitatively measured student veterans’ well-being or academic outcomes (databases: PsycINFO, ERIC, Proquest Dissertation/Theses, PubMed). Well-being was conceptualized in several ways, demonstrating lack of uniformity. Academic outcomes predominantly focused on performance, though non-performance-based measures (e.g., adjustment) were common. We outline existing research limitations and provide future research measurement recommendations.

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Section: Summary Of Well-being Measuresmentioning

confidence: 99%

Section: Well-beingmentioning

confidence: 99%

Section: Lack Of Comparison Groupsmentioning

confidence: 99%

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Assessing Student Veterans’ Academic Outcomes and Well-Being: A Scoping Review

Moeck¹,

Takarangi²

2022

Preprint

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“…Indeed, satisfaction with family, work, and social life are highly relevant to veterans as they reintegrate into a civilian lifestyle (Borsari et al, 2017). Two studies (Barbour, 2014;Colbow, 2017) combined a life satisfaction measure with positive and negative affect ratings (Watson et al, 1988) to index subjective wellbeing. Subjective wellbeing was operationalized by subtracting negative affect from combined life satisfaction and positive affect (e.g., Elliot et al, 1997).…”

Section: Summary Of Wellbeing Measuresmentioning

confidence: 99%

“…After being standardized, scores on these scales can be combined to index subjective wellbeing by subtracting negative affect from combined life satisfaction and positive affect score (Elliot et al, 1997). This specific approach has been used with student veteran samples (Barbour, 2014;Colbow, 2017). Last, we recommend further research exploring how veteran specific factors, like military identity loss (e.g., Mobbs & Bonanno, 2018), might contribute to wellbeing.…”

Section: Summary and Recommendations Wellbeingmentioning

confidence: 99%

Assessing Student Veterans’ Academic Outcomes and Wellbeing: A Scoping Review

Moeck

Takarangi

Wadham

2022

Journal of Veterans Studies

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Higher education provides a pathway for military veterans to transition to an engaged civilian life. Veterans can be model students because of their diverse experiences, resilience, and discipline. Yet some veterans are simultaneously "at-risk"; most are nontraditional students and more likely than the general population to face mental/physical health issues. We propose wellbeing might protect student veterans from academic difficulties ensuring positive outcomes. But few studies have investigated the relationship between student veterans' wellbeing and academic outcomes. To guide much-needed research, we mapped how wellbeing and academic outcomes have been assessed in the student veteran literature. We reviewed 96 studies that quantitatively measured student veterans' wellbeing or academic outcomes (databases: PsycINFO, ERIC, Proquest Dissertation/ Theses, PubMed). Wellbeing was conceptualized in several ways, demonstrating lack of uniformity. Academic outcomes predominantly focused on performance, though nonperformance-based measures (e.g., adjustment) were common. We outline existing research limitations and provide future research measurement recommendations.

show abstract

Examining the relations between subjective social class, academics, and well-being in first-generation college student veterans

Cited by 2 publications

References 144 publications

Assessing Student Veterans’ Academic Outcomes and Well-Being: A Scoping Review

Assessing Student Veterans’ Academic Outcomes and Well-Being: A Scoping Review

Assessing Student Veterans’ Academic Outcomes and Wellbeing: A Scoping Review

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