Factors Contributing to Student Wellbeing: Student Perspectives

Eloff, Irma; O’Neil, Sumari; Kanengoni, Herbert

doi:10.1007/978-3-030-85924-4_10

Cited by 9 publications

(4 citation statements)

References 57 publications

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“…Regarding low-relevant sources, the access to learning resources and student support services from the university were not ranked as relevant sources by FYS or SS. In addition, although students in Factor 3 in FYS groups mentioned developing teamwork strategies as a supportive source, all groups did not highly value the contribution of teamwork in several specific aspects, such as collaboration with people from diverse backgrounds and communication with professionals, which is different from findings reported in prior studies (Eloff et al, 2022;Jensen & Cross, 2021;Kovich et al, 2023).…”

Section: Comparison Between the Fys And Ss Groupscontrasting

confidence: 95%

“…Student academic well‐being is not only formed by individuals' values and feelings but also dynamically framed by their experiences of the external environment where they are embedded, including interpersonal relations and contextual conditions (Eloff et al, 2022; Perkins et al, 2021). These intrinsic values and extrinsic conditions co‐exist and co‐create students' learning experiences and outcomes, including their academic well‐being (Brooker et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, sources related to the contextual and institutional conditions play an important role in student academic well‐being, including institutional policies and structures, curriculum design in their study programs, student support systems, the physical learning environment and infrastructure, and students' access to learning and technological resources (Eloff et al, 2022; Upsher et al, 2022). Especially in engineering fields, high stress for academic success has been criticized as a negative aspect of engineering culture because some students might take all‐nighters and practice poor self‐care in those rigorous programs (Jensen & Cross, 2021, p. 385).…”

Section: Literature Reviewmentioning

confidence: 99%

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Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology

Chen,

Du,

Guerra

et al. 2024

J of Engineering Edu

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BackgroundRecent literature has identified students' academic well‐being as an indicator of their persistence in their current study and competence development. While prior literature has focused on measuring students' academic well‐being from psychological and mental health perspectives, limited studies have explored the ways in which the learning environment provides diverse sources (e.g., supervision and peer support) to support students' academic well‐being.PurposeThis study aims to explore sources that foster students' academic well‐being from the perspective of two different student groups, namely first‐year engineering students and senior engineering students, in a PBL (project‐based learning) environment.MethodThe Q methodology was applied, connecting both qualitative and quantitative research characteristics. Two student groups, including 23 first‐year engineering students and 19 senior engineering students, participated in this study to illustrate various viewpoints of different student groups and offer prospects for analyzing data from a new comparative angle via second‐order factor analysis.ResultsIn the first‐year engineering student group, three viewpoints were identified, namely the emphasis on enjoyment through study–life balance, personal values and aspirations, and academic agency. The senior engineering student group focused on internal sources related to professional development, including two viewpoints pertaining to their goal‐oriented academic development and enactment of agency through self‐management. Practical suggestions are proposed to optimize engineering curriculum design to better support students' academic well‐being.

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Section: Comparison Between the Fys And Ss Groupscontrasting

confidence: 95%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology

Chen,

Du,

Guerra

et al. 2024

J of Engineering Edu

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“…Introducing a series of chapters focusing on student well-being, Irma Eloff, Sumari O'Neil, and Herbert Kanengoni explore the factors that students from a large South African residential university identify as contributing to their well-being in Chap. 10. The learning environment (physical environment and facilities on and around campus) and support structures (e.g.…”

mentioning

confidence: 99%

Embracing Well-Being in Diverse African Contexts: Research Perspectives

2022

Cross-Cultural Advancements in Positive Psychology

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The aim of the Cross Cultural Advancements in Positive Psychology book series is to spread a universal and culture-fair perspective on good life promotion. The series will advance a deeper understanding of the cross-cultural differences in well-being conceptualization. A deeper understanding can affect psychological theories, interventions and social policies in various domains, from health to education, from work to leisure. Books in the series will investigate such issues as enhanced mobility of people across nations, ethnic conflicts and the challenges faced by traditional communities due to the pervasive spreading of modernization trends. New instruments and models will be proposed to identify the crucial components of well-being in the process of acculturation. This series will also explore dimensions and components of happiness that are currently overlooked because happiness research is grounded in the Western tradition, and these dimensions do not belong to the Western cultural frame of mind and values.More information about this series at https://link.springer.com/bookseries/8420

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