Improving the Academic Performance and Mental Health of Non-Traditional University Students Through a Shorter Delivery Model: Exploring the Impact of the Southern Cross Model

Abstract

University students are often depicted as carefree young adults; however, many students struggle to manage the “normal” stresses of university life and may experience high rates of psychological distress. This study compared a traditional delivery model to a shorter delivery model (i.e., the Southern Cross Model) in terms of students’ psychological distress, their perceived time pressure, and academic performance. The results indicated a significant difference in academic performance and psychological distress between the shorter delivery model and the traditional delivery model, with students in this shorter delivery model experiencing lower levels of psychological distress and enhanced academic performance. No significant difference in time pressure was found between the delivery models. This study indicates that the Southern Cross Model may enhance students’ academic performance and help them to better manage the normal stresses of university life.

Looking into the “Dark Mirror”: Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners

“…Wellbeing is a complex and multi-dimensional construct that generally encompasses positive mental health, quality of life, job satisfaction, happiness, contentment, thriving, positive relationships (Eloff et al, 2021) and the "capacity to manage emotional, social, academic and occupational challenges occurring within supportive environments" (Cross & Falconer, 2021, p. 5). In recent years, student mental health and wellbeing has become a priority concern for universities, due to significantly higher rates of mental illness and psychological distress amongst university students than the wider community (Larcombe et al, 2016;Nieuwoudt, 2023;Stallman, 2010). Mental health and wellbeing influences student outcomes including attrition, retention and academic performance (Hodges et al, 2013;Nieuwoudt, 2023;Orygen, 2017).…”

“…In recent years, student mental health and wellbeing has become a priority concern for universities, due to significantly higher rates of mental illness and psychological distress amongst university students than the wider community (Larcombe et al, 2016;Nieuwoudt, 2023;Stallman, 2010). Mental health and wellbeing influences student outcomes including attrition, retention and academic performance (Hodges et al, 2013;Nieuwoudt, 2023;Orygen, 2017). Belonging to a marginalised group and/or transitioning to university are additional risk factors that contribute to poor mental health and associated outcomes (Orygen, 2017).…”