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Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data

Andrew Kemp Orcid Logo, Jessica Mead, Zoe Fisher Orcid Logo

Teaching of Psychology, Start page: 009862832211124

Swansea University Authors: Andrew Kemp Orcid Logo, Jessica Mead, Zoe Fisher Orcid Logo

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DOI (Published version): 10.1177/00986283221112428

Abstract

Background: The wellbeing of university students is deteriorating, highlighting a critical role for institutions to better support student wellbeing. Objective: The goal of this work is to determine whether a final-year undergraduate wellbeing science module, inspired by recent theoretical developme...

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Published in: Teaching of Psychology
ISSN: 0098-6283 1532-8023
Published: SAGE Publications 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60441
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spelling v2 60441 2022-07-11 Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data dfd05900f0e2409d3f67dca227c59a93 0000-0003-1146-3791 Andrew Kemp Andrew Kemp true false 40bb47059d57e08aa54a5471a393745b Jessica Mead Jessica Mead true false b7d5965d35de6f683716c6eb1e82ff81 0000-0001-8150-2499 Zoe Fisher Zoe Fisher true false 2022-07-11 PSYS Background: The wellbeing of university students is deteriorating, highlighting a critical role for institutions to better support student wellbeing. Objective: The goal of this work is to determine whether a final-year undergraduate wellbeing science module, inspired by recent theoretical developments, improved wellbeing during the COVID-19 pandemic. Method: Participants (N = 128) completed a brief online questionnaire including the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) across baseline and follow-up assessments. Analysis involved 2 group (intervention, control) x 2 time (baseline T1, follow-up T2) mixed-effects ANOVA and one-sample t-tests to compare the intervention group with population-based norms for adults aged 16 – 75+. Results: A significant interaction effect was observed, reflecting an increase in wellbeing in the intervention group in T2 relative to T1. Comparisons with published norms, further highlighted the beneficial impact of the module. Conclusion: Encouraging connection to self, others and nature has beneficial impacts on wellbeing, consistent with a modern science of wellbeing. Teaching Implications: Students learn the latest wellbeing theory, spanning the individual to the planet, and engage with opportunities to improve wellbeing, broadly defined. Teaching materials are made freely available for instructors wishing to develop a similar module or adapt materials for other purposes. Journal Article Teaching of Psychology 0 009862832211124 SAGE Publications 0098-6283 1532-8023 Wellbeing science, individual wellbeing, collective wellbeing, planetary wellbeing, GENIAL model 12 7 2022 2022-07-12 10.1177/00986283221112428 COLLEGE NANME Psychology School COLLEGE CODE PSYS Swansea University Other The authors received no financial support for the research, authorship, and/or publication of this article. 2024-09-17T16:30:34.7170598 2022-07-11T11:53:13.1937360 Faculty of Medicine, Health and Life Sciences School of Psychology Andrew Kemp 0000-0003-1146-3791 1 Jessica Mead 2 Zoe Fisher 0000-0001-8150-2499 3 60441__24590__2c0e89dce5ca4bdf9a8d8e4a8acfdd01.pdf 00986283221112428.pdf 2022-07-13T16:52:16.4021169 Output 686297 application/pdf Version of Record true © The Author(s) 2022. Distributed under the terms of a Creative Commons Attribution Non Commercial 4.0 License (CC BY-NC 4.0). true eng https://creativecommons.org/licenses/by-nc/4.0/
title Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data
spellingShingle Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data
Andrew Kemp
Jessica Mead
Zoe Fisher
title_short Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data
title_full Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data
title_fullStr Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data
title_full_unstemmed Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data
title_sort Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data
author_id_str_mv dfd05900f0e2409d3f67dca227c59a93
40bb47059d57e08aa54a5471a393745b
b7d5965d35de6f683716c6eb1e82ff81
author_id_fullname_str_mv dfd05900f0e2409d3f67dca227c59a93_***_Andrew Kemp
40bb47059d57e08aa54a5471a393745b_***_Jessica Mead
b7d5965d35de6f683716c6eb1e82ff81_***_Zoe Fisher
author Andrew Kemp
Jessica Mead
Zoe Fisher
author2 Andrew Kemp
Jessica Mead
Zoe Fisher
format Journal article
container_title Teaching of Psychology
container_volume 0
container_start_page 009862832211124
publishDate 2022
institution Swansea University
issn 0098-6283
1532-8023
doi_str_mv 10.1177/00986283221112428
publisher SAGE Publications
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
document_store_str 1
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description Background: The wellbeing of university students is deteriorating, highlighting a critical role for institutions to better support student wellbeing. Objective: The goal of this work is to determine whether a final-year undergraduate wellbeing science module, inspired by recent theoretical developments, improved wellbeing during the COVID-19 pandemic. Method: Participants (N = 128) completed a brief online questionnaire including the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) across baseline and follow-up assessments. Analysis involved 2 group (intervention, control) x 2 time (baseline T1, follow-up T2) mixed-effects ANOVA and one-sample t-tests to compare the intervention group with population-based norms for adults aged 16 – 75+. Results: A significant interaction effect was observed, reflecting an increase in wellbeing in the intervention group in T2 relative to T1. Comparisons with published norms, further highlighted the beneficial impact of the module. Conclusion: Encouraging connection to self, others and nature has beneficial impacts on wellbeing, consistent with a modern science of wellbeing. Teaching Implications: Students learn the latest wellbeing theory, spanning the individual to the planet, and engage with opportunities to improve wellbeing, broadly defined. Teaching materials are made freely available for instructors wishing to develop a similar module or adapt materials for other purposes.
published_date 2022-07-12T16:30:32Z
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