An examination of sources fostering student teachers’ academic well-being

Abstract

ABSTRACT This study examined student teachers’ perspectives on the sources of their academic well-being within the context of a four-year undergraduate teacher education programme in Qatar. A survey was developed and validated using a conceptual framework entailing cognitive, social and emotional dimensions. Statistical analyses involving 806 responses revealed five factors that contributed to participants’ academic well-being, namely: (F-1) self-regulated learning, (F-2) academic values, (F-3) social engagement, (F-4) peer learning and (F-5) emotional engagement. Comparative analyses between gender, age, reported GPA and credit hours verified the different influence of the five factors on fostering academic well-being. These results are further discussed in light of implications for using the validated instrument and devising tailored interventions.