Abstract
ABSTRACT Recent interest in academic well-being has promoted universities to take proactive measures that support students in navigating the challenges of university life, in all its complexity. Drawing on systems theory, this study explored the sources of engineering students’ academic well-being at one university in Qatar. Q methodology was applied to collect and analyze data using a 31-item Q-sample. Forty-four male engineering students participated in this study, which resulted in the emergence of a three-factor solution, comprising 24 significantly loading participants. The three factors encompassed the most relevant sources of academic well-being of participants as a collective, and were termed as follows: (F-1) focusing on what we can control, (F-2) having clear direction on where we are going, and (F-3) appreciating what we are studying alone. Despite these distinctive viewpoints, there were several consensus statements that were discussed alongside the recommendations of this study for policy and practice.
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