Abstract
AbstractThis mobile diary study examined day-today variability during one study week among university students and study-related associated factors promoting and impairing their well-being. Specifically, we explored (1) what factors university students consider as promoting and as impairing their daily wellbeing, (2) what types of daily study profiles for students can be identified based on study hours, study motivation, and academic stress, and (3) how the factors promoting and impairing students’ daily wellbeing are related to these daily study profiles. The study utilized one-week mobile diary data collected from 86 university students studying in a Finnish university (a total of 602 measurements). Seven factors promoting and eight factors impairing the wellbeing of students were identified. These included leisure time and domestic duties, social relations, sleep, rest, nutrition, and time management. Using multilevel latent profile analysis, we further identified four distinct daily study profiles: intense, productive, inefficient, and leisurely study days. The results also showed that the various factors promoting and impairing daily wellbeing were differently associated with the four study profiles.
Highlights
In universities and colleges, it has been found that students who fare well and have good mental health are successful in their studies (e.g., Ayyash-Abdo & Sánches-Ruiz, 2012; Pritchard & Wilson, 2003) whereas those with problems in wellbeing have shown lower academic functioning (e.g., Bruffaerts et al, 2018; Eisenberg, Golberstein, & Hunt, 2009; Stallman, 2010)
This study focused on the daily wellbeing of university students defined through the concept of subjective wellbeing, which includes their evaluations on their overall quality of life (Diener, Oishi, & Lucas, 2005)
Motivation, and academic stress were not associated with either gender or working alongside studying
Summary
It has been found that students who fare well and have good mental health are successful in their studies (e.g., Ayyash-Abdo & Sánches-Ruiz, 2012; Pritchard & Wilson, 2003) whereas those with problems in wellbeing have shown lower academic functioning (e.g., Bruffaerts et al, 2018; Eisenberg, Golberstein, & Hunt, 2009; Stallman, 2010). This study focused on the daily wellbeing of university students defined through the concept of subjective wellbeing, which includes their evaluations on their overall quality of life (Diener, Oishi, & Lucas, 2005). Given the high prevalence of these problems in the mental health and daily coping of university students in Finland (Kunttu et al, 2016) and elsewhere (e.g., Benton, Robertson, Tseng, Newton, & Benton, 2003; Robotham & Julian, 2006; Stallman, 2010; Storrie, Ahern, & Tuckett, 2010), this study sought to identify the factors that impair and those that promote students’ wellbeing. The open-ended question was: “What things have promoted or impaired your wellbeing today?”
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