Interaction, SEL, Autonomy, and Personalization as Predictors of Student Well-Being in AI Contexts: A Growth Mixture Modeling Study

Objective: The purpose of this article is to describe the development of the Alabama Model of Student Health and Wellbeing, the development of an innovative assessment process used to assess wellbeing in a college population based on this model, and to provide initial descriptive longitudinal student wellbeing results. Method: Participants were currently enrolled students at a large, public 4-year university in the south. Student responses (N = 38,306) to the Alabama Model of Student Health and Wellbeing (AMSHW) survey instrument were captured during the 2019–2022 academic years (AY). Descriptive statistics were used to summarize survey responses from each dimension. Responses were compared by academic year, gender, and race using Kruskal-Wallis and Wilcoxon rank sum tests. Results: Overall, students reported “good” and “fair” physical (Mean = 3.1, SD = 0.9) and financial status (Mean = 2.3, SD = 1.0), respectively. Dimension responses significantly differed by academic year (all p < 0.05) except for the spiritual dimension (p = 0.994). Males reported higher average scores than females on the financial, physical, and psychological dimensions over various AYs, all p < 0.05. Females reported higher average scores (Mean = 2.5, SD = 1.3) than males (Mean = 2.2, SD = 1.5) on the spiritual dimension for AY 2021. Across all wellbeing dimensions, all racial groups reported the highest scores for the physical dimension (Mean: 2.9 to 3.2). Whites reported the lowest scores for the spiritual dimension (Mean = 2.3). All other racial groups reported the lowest scores for the financial dimension (Mean = 1.9 to 2.4). Conclusion: The Alabama Model of Student Health and Wellbeing is a multidimensional model of college student health and wellbeing that also serves as a comprehensive theoretical framework for developing an innovative means of population assessment of student wellbeing on a college campus. A number of institutions have espoused a model of student wellbeing but, to-date, few institutions have operationalized their student wellbeing model into an assessment of student wellbeing that provides “real time” data of the wellbeing of the student population. Discussion of areas for continued and future research and practice will be addressed.

BackgroundMental health tends to worsen over the course of medical school, with steep declines in well-being in students’ clerkship year (M3). Positive emotion promotes adaptive coping to stress and may help preserve medical student well-being.ObjectiveThis study describes the development of LAVENDER (Leveraging Affect and Valuing Empathy for Nurturing Doctors’ Emotional Resilience), a program aimed at increasing positive emotion to preserve well-being in medical students.MethodsWe conducted a single-arm pilot of LAVENDER, a positive psychology intervention developed for medical students delivered in an interactive classroom format to a cohort of 157 third-year medical students at the Albert Einstein College of Medicine. Our primary outcome was the acceptability of LAVENDER. We also examined preliminary efficacy using measures of emotion, stress and burnout collected at each intervention session.ResultsLAVENDER showed good acceptability: 76% of participants agreed that the LAVENDER skills were useful and 72% agreed that they would recommend the LAVENDER program to others. Qualitative feedback suggested that medical students enjoyed the program and found the skills to be useful for coping with stress, but also reported the following barriers to engagement: lack of time to practice the skills, resistance to the mandatory nature of the wellness sessions, and difficulty integrating the skills in daily life. We did not find support for the preliminary efficacy of LAVENDER for improving medical student well-being in students’ clerkship year. Participants showed decreases in positive emotion and increases in symptoms of burnout over the intervention period (ps < .01).ConclusionThe current paper describes the development and a single-arm pilot test of LAVENDER, a positive psychology program tailored for medical students. Although we found preliminary evidence for the acceptability of LAVENDER, we did not find support for the preliminary efficacy. Lessons learned and next steps for the program are discussed.

University student wellbeing is increasingly seen as a concern, and as demands on university staff time for research, teaching, leadership and pastoral support also increase, this is mirrored in concerns about staff wellbeing. Dominant sectoral narratives frame student and staff wellbeing as oppositional, with initiatives to support student wellbeing positioned as creating additional practical and emotional demands on staff time and resources. Using a large qualitative dataset collected in the UK, including staff and students, this paper argues that that this does not have to be the case. Instead, there is a need to look beyond the provision of reactive services or isolated individual interventions, to proactively and cohesively embed cultural and structural change across the whole institution to support positive wellbeing outcomes for the whole university community. We report on the intrinsic interconnection between staff and student wellbeing; the importance of formal institutional policies in supporting or impeding staff and student wellbeing; access to training interventions to support staff and student wellbeing as a practical manifestation of these policies; and the impact of workplace culture and the centrality of compassion and community. The paper finds that it is important that institutions within higher education acknowledge and respond proactively to both staff and student wellbeing issues. To do so, institutions should seek to foster a sustainable and effective academic environment with a whole university approach.

The study aims to determine the effect of self-regulation and peer support on subjective well-being in junior high school students who are victims of bullying. This study uses a quantitative approach with a type of causality research through a survey method. The population of this study was junior high school students in Sorong Regency who had been victims of bullying whose number is not known for certain. The sample size was determined using the Cochran formula, obtaining a sample of 380 students. The data collection instrument used the subjective well-being scale, self-regulation scale, and peer support scale. While data analysis used prerequisite tests, namely the normality test using the Kolmogorov Smirnov test and probability plot, multicollinearity test, and heteroscedasticity test. Hypothesis testing used multiple regression analysis tests. Based on the research results, it shows that: (1) There is a positive and significant influence of self-regulation on subjective well-being in junior high school students who are victims of bullying with t = 8.267 (α = 0.000; α &lt; 0.05), (2) There is a positive and significant influence of peer support on subjective well-being in junior high school students who are victims of bullying with t = 2.868 (α = 0.004; α &lt;0.05), and (3) There is a positive and significant influence of self-regulation and peer support on subjective well-being in junior high school students who are victims of bullying with F = 48.486 (α = 0.000; α &lt;0.05) . The results of the study indicate that self-regulation and peer support have a positive and significant influence on subjective well-being in students who are victims of bullying. The magnitude of the influence of self-regulation and peer support on subjective well-being in junior high school students who are victims of bullying is 0.20, which means that self-regulation and peer support influence subjective well-being in junior high school students who are victims of bullying by 20.5%, while the rest is influenced by other factors not discussed in the study.

Background: Resilience is considered as one of the normal structures and concepts in positive psychology to better adjust to stressful situations and achieve well-being. Objectives: The present study aimed to investigate the mediating role of resilience in the relationship between academic support and academic well-being in students. Materials &amp; Methods: This was a descriptive cross-sectional study using structural equation modeling (SEM). The statistical population comprised all high school studentsof Khorramabad city in the school year 2020-21, among which, 353 students were selected through multistage cluster random sampling. The research instruments included Academic Support Scale, Academic Well-Being Questionnaire, and Academic Resilience Inventory. Data were analyzed using the SEM technique. Results: There was a positive relationship between academic support and academic well-being (β=0.33; P&lt;0.001) in the students. There was a direct relationship between academic resilience and academic well-being in the students (β=0.55; P&lt;0.001). There was also a positive relationship between academic support and academic resilience in the students (β=0.23; P&lt;0.001). Academic resilience had a mediating role in the relationship between academic support and academic well-being in high school students (P&lt;0.001). Conclusion: Accordingly, the model had a good fit to the data. School principals and teachers should improve students’ well-being by increasing academic support and resilience.

Background and Study Aim. Given the increasing attention to the psychological health and well-being of students, it is important to consider the impact of recreational and rehabilitation aspects. The purpose of this study is to analyze documents from the Web of Science (WoS) database from 2014 to 2024, focusing on the recreational and rehabilitation aspects of students' psychological health and well-being. Materials and Methods. A systematic search was conducted in the Web of Science (WoS) database using keywords related to psychological health, well-being, recreation, and rehabilitation of students. A total of 318 documents (articles) were retrieved. The extracted documents were processed using the PYCharm Community Edition (CE) development environment and special codes in the Python programming language. The K-means method was used for clustering the articles based on the presence of keywords. A total of 294 documents (out of 318) were identified that met the criteria of this study. Cluster analysis was used to group the retrieved articles by topic. Content analysis was applied to identify the main directions and trends in the research. Results. The review identified a significant number of studies dedicated to various aspects of students' psychological health and well-being. These aspects include the impact of physical activity, social support, mindfulness programs, and nutrition. Key factors contributing to the improvement of students' psychological state, as well as the main barriers and problems they face, were identified. The study results showed that physical activity and psychological strategies play a key role in improving students' mental health. Significant differences were found in the levels of stress and well-being depending on participation in recreational and rehabilitation activities. Conclusions. Recreational and rehabilitation activities play an important role in maintaining and improving the psychological health and well-being of students. Students face a complex set of barriers that negatively impact their mental and physical health. These barriers include high levels of stress, lack of physical activity, sleep disturbances, financial difficulties, and social isolation. The war in Ukraine adds another level of stress and trauma, requiring special attention.

Student mental health is a growing concern in higher education, significantly impacting academic performance, engagement, and retention. This scoping review investigates how structural factors like financial hardship, environmental stressors, and social pressures affect student well-being. Informed by our work in Computer-Supported Agile Teaching (CSAT) and the shift towards technology-supported learning and teaching, understanding the landscape of student mental health is crucial for creating effective educational environments. This review pays particular attention to the impact of the COVID-19 pandemic and the rise of hybrid learning, which have influenced student mental health and exacerbated existing inequities. We evaluate strategies such as inclusive curriculum design, peer-led wellness initiatives, digital mental health tools, and Universal Design for Learning (UDL) to propose a multidimensional framework for improving student outcomes. Given the increasing relevance of student well-being in contemporary classrooms, amplified by global events and academic disruptions, and the increasing reliance on technology, this review synthesizes existing literature to understand the motivations, challenges, successes, failures, and opportunities in addressing overall student well-being within technology-supported contexts. This scoping review serves as a critical first step in understanding the evidence base and its implications for integrating student well-being considerations within CSAT. The review concludes that holistic approaches combining pedagogical reform, mental health infrastructure, and technological innovation are essential for fostering academic success and long-term student well-being.

Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?

With the onset of the COVID-19 pandemic, technological transformation in higher education was promoted globally. While e-portfolios are not necessarily new as an educational approach, their significance as an alternative online assessment model increased during this rapid, compulsory shift from face-to-face learning into distance learning modes (Rodriguez et al., 2022). Meanwhile, amidst the unprecedented pedagogical and technological changes, mental health issues are an alarming concern. Students in higher education face stressors impairing not only academic performance and social life but also mental health and wellbeing (Davis &amp; Hadwin, 2021; Hartl et al., 2022; Prasath et al., 2021; Stallman et al., 2022). The significance of developing collaborative, safe and supportive digital environments has been increasingly emphasized by educators and researchers in higher education institutions and universities around the world. However, no previous study has mapped existing studies on the impact of e-portfolio practice on student wellbeing. In that context, the aim of the study was to map and assess published empirical studies on the contribution of e-portfolio practice to student wellbeing in higher education. Our leading research question was: What is known from the existing research literature about the contribution of e-portfolio practice to student psychological wellbeing? A scoping review was conducted using the methodological framework of Arksey and O’Malley (2005). A systematic and comprehensive search of ProQuest, Scopus, Web of Science, Wiley Online Library and Google Scholar databases was performed for studies published between 2012 and 2022. Eligibility criteria were agreed upon among the writers before the review started. One of the authors assessed eligibility in two stages and extracted data using Covidence Software. Where doubts arose, the authors came together to reach an agreement at the full text review stage. The review included 23 papers based on empirical findings and discussions. Five thematic groupings around student wellbeing were identified among the included papers: motivational outcomes, self-perception outcomes, identity outcomes, social outcomes, and self-efficacy outcomes. E-portfolio practice, when designed to allow creativity and communication, seems to contribute positively to student wellbeing in higher education. When it is regarded as summative assessment, on the other hand, it might affect student wellbeing negatively as a stressor. Most of the students have a positive perception of e-portfolios on their personal development, self-efficacy, self-esteem, and motivation. There is also a minority of students reported to see no value in e-portfolio practice and perceive them as a waste of their time. Future research should investigate how and what kind of e-portfolio learning design can help with building resilience and wellbeing among higher education students. More empirical research is needed to develop an instrument to measure the impact of e-portfolio practice on student psychological wellbeing as well as retention and success.

Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?

Bibliography of recent journal articles

In recent decades, university students have consistently reported higher levels of anxiety, depression, and distress than non-studying young adults. Faced with various challenges, students appear particularly vulnerable during their formative years at university – which has become even more pronounced in light of the COVID-19 pandemic. Consequently, universities are increasingly investing in student well-being, recognising that students perform better when they feel well. Ultimately, students can contribute to society as healthier citizens. <br/>This dissertation follows this line of educational psychological research, aiming to promote a more positive view on student well-being focusing on increasing positive emotions and happiness rather than solely decreasing feelings of depression or anxiety. Additionally, we investigated individual and contextual factors influencing student well-being. Regarding the latter, the Self-Determination Theory guided this dissertation, emphasising the importance of fulfilling students’ basic psychological needs for autonomy, competence, and relatedness. We propose that learning environments can satisfy these needs and, in doing so, promote student well-being. <br/>We addressed three overarching research areas in this dissertation. First, we investigated the conceptualisation of well-being at university and the relationship between student and teacher well-being. Second, we examined how the COVID-19 pandemic affected students, specifically focusing on individual and contextual factors. Lastly, we created and evaluated an intervention, in which students and teachers adjust the course to promote students’ well-being by satisfying their basic psychological needs. Overall, this dissertation offers new perspectives on how to foster student well-being and highlights the role of the university in this pursuit.

Teacher responsibility, AI integration, and student well-being: The role of peer collaboration in higher education.

Sirindhorn International Institute of Technology (SIIT) is an international institute of Thammasat University (TU), located in Pathum Thani, Thailand. The courses are offered in English, and many foreign students are studying at SIIT-TU. The classes have been suspended since 16 March 2020 to slow down the COVID-19 disease spread, and the students are suggested to study online at home. The present study intends to understand the at-home activities and well-being of foreign students. A web-based survey was conducted from 22 through 23 March 2020 to record the activities and well-being of the students on 20 and 21 March 2020. Happiness and stress levels with the seven-points Likert scales were considered as the two output variables (1 = lowest and 7 = highest). The ordered probit model was applied to develop the subjective well-being models, taking into account at-home activities. The results highlighted that students who were happier were more likely to study for longer at home, but that studying for longer increases stress levels. Students who were less happy and more stressed were more likely to speak on the phone for longer, while doing exercise at home for longer increased the likelihood of happiness. This paper contributes to a better understanding of at-home activities associated with well-being of foreign students in Thailand during the COVID-19 outbreak.

Secondary schools around the world, including Malaysia, have switched to online classes, known as home-based teaching and learning (HBTL), to ensure school continuity due to the global disruption caused by the COVID-19 pandemic. As a result, it was critical to investigate how the COVID-19 pandemic affected the well-being of secondary school students. The objective of this study was to look into the predictors of well-being among Sabah secondary school students while taking demographic and contextual factors into account. This study included 1067 secondary school students from nine schools in Sabah, Malaysia. The data was examined using multiple logistic regression. The findings confirmed that several factors influenced secondary school students’ well-being, such as family monthly income, general health, coping with the COVID-19 pandemic, perception towards academic achievement during the pandemic, lifestyle, concern about COVID-19, prior and current mental health condition, difficulty sleeping, and source of social support during the pandemic. These findings shed light on the interconnected nature of the many factors that contribute to a student's well-being. Recognizing the diverse factors influencing students' well-being can inform the design of policies and interventions that not only support academic achievement but also enhance the overall well-being of students during pandemics such as COVID-19.