The Relationship between Occupational Engagement and Well-Being from the Perspective of University Students with Disabilities

Abstract

While occupational scientists have studied the relationship between occupation and well-being, few studies have examined these constructs from the perspective of university (tertiary) students with disabilities. The purpose of this study was to explore the relationship of occupational engagement and well-being from the perspective of university students with disabilities. The study employed a basic interpretive qualitative design. Researchers recruited 10 participants, 18 years and older, with a variety of disabilities using convenience and purposive sampling strategies to achieve maximum variation. The principal investigator conducted individual one-on-one interviews that lasted between 1–2 hours and until data saturation was achieved. Data were analyzed using open, axial, and selective coding. The following themes emerged: (a) a strong desire to belong, (b) being a part of something beyond self, (c) academic achievement and preparing for the future as primary goals, and (d) the challenges of balancing one's university schedule with other life demands. Participants sought out occupations so they could belong. Through occupation, they felt connected with others, had fun, realized they could help others and could be successful academically, and expressed confidence that they could achieve their future goals. Being successful academically was the primary goal for all. Balancing the demands of an academic schedule and every day occupations was challenging and stressful. The findings provide support to the notion that being and becoming promote well-being and provide further insight into the relationship between occupation, identity, meaning, and well-being.