Well-being Of Students Research Articles

A current study of psychological well-being in educational institutions: A systematic literature review

The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.

Parental Illiteracy on Students' Well-Being: A Case Study of Grade 12 Students in Kabul Public School

This study aims to clarify the complex relationship between parental illiteracy and the wellbeing of 12th grade students in the dynamic city of Kabul, Afghanistan. Education, an indicator of hope, is investigated through the lens of parental literacy, demonstrating its pervasive influence on scholastic achievement, emotional stability, and social progress. The study makes use of empirical data to outline the complex effects of parental illiteracy on students' life fulfillment, academic self-efficacy, and self-esteem. Claiming that children of illiterate parents experience poorer levels of wellbeing is supported by a thorough investigation of the complex issues that arise when illiteracy, cultural dynamics, and socioeconomic circumstances come together. The research sheds light on the challenges that students have in the face of parental illiteracy, but it does more than just name issues; it also makes useful suggestions and advocates for radical change. The results highlight the critical role that literate parents have in influencing a child's educational path, cultivating good attitudes, and offering essential support. Suggestions that are customized to the particular circumstances of Kabul encompass community learning centers, integrated literacy programs, and programs that enhance socio-emotional health. The report advocates for systemic reforms through international cooperation, technological innovation, and legislative reform— a move that goes beyond individual remedies. As the study draws to a close, it calls on decision-makers, educators, and activists to work together to break down the obstacles caused by illiteracy, imagining a future in which education becomes a tool that empowers every kid. The appeal to develop hope, enlighten minds, and clear the path for a better, more just future resounds in Kabul's resilient heart. This call transcends national boundaries and fosters a vision of transformative education and societal upliftment.

Adaptive Complexity: Examining Texas Public Postsecondary Institutions’ Provision of Student Basic Needs Programs

This study reveals that the likelihood and diversity of postsecondary institutions providing basic needs programs are significantly influenced by institutional factors such as the institutions’ organization and size. This study also indicates that Hispanic-Serving Institutions tend to provide emergency housing, which highlights a targeted response to specific community needs. In addition, the analysis indicates that the presence of students with financial needs is linked to the availability of food pantry services, suggesting a strategic approach to address student welfare. The findings from this study provide critical insights into how institutional characteristics influence the provision and variety of basic needs services. These conclusions not only underscore the pivotal role of such services in supporting the overall well-being and academic success of students but also indicate institutional factors that support the formal implementation of a variety of basic needs programs to meet diverse student needs.

Roles of parents in life satisfaction and educational hope among Chinese high school students

The well-being of the Chinese high school students linked to the National Higher Education Entrance Examination, known as gaokao, has been a spotlight education issue in China. This study employed self-determination theory and Bourdieu’s sociocultural theory to examine the relationship between life satisfaction, educational hope, and parental support among Chinese high school students. A number of 3,810 high school students from eight schools in Jiangsu, China, completed a validated context-relevant questionnaire. Structural equation model analysis suggested that parental support significantly impacted students’ life satisfaction and educational hope. Findings showed that parental intangible support in terms of providing information, advice, encouragement, praise, and care has a direct and significant impact on the life satisfaction of Chinese youth. The extent to which students attach importance to and put effort into achieving their educational aspirations, known as goal commitment, mediated the relationship between parental support and life satisfaction. Moreover, Chinese high school students’ educational hope is shaped by their family. Parental support moderates goal commitment, which varies based on parental education background. In short, parents play a critical role in the growth and development of Chinese high school students.

Anxiety, Stress and Depression in Overseas Medical Students and its Associated Factors: A Descriptive Cross-Sectional Study at Jalalabad State University, Jalalabad, Kyrgyzstan

Background: Stress can be described as a mental state of tension or be concerned brought on by an unpleasant circumstance. Stress is an ordinary human reaction that encourages us to face challenges and dangers in life. According to the WHO, four out of every five college students are contemplating or have attempted suicide. Medical education is considered as demanding because students undergo several psychological transformations. It is estimated that half of all significant adult psychiatric illnesses, including depression, begin before the age of fourteen. 75 % of college students do not seek help for mental health issues. (1)  Materials and Methods: A cross-sectional study was conducted in three months period of time from the month September till November 2023, among 150 students of various years at Jalalabad State Medical University using online Google forms. The study was conducted using DASS 21-item questionnaire to assess the level of stress, anxiety, and depression among students. The data were analyzed using the Statistical Package for Social Sciences (SPSS) version 22.0 software. Ethical approval was taken from the University.  Result: In the study 9% of people reported having a moderate to extremely severe degree of stress, anxiety 27.3% and depression was found among 4% respectively in students. Stress and study of year were substantially correlated. (p = 0.007). Anxiety and extracurricular activities were found to be significiant (p = 0.004). Extracurricular activities and depression were linked. (p = 0.029) and the type of family they belong to (p = 0.015). While stress and depression were shown to be uncommon among medical students, anxiety was found to be more common, which might be related to a variety of factors such as new environments, difficult subjects, complex terminology, etc.  Conclusion: It is important to highlight the points like financial issues, home sick, behaviour of teachers and friends etc would be the stressful elements that might lead to increase the psychological problem among medical student. Following research endeavors in this domain ought to endeavor to address these constraints. In any event, we believe that our results emphasize the necessity of putting policies in place to protect and, where appropriate, improve the mental health and general wellbeing of medical students.

Enhancing Psychological Well-being in Higher Education Post-Covid-19 Pandemic. The Role of AI-Based Support Systems—Bibliometric Reviews

Psychological well-being is a cornerstone of student success in higher education. However, many students struggle with mental health challenges like stress, anxiety, and depression during and even after the Covid-19 pandemic. These challenges, often stemming from academic, personal, social, or career concerns, negatively impact student learning and development. This underscores the need for robust support systems within higher education (HE). Artificial intelligence (AI) emerges as a promising field in educational technology, offering students readily available guidance on their path to well-being. This research, guided by the PRISMA Statement 2015, provides an overview of AI applications in higher education through a systematic review. From an initial pool of 270 publications identified between year 2021 and 2023, finally, 24 articles met our inclusion criteria and were analyzed for the final synthesis. This paper revealed three key areas where AI-based systems can support student well-being: i) AI’s Advancement and Potential: Exploring the evolving capabilities and promise of AI in this context. ii) Building Effective AI Systems: Identifying crucial components for successful AI-based well-being interventions. iii) Barriers to Implementing AI in Higher Education: Addressing ethical considerations and challenges unique to academic settings. The conclusions and the road ahead from this research is the critical need for ethical, well-designed AI-based systems to overcome existing barriers and deliver exceptional student well-being support services. By prioritizing student mental health and providing them with the necessary tools and resources, we can empower them to achieve their full potential and thrive in their academic endeavors.

A systematic review and a comprehensive approach to PhD students' wellbeing.

The pursuit of a doctoral degree is a challenging process that can have a negative impact on the wellbeing of PhD students. Therefore, the aim here is to offer a systematic review of the current state of the literature on wellbeing among PhD students and the variables it involves in order to build an integrative model that will enrich future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology for systematic reviews has been used to lay out the process in a flow diagram. We systematically review studies up to 2021 (N = 38) published on the Web of Science and SCOPUS databases. The results show the current state of the literature on wellbeing in PhD students, the characteristics of the studies (location, study design, and sample), how the literature defines the concept, the variables involved, the study limitations, and future perspectives to improve the quality of life of doctoral students. Finally, a comprehensive approach to the topic is presented in an integrative model that encompasses all variables identified in the literature and offers a guide for future research.

Examining the relationship between self-efficacy, career development, and subjective wellbeing in physical education students

We investigated the relationship between self-efficacy and career development via subjective well-being of students majoring in physical education. Life satisfaction, positive affect, and negative affect were the componennts of subjective well-being. Participants were the 1381 adolescents with major in physical education with an age range of 18–22 years (Mage = 19.5 ± 1; females = 34.76%). Hayes PROCESS model was used to develop a multiple mediation model. The results suggest that higher self-efficacy leads to better career development. Further, a significant mediating role was played by negative and positive affect in case of the relationship between self-efficacy and career exploration, but life-satisfaction is not significant mediator. Conversely, life satisfaction and positive affect are significant mediators between self-efficacy and career adaptability but negative affect is not. The findings suggest that self-efficacy and subjective well-being benefit career development of adolescents in the physical education field.

Confronting well-being and mental health in the ‘therapeutic university’: implications for educators, students and the curriculum

ABSTRACT This is a conceptual paper that examines the emergence of the ‘therapeutic university’ and considers its potential implications for policy and practice in Higher Education (HE). Concern over the well-being and mental health of university students both in the United Kingdom (UK) and internationally has recently intensified in media, academic and political spheres, to the extent that Higher Education Institutions (HEIs) are increasingly offering a diverse range of ad-hoc initiatives and practices based on the language and techniques of an equally diverse popular psychology. An emotionally oriented ‘therapeutic university’ (TU) is emerging from a complex intertwining of policies of social liberalism, specifically widening participation, and policies of economic liberalism which seek to cultivate the higher education (HE) sector as a competitive marketplace. While the TU might appear to offer the potential to alleviate mental health conditions, these therapeutic practices are frequently conceived as self-evidently good and rarely subjected to any critical scrutiny. This article explores three inter-related sets of concerns regarding the implications of the TU for educators, students and the curriculum and, through an exploratory account, illustrates these trends from our own lived experiences of working within a TU. Framed by insights from critical pedagogy, we critically analyse the current well-being agenda in the British HE sector and how this positions educators as ‘agents of well-being’ rather than ‘agents of criticality’.

Exploring key informants’ perceptions of weather-modified recess

ABSTRACT Outdoor recess presents an opportunity for children to be physically active, socialize with their peers, and spend time in nature. Inclement weather may detract from these activities. The purpose of this study is to explore how teachers and administrators adapt their school day during inclement weather and how it may impact the wellbeing of students. Ten elementary school teachers and administrators with an average of 10 years of experience were interviewed. The interviews were transcribed verbatim and analyzed using content analysis. Key informants reported that approximately 26 days of recess per year are modified to be indoors due to inclement weather. Two key themes were identified: consequences of indoor recess and modifiable barriers to wellbeing activities in inclement weather. Indoor recess reduces students’ opportunities for physical activity, experiencing nature, and socializing with peers. It is pertinent to children’s wellbeing that these opportunities are maximized throughout the school year.

Comparison of Self-Tracking Health Practices, eHealth Literacy, and Subjective Well-Being Between College Students With and Without Disabilities: Cross-Sectional Survey.

College students with disabilities need to transition from pediatric-centered care to adult care. However, they may become overwhelmed by multiple responsibilities, such as academic activities, peer relationships, career preparation, job seeking, independent living, as well as managing their health and promoting healthy behaviors. As the use of smartphones and wearable devices for collecting personal health data becomes popular, this study aimed to compare the characteristics of self-tracking health practices between college students with disabilities and their counterparts. In addition, this study examined the relationships between disability status, self-tracking health practices, eHealth literacy, and subjective well-being among college students. The web-based questionnaire was designed using Qualtrics for the cross-sectional online survey. The survey data were collected from February 2023 to April 2023 and included responses from 702 participants. More than 80% (563/702, 80.2%) of the respondents participated voluntarily in self-tracking health practices. College students with disabilities (n=83) showed significantly lower levels of eHealth literacy and subjective well-being compared with college students without disabilities (n=619). The group with disabilities reported significantly lower satisfaction (t411=-5.97, P<.001) and perceived efficacy (t411=-4.85, P<.001) when using smartphone health apps and wearable devices. Finally, the study identified a significant correlation between subjective well-being in college students and disability status (β=3.81, P<.001), self-tracking health practices (β=2.22, P=.03), and eHealth literacy (β=24.29, P<.001). Given the significant relationships among disability status, self-tracking health practices, eHealth literacy, and subjective well-being in college students, it is recommended to examine their ability to leverage digital technology for self-care. Offering learning opportunities to enhance eHealth literacy and self-tracking health strategies within campus environments could be a strategic approach to improve the quality of life and well-being of college students.

Latent profiles of emotion regulation among university students: links to repetitive negative thinking, internet addiction, and subjective wellbeing

Recent years have seen a deterioration in the mental health of university students and notable surge in the need for psychological support. Due to its links to psychopathology and high-risk behaviors, difficulty in emotion regulation frequently serves as a transdiagnostic dimension. This cross-sectional study used a person-centered analytical approach (latent profile analysis; LPA) to identify groups of Portuguese university students with similar profiles of emotion regulation difficulties (N = 261; Mage = 22.5 ± 1.2 years; n = 213 female) and describe how these groups differ in their presentation of repetitive negative thinking, internet addiction, and subjective wellbeing. The analyses identified four latent profiles: 14.5% of students showed global dysregulation (the Low Emotion Regulation Profile), 23% were moderately dysregulated with elevated problems in goal-directed behavior (the Moderate Emotion Regulation Profile), 8% showed specific difficulties with low emotional awareness and clarity (the Low Insight Profile), and 54.4% showed adaptive emotion regulation (the High Emotion Regulation Profile). As anticipated, the Low Emotion Regulation Profile had the lowest subjective wellbeing and the highest prevalence of repetitive negative thinking and internet addiction. Students with a Low Insight Profile also showed low subjective wellbeing, but less repetitive negative thinking compared to the Low Emotion Regulation Profile. Our findings suggest that interventions aimed at improving health and wellbeing among university students should consider each student’s unique set of emotion regulation difficulties, rather than focusing on particular strategies. Further research may help determine whether emotion regulation profiles can serve as predictive indicators of varying mental health trajectories and subjective wellbeing in university students.

Exploring self-esteem and personality traits as predictors of mental wellbeing among Chinese university students: the mediating and moderating role of resilience

IntroductionThe mental health of university students is influenced by a variety of factors, including self-esteem and personality traits, with resilience playing a crucial role in mediating and moderating these relationships. This study investigates the intricate dynamics affecting mental well-being in Chinese university students, focusing on the roles of self-esteem, personality traits, and the interventional effects of resilience.MethodsA cross-sectional survey was conducted with 689 students, aged on average 20.3 years, between April and July 2022. The Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) was used to assess mental well-being, while resilience, personality traits, and self-esteem were evaluated using the revised Connor-Davidson Resilience Scale (CD-RISC), the Chinese version of the Big Five Inventory-2 (BFI-2), and the Texas Social Behavior Inventory (TSBI), respectively.ResultsAnalysis revealed significant correlations between self-esteem, personality traits, and both resilience and mental well-being. Resilience was found to partially mediate the relationship between self-esteem and mental well-being and fully mediate certain aspects of the relationship between personality traits and mental well-being. Additionally, tenacity and autonomy were identified as moderators in the link between specific personality traits and mental well-being.DiscussionThe findings highlight the complex interplay between self-esteem, personality traits, resilience, and mental well-being, underscoring the critical role of resilience. This insight is pivotal for developing targeted interventions to bolster mental well-being among university students, emphasizing the need for multifaceted support strategies to enhance student mental health.

Identifying the top predictors of student well-being across cultures using machine learning and conventional statistics

Alongside academic learning, there is increasing recognition that educational systems must also cater to students’ well-being. This study examines the key factors that predict adolescent students’ subjective well-being, indexed by life satisfaction, positive affect, and negative affect. Data from 522,836 secondary school students from 71 countries/regions across eight different cultural contexts were analyzed. Underpinned by Bronfenbrenner’s bioecological theory, both machine learning (i.e., light gradient-boosting machine) and conventional statistics (i.e., hierarchical linear modeling) were used to examine the roles of person, process, and context factors. Among the multiple predictors examined, school belonging and sense of meaning emerged as the common predictors of the various well-being dimensions. Different well-being dimensions also had distinct predictors. Life satisfaction was best predicted by a sense of meaning, school belonging, parental support, fear of failure, and GDP per capita. Positive affect was most strongly predicted by resilience, sense of meaning, school belonging, parental support, and GDP per capita. Negative affect was most strongly predicted by fear of failure, gender, being bullied, school belonging, and sense of meaning. There was a remarkable level of cross-cultural similarity in terms of the top predictors of well-being across the globe. Theoretical and practical implications are discussed.

The influence of early diet quality on the mental health of college students: the mediation effects of height and qi-deficiency

BackgroundIn China, the prevalence of mental health issues among college students is a significant concern in society. This study aims to investigate the impact of early dietary quality on the psychological well-being of college students and elucidate the underlying mechanisms through which these effects occur, specifically focusing on height and qi-deficiency as mediators according to Chinese traditional medicine (CTM).MethodsA total of 655 college students were surveyed in October 2023 using paper-pencil-based questionnaires at four second-tier universities in Sichuan Province. The assessment included mental health, height, and qi-deficiency. Pearson’s correlation and linear regression analyses were employed to examine the mediation model and test the hypotheses.ResultsThe college students exhibited acceptable levels of early diet quality (M = 3.72) and mental health (M = 3.63), while also presenting mild qi-deficiency symptoms (M = 2.25). Their average height was measured at 164.61 cm. Early diet quality demonstrated significant associations with mental health (r = 0.38, p &amp;lt; 0.01), height (r = 0.32, p &amp;lt; 0.01), and qi-deficiency (r = −0.32, p &amp;lt; 0.01). Mental health displayed correlations with height (r = 0.32, p &amp;lt; 0.01) and qi-deficiency (r = −0.49, p &amp;lt; 0.01). The results of linear regression analyses revealed significant associations between early diet quality and mental health (β = 0.31, p &amp;lt; 0.01), height (β = 0.21, p &amp;lt; 0.01), as well as qi-deficiency (β = −0.26, p &amp;lt; 0.01). Furthermore, when early diet quality was included in the regression model, both height (β = 0.21, p &amp;lt; 0.01) and qi-deficiency (β = −0.35, p &amp;lt; 0.01) emerged as significant mediators in the relationship with mental health.ConclusionThe mediation model and hypotheses were strongly supported, demonstrating that early diet quality exerted an influence on the mental health of college students through two distinct pathways: height and qi-deficiency. Moreover, the mediating effect of qi-deficiency was found to be more pronounced than that of height in the relationship between early diet quality and mental health among college students.

“The Children Are Not Okay”: Choir Teachers’ Perceptions of Students Post Shutdowns

During the COVID-19 pandemic, most students in the United States experienced full school closure followed by a hybrid of online and in-person learning before ultimately returning to fully in-person instruction in the Fall of 2021. I investigated the experiences of three high school choir teachers during the 2021–2022 academic year to examine their perceptions of students’ engagement before, during, and post-pandemic school shutdowns. Analysis revealed common themes of (a) concerns about student attrition, (b) learning loss, (c) psychological impacts, (d) teaching accommodations, and (e) learning inequities. Choir teachers perceived the most significant difference in students post-shutdown to be their psychological health. Positive accommodations include a focus on student psychological well-being, engagement in retention and recruitment strategies, and new uses of technology in the choral context. The results provide guidance to music teacher educators preparing preservice educators to enter the workforce post-pandemic.

Influencing Factors for the Quality of Homework Assignments

This research article endeavors to explore teachers' perspectives on effective homework practices and the standards for assigning high-quality homework tasks. Using a qualitative research approach within interpretive paradigms, the study conducted interviews with experienced school teachers through convenience sampling. The investigation delves into strategies for customizing homework to meet students' needs, the role of parental engagement, and the importance of balancing the quantity and quality of homework assignments. Although homework serves as a vital tool in reinforcing learning and enhancing academic skills beyond classroom hours, various challenges hinder its completion, including comprehension gaps and issues with time management and parental involvement. The study seeks to uncover educators' insights into the types of homework anticipated by students and the factors shaping effective homework practices. The findings emphasize the need to balance parental involvement to promote children's independence and responsibility, avoiding excessive assistance that may undermine the intrinsic value of homework. Moreover, the study advocates for prioritizing homework quality over quantity to mitigate negative impacts on student well-being, emphasizing meaningful learning experiences and considering diverse preferences when designing assignments.

The problems of preserving the emotional well-being of students in the context of digitalization of education

In the conditions of modern society, the problems of emotional well-being of students are becoming particularly relevant. This is due to the challenges of the digital society, which include constant updating of information, multitasking activities, continuous stay of users in the digital environment, and others. These risk factors contribute to the emotional distress of the individual, which manifests itself in insufficient formation of emotional intelligence, increased anxiety, and behavioral disorders of students. Prolonged emotional distress in the future can lead to disharmonious personal development of a person and difficulties in his social functioning. Therefore, the formation of emotional well-being is an urgent task of pedagogy and psychology of childhood. The aim of the study is to determine the level of emotional well-being of students in the context of digitalization of education. The diagnosis of problems of emotional well-being was carried out according to the following criteria: the manifestation of emotional intelligence (the method of observation according to M.Y. Mikhailina and Ya.K. Nelyubina); the level of anxiety (G.V. Rezapkina’s testing method «Determining the level of anxiety»); the severity of aggressive behavior (M.A. Panfilova’s projective Cactus technique). The analysis of the data obtained allowed us to identify the following problems of preserving the emotional well-being of students: insufficient level of emotional intelligence, increased anxiety, high degree of aggressive behavior. Based on the identified results, methodological recommendations were developed for teachers and parents to solve these problems. The value of the conducted research consists in determining pedagogical approaches to the formation of emotional well-being of students in the context of digitalization of education, which will ensure the optimization of the introduction of information technologies into the modern educational space. This will lead to the preservation of the emotional well-being of all participants in the educational process.

Exploring factors associated with student wellbeing in the United Arab Emirates: PISA 2018

Interest in how to promote student wellbeing in schools is growing. Research shows that some drivers of wellbeing are universal, but others are country-specific. No prior study has investigated this question in the United Arab Emirates (UAE), where geographic, socio-demographic and school type differences in student wellbeing are substantial. We address this gap by using multilevel regression to analyse data from the PISA 2018 study. Our focus is on life satisfaction, positive affect, negative affect, meaning and purpose in life, and mental health symptoms of internalizing difficulties. We find large school effects on student wellbeing, the second largest school effects out of 56 countries. School resources are of little importance, whereas factors related to time use, social connections, health and body image, positive school climate, and feelings around school and education are important correlates. These factors help explain a substantial part of the wellbeing inequalities observed across types of schools in the UAE.

Differences in Well-Being at School Between Young Students With and Without a Refugee Background.

Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school. The current study examined the psychological well-being of 4- to 8-year-old students with a refugee background residing in the Netherlands (n = 136), compared to Dutch peers without a refugee background (n = 406). Primary school teachers completed three questionnaires which assessed multiple indicators of their students' psychological well-being: Strengths and Difficulties Questionnaire (SDQ), Social-Emotional Questionnaire (SEV) and Risk and Protective factors Trauma Observation School Situations (RaPTOSS). In line with the hypothesis, results showed overall lower psychological well-being among refugee students compared to non-refugee students. Teachers observed more total difficulties in socio-emotional functioning, anxious and mood disturbing behavior, ADHD symptoms, problematic social behavior and post-traumatic stress symptoms (small effects), and less developed trauma protective factors and prosocial behavior (medium effects) among students with a refugee background compared to their non-refugee peers. However, the findings also demonstrated that half of the refugee students did not have any scores that fall in the clinical range of the psychological and behavioral problems assessed. The results underline the need to promote protective factors such as positive self-image, self-regulation skills, safety and relations in the classroom and prosocial behavior among students with a refugee background.