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Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment

Supplemental Instruction (SI) is a form of structured peer guidance attached to a specific course, provided by an experienced and trained student to a group of students. Previous studies show a positive effect of SI on learning outcomes, some found effects on well-being, and sense of belonging. However, literature on SI lacks randomized controlled trials and does not fully address the risk of self-selection bias. The current study tested whether SI has an effect on grades, mental well-being, and sense of belonging with a pre-registered randomized field experiment and a sample of 493 Dutch first-year students. Students who were offered SI obtained significantly higher grades (d = 0.26) but did not score significantly different on mental well-being or belonging.

Enhancing Student Well-Being and Success at Saxion_A Systemic Approach

Report on student well being using a MVC methodology

How does engaging in authentic research at undergraduate level contribute to student well-being?

In the context of rapidly growing numbers of university students reporting that they have experienced mental health problems, this paper argues that doing research as an undergraduate can contribute to student well-being. Although the benefits of undergraduate research are well documented, underlying reasons for its efficacy on positive student outcomes require investigation. This paper uses Self-Determination theory, which has empirically shown that fulfilling one’s need for autonomy, competence, and relatedness fosters well-being. Using authenticity as a conceptual lens to understand undergraduate research experiences, and a novel connection to Self-Determination theory, the theoretical proposition that authenticity within undergraduate research contributes to well-being is elaborated. The paper suggests that authenticity within undergraduate research experiences offers a way to stimulate well-being among our students, which hinges on effective curriculum design and mentoring. Two case studies, drawn from Medicine and Geography, explore the way in which curriculum design coupled with mentoring pedagogy can enhance authenticity in research, student motivation, and, therefore, well-being. The paper reveals how authentic research-based learning can form an entitlement for all students through an embedded curriculum-based approach. The paper advocates for research-based learning to begin early in the undergraduate curriculum, in order to establish a sense of belonging for students and healthy learner-centred pedagogy. In addition to the framework for authenticity adopted, this paper reveals the importance of attention to the quality of learning spaces (novelty, professionalism, inclusivity) and the practice-based elements of mentoring for effective relationships between learners and teachers to ensure the well-being of all involved.

Well-being@work

Well-being of students in higher education

Recently, there has been an increased interest in the well-being of students in higher education. Despite the widespread consensus on the importance of student well-being, a clear definition continues to be lacking. This study qualitatively examined the student perspective on the topic through semi-structured interviews at a university of applied sciences in the Netherlands (n = 27). A major recurring theme was well-being as a balance in the interplay between efforts directed towards studies and life beyond studies. This method of perceiving well- being deviates from theoretical definitions. Students mentioned various factors that influence their well-being. Responses ranged from personal and university related factors to external factors beyond their educational institution. This study contributes to the body of knowledge on the well-being of students in higher education and provides suggestions for educational institutions, such as incorporating a holistic perspective on students and learning; and focus points for the development of policies and practices.

How the Use of Social Marketing can Increase Student Well-being

The present study aims to help universities to raise awareness about their support systems among their students during and after the COVID-19 pandemic. Both desk and field research have been applied to theories that have structured a strategy that complements the current student well-being strategy. Even when students are aware of the support systems, they may suffer from barriers such as stigma, lack of social support or self-reliance. Therefore, this study examines various help-seeking barriers and sees how they can be reduced while creating awareness about support facilities. As this study includes social behaviour and many psychological aspects such as anxiety, depression, loneliness and stress, social marketing theories and models are used to structure the article. The results of the data analyses show that students would find it relevant to receive more information about the support systems, including well-being topics such as mindfulness and maintaining mental health. Nonetheless, students would benefit from a study environment where well-being is promoted, and barriers are reduced. COVID-19 has had an impact on students and their well-being and, therefore, there is a big opportunity for universities to offer extra support to help students during and post pandemic. This paper concludes that in order for students to perform a desired health behaviour, all behavioural factors as indicated by the social cognitive theory, should be positively influenced. Universities would do good by creating more awareness about their support facilities as it helps creating a safe environment for students where barriers are reduced, help-seeking behaviour is normalised and a sense of well-being in general may be improved.