An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education

Plominski, Abigail P.; Burns, Lawrence

doi:10.1177/1932202x17735358

Cited by 18 publications

(18 citation statements)

References 74 publications

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“…Many studies have explored the relationship between wellbeing and academic performance, commonly finding a positive association, e.g. in US college undergraduates [35, 36] and among high school students [37]. The relationship between engagement and wellbeing is less well studied in higher education, but a positive association has been found in other working environments [34].…”

Section: Introductionmentioning

confidence: 99%

Student engagement and wellbeing over time at a higher education institution

et al. 2019

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Student engagement is an important factor for learning outcomes in higher education. Engagement with learning at campus-based higher education institutions is difficult to quantify due to the variety of forms that engagement might take (e.g. lecture attendance, self-study, usage of online/digital systems). Meanwhile, there are increasing concerns about student wellbeing within higher education, but the relationship between engagement and wellbeing is not well understood. Here we analyse results from a longitudinal survey of undergraduate students at a campus-based university in the UK, aiming to understand how engagement and wellbeing vary dynamically during an academic term. The survey included multiple dimensions of student engagement and wellbeing, with a deliberate focus on self-report measures to capture students’ subjective experience. The results show a wide range of engagement with different systems and study activities, giving a broad view of student learning behaviour over time. Engagement and wellbeing vary during the term, with clear behavioural changes caused by assessments. Results indicate a positive interaction between engagement and happiness, with an unexpected negative relationship between engagement and academic outcomes. This study provides important insights into subjective aspects of the student experience and provides a contrast to the increasing focus on analysing educational processes using digital records.

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Section: Introductionmentioning

confidence: 99%

Student engagement and wellbeing over time at a higher education institution

et al. 2019

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“…In contrast, individuals with eating disorders are reinforced with images that remind them of what they are lacking. The Positive and Negative Perfectionism Scale (PNP) developed by Terry-Short et al [34] has been adapted as a measure of multidimensional perfectionism across numerous areas of research, including procrastination, disordered eating, coping strategies, constructive and categorical thinking, satisfaction with life, cognitive dysfunction, neurocognition, self-evaluations, fatigue, body dissatisfaction, academic efficacy, dimensions of strain, vigor, and many aspects of negative affect [35][36][37][38][39][40][41][42][43][44][45][46][47].…”

Section: Perfectionismmentioning

confidence: 99%

Multidimensional Models of Perfectionism and Procrastination: Seeking Determinants of Both

Sederlund

Burns

Rogers

2020

IJERPH

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Background: Perfectionism is currently conceptualized using a multidimensional model, with extensive research establishing the presence of both maladaptive and adaptive forms. However, the potential adaptability of procrastination, largely considered as a maladaptive construct, and its possible developmental connection to perfectionism remains unclear. The purpose of this study was to examine the individual differences of the multidimensional models of both perfectionism and procrastination, as well as investigating potential links between the two constructs. Methods: A convenience sample of 206 undergraduate students participated in this study. Participants completed a questionnaire consisting of 236 questions regarding the variables under investigation. Results: The adaptive model of procrastination yielded largely insignificant results and demonstrated limited links with adaptive perfectionism, while maladaptive procrastination was consistently associated with maladaptive perfectionism, lending further evidence of a unidimensional model of procrastination. Conclusions: Many previous findings regarding the multidimensional model of perfectionism were replicated, along with new contributions focusing on the dual-process model and temporal orientation.

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“…Relationship between honors college and giftedness. Because there is very little research published on postsecondary level giftedness, researchers have not reached a consensus on the identification of gifted undergraduate college students (Plominski & Burns, 2018;Rinn & Plucker, 2004). IQ scores and measures of academic achievement are strongly correlated (Petrill & Wilkerson, 2000).…”

Section: Honors Collegementioning

confidence: 99%

Increasing Gifted Women’s Pursuit of STEM: Possible Role of NYC Selective Specialized Public High Schools

Sloan

2020

Journal for the Education of the Gifted

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This study examines female graduates ( N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference ( p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.

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An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education

Cited by 18 publications

References 74 publications

Student engagement and wellbeing over time at a higher education institution

Student engagement and wellbeing over time at a higher education institution

Multidimensional Models of Perfectionism and Procrastination: Seeking Determinants of Both

Increasing Gifted Women’s Pursuit of STEM: Possible Role of NYC Selective Specialized Public High Schools

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