Evaluating the Impact of a Peer Coaching Intervention on Well‐Being Among Psychology Undergraduate Students

Short, Emma; Kinman, Gail; Baker, Sarah

doi:10.1002/9781119656913.ch15

Cited by 10 publications

(11 citation statements)

References 21 publications

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“…Werch et al ( Werch et al, 2010 ) delivered a multiple behavior intervention to college students and found that certain health outcome effects observed at three months, such as health-related quality of life and moderate exercise, were sustained at 12 months, in absence of the intervention treatment. While our study was not longitudinal in nature, results at second and third follow-up support findings from Werch et al (2010) Short, Kinman, and Baker ( Short et al, 2020 ) utilized peer coaching to positively influence undergraduates’ wellbeing. Findings from their study and from our study highlight the utility of peer coaching as a viable way to deliver health behavior interventions to college students.…”

Section: Discussionsupporting

confidence: 75%

Changes in college students’ health behaviors and substance use after a brief wellness intervention during COVID-19

Pfledderer

Bai

Brusseau

et al. 2022

Preventive Medicine Reports

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Section: Discussionsupporting

confidence: 75%

Changes in college students’ health behaviors and substance use after a brief wellness intervention during COVID-19

Pfledderer

Bai

Brusseau

et al. 2022

Preventive Medicine Reports

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“…In addition, in the wider literature, several studies (e.g. Barry et al, 2017;Green et al, 2013;Green et al, 2006;Short et al, 2010) have considered the impact of coaching on participants' well-being, while van Nieuwerburgh and Oades (2017) highlighted that coaching and positive psychology "have a shared focus on … enhancing subjective wellbeing and supporting sustainable optimal functioning" (p. 100; cf. Burke, 2017).…”

Section: Ethical Coaching and Mentoring: Bringing Well-being Front An...mentioning

confidence: 99%

Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being

Hobson

Nieuwerburgh

2022

IJMCE

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PurposeThe purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.Design/methodology/approachThis review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.FindingsAmong the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.Originality/valueThe paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.

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“…The development of such skills can be held in two main directions: specific seminars dedicated to emotional competencies' development or teaching integrated interventions (Pertegal-Felices et al, 2017) and as another approach in institutional development (Parks, 2011). The interventions can focus on a specific set of skills like stress management (Short et al, 2010) or entitled a specific focus as Tomorrow's Leader (Shek et al, 2012) and many have shown evidence-based development in academic performance (Pertegal-Felices et al, 2017;Marcos-Jorgera, Pertegal-Felices, 2017). This time is worth and led to renewing universities to customer-oriented suppliers.…”

Section: Future Research Directionsmentioning

confidence: 99%

Management and Economics Students’ Emotional Profile

Séllei¹,

Hungary²

2021

5th EMAN Conference Proceedings (Part of EMAN Conference Collection)

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Although emotionally resonant leadership is widely known, higher education doesn’t focus on the development of emotional-social competencies of students. In this paper, the author presents the positive psychological profile of management and economics students and suggests renewing higher education. Data came from the 1st semester of economics and management students (n=826). Students in each year have a homogenous profile. They are extroverted, with an interesting positive psychological profile. Based on their emotional profile, students are good in many intrapersonal emotional intelligence factors, interpersonal skills, or mood. But, they have lower scores in stress-related emotional competencies. Their relatively low Grit score shows that they are likely to lose focus, although this is one key to work-flow and longtime perseverance.

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Evaluating the Impact of a Peer Coaching Intervention on Well‐Being Among Psychology Undergraduate Students

Cited by 10 publications

References 21 publications

Changes in college students’ health behaviors and substance use after a brief wellness intervention during COVID-19

Changes in college students’ health behaviors and substance use after a brief wellness intervention during COVID-19

Extending the research agenda on (ethical) coaching and mentoring in education: embracing mutuality and prioritising well-being

Management and Economics Students’ Emotional Profile

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