Individual, Interpersonal, and Institutional Level Factors Associated With the Mental Health of College Students

Byrd, DeAnnah R.; McKinney, Kristen

doi:10.1080/07448481.2011.584334

Cited by 221 publications

(184 citation statements)

References 40 publications

(36 reference statements)

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“…Building upon these, and other promising examples, there is an opportunity to explore how course design and delivery can enhance student well-being and learning. Within a higher education context, several authors have emphasized the importance of exploring the impacts of institutional factors, such as learning environments, on student well-being (Byrd & Mckinney, 2012;Dooris & Doherty, 2010;Okanagan Charter, 2015), however we did not find any articles that explicitly aimed to explore students' own definitions of and experiences with well-being in higher education learning environments. Given ongoing debates about how well-being should be defined and enacted within various contexts (Dodge, Daly, Huyton, & Sanders, 2012;Soutter, O'Steen, & Gilmore, 2012), it is relevant and important to ground an understanding of well-being in learning environments in students' own experiences and interpretations through a grounded theory approach (Strauss & Corbin, 1994).…”

Section: Literature Reviewmentioning

confidence: 77%

Understanding Students’ Experiences of Well-Being in Learning Environments

Stanton¹,

Zandvliet²,

Dhaliwal³

et al. 2016

HES

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With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students' own perceptions of well-being in learning environments. This article provides a qualitative exploration of students' lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students' own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.

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Section: Literature Reviewmentioning

confidence: 77%

Understanding Students’ Experiences of Well-Being in Learning Environments

Stanton¹,

Zandvliet²,

Dhaliwal³

et al. 2016

HES

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“…Moreover, they need to avoid any high stress which is becoming increasingly worrying, as it has been found that the number of psychological problems and their severity are on the rise among student population [10][11][12]. Hence, problems such as fi nancial restrain [13], time constraints, which limit the time left to complete their assignment and research paper due to working, classes and family [8] affect students' psychological well-being.…”

Section: Introductionmentioning

confidence: 99%

Psychological Well-being among Postgraduate Students

Roslan

Ahmad

Nabilla

et al. 2017

Acta Medica Bulgarica

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“…The years of higher education are often perceived as stressful, and this experience is related to factors at the individual and organizational levels (Byrd & McKinney, 2012;Vollestad, Nielsen, & Nielsen, 2012). Prolonged stress reactions are detrimental to one's health and can interfere with learning and lead to burnout (McEwen & Gianaros, 2011;Rudman & Gustavsson, 2012).…”

Section: Introductionmentioning

confidence: 99%