Student Well-Being Interventions

Abstract

Student well-being in the management classroom is of concern to both educators and managers. Well-being is conceptualized here as students' reduction in stress, enhanced experienced meaning and engagement in the classroom, and, ultimately, heightened satisfaction with life. The authors investigated whether purposeful semester-long classroom interventions could influence these dimensions of student well-being. Specifically, the authors examined the impact of stress management techniques, gratitude journaling, a combination of stress management and journaling, and a control condition on students in four different sections of a required management course. At the end of the semester, students in the both the combined intervention and gratitude journaling treatment conditions showed a heightened level of meaningfulness and engagement in the classroom. The implications of these findings for management education research and practice as well as strengths and limitations of the research are discussed.

Gratitude and Athletes’ Life Satisfaction: A Intra-individual Analysis on the Moderation of Ambivalence over Emotional Expression

“…These mechanisms are in line with the broaden-and-build theory of positive emotion (Fredrickson, 2000(Fredrickson, , 2001, which suggests that repeated positive emotions broaden one's scope of cognition and action, and, thus, gradually build enduring social, physical, intellectual, and psychological resources to be used in the future. All these reasons support a consistent finding that people who have higher gratitude disposition are more likely to have higher well-being (e.g., Chen & Kee, 2008;Flinchbaugh et al, 2012;Krause et al, 2012;Lambert et al, 2011).…”

“…In their definition, gratitude is an affective trait that is sensitive to the positive interpersonal interaction that entails grateful emotion. Researchers have consistently found gratitude to be positively related to multiple people's well-being indicators across cultures, samples, and methods (e.g., Chen & Kee, 2008;Flinchbaugh, Moore, Chang, & May, 2012;Krause, Evans, Powers, & Hayward, 2012;Lambert, Fincham, & Stillman, 2011).…”

Gratitude Characteristic Analysis and Its Intervention in Various Countries in the Globalization Era

“…Other findings also indicate that individuals who wrote thank-you letters to those who contributed to their lives had greater feelings of gratitude (Froh, Kashdan, & Ozimkowski, 2009). In addition, the study of Flinchbaugh et al (2015) also discusses the effect of giving gratitude journals to manage students' academic stress.…”

“…Several experimental studies discussed intervention efforts in developing gratitude for individuals (Froh, Kashdan, and Ozimkowski, 2009;Rash, Matsuba & Prkachin, 2011;Flinchbaugh, Whitney, Moore, Chang, & May, 2015). Implicitly, gratitude can be developed through the technique of list of gratitude, behavioral expressions, and reflections stimulating gratitude given to the group format (Rash, Matsuba & Prkachin, 2011).…”

“…Recent research in China reported that as many as 19.4% (243) adolescents who sampled the study thought about suicide and 8.0% (100) reported suicidal ideas and attempts when confronted with problems that put pressure on life (Li, 2014 ). In addition, the research of Flinchbaugh, Whitney, Moore, Chang & May (2015) also addresses the gratitude that contribute to managing nature managing students' academic stress.…”