The Imperative of Students and Teachers' Well-Being in Finnish University: A Bibliometric Approach

Abstract

The need for bibliometrics is growing globally, and it is a type of literature review that explores the role of individual researchers and research teams. Many education stakeholders focus on schools' role in fostering mental health as they investigate ways to improve school climate, safety, and student wellbeing. While most of this attention is focused on students' mental health requirements, it is necessary to investigate methods to assist teachers, and other learning facilitators who frequently endure significant stress levels. This bibliometric study investigates how academic authors in Finland in wellbeing research perceived positive emotion, engagement, relationship, meaning and accomplishment as the impactful factors of the theory of well-being. This study utilized Biblioshiny App for bibliometric data analysis with RStudio. This result shows the limited number of authors' activeness in well-being research and the need for more authors and studies in Finland. This bibliometric study contributes to the wellbeing literature by showing how the literature on well-being aligns with the PERMA theory and how wellbeing literature evolves and grows in Finland. This study explained the methodology, explored the results, and concluded with implications and future research.

The human quest for wearable technologies for stable healthy lifestyle through self-measurement

“…In the Finnish context, wearables are used more for exercise than other purposes. This study differs from the recent study of Olaleye & Olaleye (2022), which used a bibliometric approach for the well-being phenomenon rather than empirical data.…”

Global Spotlight of Students and Teachers Well-Being: A Bibliometric Viewpoint

“…Time management and addiction are essential emerging themes in this study, and these two factors are contenders for students' and teachers' well-being if not adequately managed. It was noted in a recent study [6] that the growth rate of a single country in Europe was but the global study shows 6.7%. It is with mixed feelings some countries are yet to be visible in the research arena of well-being in the context of students and teachers, while some countries are near saturation.…”

“…Earlier literature contributes immensely to the research on well-being. However, a recent study by Olaleye & Olaleye [6] discovered a gap in the global literature on students' and teachers' well-being as they only focused on a single country (Finland). This study intends to fill this vacuum by aggregating intercontinental literature and probing the global significance of well-being research in higher institutions.…”

A Systematic Review on Teachers’ Well-Being in the COVID-19 Era

“…More recently, the related literature on TWB spanning the period between 2000 and 2019 was thoroughly reviewed by Hascher and Weber [81], focusing specifically on the identification of TWB individual and work-related correlates and predictors, who reported the paucity and effectiveness of current TWB intervention research in exclusively primary and secondary educational settings. TWB has also been bibliometrically reviewed by Olaleye and Olaleye [82] in their effort to map out prevalent research trends in the Finnish academic research community with respect to the study of teacher and student well-being under the PERMA theoretical framework. Interestingly, as the COVID-19-initiated emergency remote teaching mode posed a significant threat to the quality of education, augmenting difficulties experienced by educators in organizational justice and generating interpersonal problems, role confusion, work overload, psychosomatic disorders, and burnout [83], TWB was revisited in a limited number of relevant systematic studies.…”