The Microstructure of the Student Wellbeing Process Questionnaire

Abstract

Background: The wellbeing process model formed the basis of questionnaires that can demonstrate which factors predict negative and positive wellbeing outcomes. The Student Wellbeing Process Questionnaire (Student WPQ) uses stressor, negative coping, psychological capital and social support scales to predict positive and negative wellbeing outcomes.
 Aims: The usual method of scoring the WPQ has been to sum relevant questions in each scale. The aim of the present analyses was to investigate the microstructure of the WPQ and examine the profile of individual predictor and outcome items.
 Methodology: The research was approved by the ethics committee, School of Psychology, Cardiff University, and carried out with the informed consent of the volunteers (1481 psychology undergraduates; 89.4% female; 49.7% year 1; mean age 19.5 years). An online survey was carried out, and a MANOVA was conducted to examine associations between the wellbeing process predictor variables and the wellbeing outcomes.
 Results: A multivariate analysis of variance showed that the majority of individual predictors had significant overall effects. Some of the predictors (optimism; self-esteem, developmental challenges; time pressure; avoidance coping) had significant effects on all outcomes, which explains the global effects of the positive personality and stressor composite variables. Negative coping variables had significant effects on all negative outcomes. Other variables had selective effects on specific outcome measures.
 Conclusion: The independent variables from the student wellbeing questionnaire are good predictors of both positive and negative wellbeing outcomes. This is observed when either individual items or composite scores are used in the analysis.

A Longitudinal Cohort Study Investigating Inadequate Preparation and Death and Dying in Nursing Students: Implications for the Aftermath of the COVID-19 Pandemic

“…The Student Short-Version of the Wellbeing Process Questionnaire (SS-WPQ; Williams G. M. et al, 2017 ) and an adapted version of the Nurse Stress Scale (NSS, Gray-Toft and Anderson, 1981 ) designed for students (i.e., the student-nurse stress scale; S-NSS; Galvin, 2016 ) were administered at both time points. The scales have been developed in previous work by our research group and demonstrate good psychometric properties (e.g., see Williams, 2014 ; Galvin, 2016 ; Williams G. et al, 2017 ; Williams G. M. et al, 2017 , Williams and Smith, 2018 ; Smith and Firman, 2020 ).…”

University student well-being in the United Kingdom: a scoping review of its conceptualisation and measurement

“…The WEMWBS continues to be a popular choice of outcome measure (e.g., Ponzo et al, 2020;Poots & Cassidy, 2020). This measure is also subsumed into the Student Well-being Process Questionnaire (Smith & Firman, 2020), a theory-driven measure validated in students. This measure captures determinants of well-being (generic and student-specific), positive well-being outcomes (from a primarily hedonic perspective), and negative well-being outcomes.…”

The Associations between Autistic and ADHD Traits and Well-being of Secondary School Students in South Wales

“…There is extensive literature using the Well-being Process Questionnaires with students [10][11][12][13][14][15][16][17][18][19][20][21], and this research has generally replicated the effects of the established predictors and added new predictors (e.g. workload; work-life balance; daytime sleepiness; flow) and outcomes (e.g.…”