The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

Smith, Andrew Paul; James, Arwel

doi:10.9734/jesbs/2021/v34i830350

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…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.…”

Section: The Well-being Process Modelmentioning

confidence: 99%

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

Smith,

Garcha,

James

2023

JESBS

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Background: There has been considerable research on Autism and ADHD, which are recognized as significant special educational needs. Many studies use samples which have been diagnosed with these conditions, but there is also a growing trend to focus on these traits among community populations rather than just among the individuals diagnosed. Recent research has examined the well-being of students using the "well-being process" framework. The present study examined the association between well-being, measured by the Well-being Process Questionnaire and the Strengths and Difficulties Questionnaire, and the autistic and ADHD traits of secondary school students. Aims: The study first examined the associations between autistic and ADHD traits in secondary school students. The second aim was to examine the associations between well-being outcomes and these traits. Finally, analyses controlling for established predictors of well-being examined whether associations between autism and ADHD traits and well-being outcomes remained significant. Methodology: An online survey was carried out. The participants were 155 students from a Welsh Secondary School and represented various year groups. Correlations and regressions were conducted to examine associations between variables. Results: Autistic and ADHD traits were found to be significantly correlated. Both sets of traits were also significantly correlated with well-being outcomes. When autistic and ADHD traits were included in the same regression, ADHD was found to be associated with most outcomes, whereas autistic traits were only associated with hyperactivity, peer problems and reduced prosocial behaviour. When established predictors of well-being were also included in the model, ADHD traits were only associated with hyperactivity and autism with prosocial problems and hyperactivity. There were no significant effects on physical health. Conclusion: Autistic and ADHD traits overlap. Univariate analyses show significant associations between these traits and well-being. However, when established predictors of well-being were included in the analyses, only hyperactivity and reduced prosocial behaviour were still associated with autistic and ADHD traits. The psychosocial profiles of autism and ADHD may help design interventions to increase well-being. For example, both autism and ADHD are associated with high stress and poor coping, both of which may be improved by training.

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Section: The Well-being Process Modelmentioning

confidence: 99%

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

Smith,

Garcha,

James

2023

JESBS

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“…The second paper [2] reported results from a similar survey given to the students. In this group, negative wellbeing was predicted by student stressors, negative coping and was negatively associated with psychological capital.…”

Section: Introduction 11 the Welsh Secondary School Projectmentioning

confidence: 99%

The Wellbeing of Working Mothers before and after a COVID-19 Lockdown

Smith

James

2021

JESBS

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Background: This is the third article from a project on the wellbeing of staff, students, and parents at a Welsh-medium Secondary School. It focuses on the wellbeing of working mothers before COVID-19 lockdown, immediately after lockdown, and perceptions of the longer-term impact of the pandemic. The research used the wellbeing process model, which examines predictors of positive and negative wellbeing outcomes. Aims: The study had three aims. First, to examine whether the wellbeing process model can be applied to working mothers. Secondly, to investigate the addition of new variables to the model. Finally, to investigate the impact of the COVID-19 lockdown and identify predictors of post-lockdown wellbeing. Methodology: The research was carried out with the informed consent of the volunteers (N=202; mean age = 42.7 years, standard deviation (sd) = 8.5) and the approval of the School of Psychology, Cardiff University, ethics committee. An online survey was conducted, and regressions were carried out to investigate associations between the predictor variables and the wellbeing outcomes. Predictors of post-lockdown wellbeing were also investigated. Results: The pre-COVID results generally agreed with the predictions of the wellbeing model. Positive wellbeing was associated with job resources, social support, psychological capital and healthy lifestyle. It was negatively associated with negative coping and daytime sleepiness. Negative wellbeing was associated with job demands, negative coping, daytime sleepiness and finding stressful situations threatening. It was negatively associated with social support, a healthy lifestyle and stable personality. Positive wellbeing after the lockdown was associated with job resources and stable personality. It was negatively associated with social isolation and negative wellbeing. Social isolation was associated with the negative effect of the pandemic on longer-term wellbeing, and a healthy lifestyle was negatively associated with this variable. Conclusion: The results confirmed that the wellbeing process model applies to Welsh working mothers. Lockdown during COVID-19 affected wellbeing, with the stress of isolation being the most significant influence.

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School alienation in online schooling scale (SAOSS): development of a measure to assess school alienation among students

Asanjarani,

Kumar

2024

International Journal of School & Educational Psychology

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The Well-being of Students in a Welsh Secondary School Before and After a COVID-19 Lockdown

Cited by 3 publications

References 22 publications

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

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

The Wellbeing of Working Mothers before and after a COVID-19 Lockdown

School alienation in online schooling scale (SAOSS): development of a measure to assess school alienation among students

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