Well-being and student–faculty interactions in higher education

Trolian, Teniell L.; Archibald, Gwendolyn C.; Jach, Elizabeth A.

doi:10.1080/07294360.2020.1839023

Cited by 35 publications

(39 citation statements)

References 33 publications

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“…The quality of student interactions with instructors is an important mediating factor for effecting positive student outcomes [ 3 , 5 , 13 , 14 , 15 , 17 ]. Yet, student–instructor interaction is often measured by the frequency of student engagement and not by the quality [ 9 , 20 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Other researchers differentiate based on the purpose of an interaction, distinguishing logistical queries and content‐related questions from discussions of theory and applications of learning [ 19 , 25 ]. The psychosocial qualities of student–instructor interactions have also been examined, with several researchers categorizing personal interactions and interactions that involve support and mentorship as distinct types of student–instructor contact [ 5 , 16 , 19 ]. Despite the variation in approaches to measurement, the value of high‐quality, student–instructor interaction is well supported.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Interacting with instructors is an integral component of a student’s experiences in post‐secondary education. Student–instructor interactions are consistently linked with positive outcomes, including academic success [ 1 ], retention and persistence [ 2 ], academic motivation [ 3 ], academic self‐concept [ 4 ], and general well‐being [ 5 ]. Furthermore, the effects of student–instructor interactions may be especially beneficial for minority student groups [ 6 , 7 , 8 , 9 , 10 ].…”

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confidence: 99%

“…However, the frequency of student–instructor interactions alone is not enough to ensure positive student outcomes [ 12 , 13 ], as the quality of these interactions is an important mediating factor [ 5 , 14 , 15 , 16 ]. For instance, relationships with instructors that are based on respect, support, and mentorship predict greater positive outcomes for students, including increased confidence [ 17 ], academic motivation [ 13 ], engagement [ 6 ], and performance [ 17 ].…”

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confidence: 99%

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Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course

et al. 2021

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Meaningful student–instructor interactions during an undergraduate degree course can have important effects on student learning. The format by which those interactions are made possible can vary greatly. We investigated the preferred modality of contact and students’ reasons for contact across several modalities in a first‐year biology course. We tracked student–instructor contact for two‐course instructors who team teach collaboratively (rather than sequentially) across two‐course sections. Both instructors had identical scores on student evaluations of approachability. Student–instructor contact was facilitated using five ‘student hour’ modalities: (a) in office by appointment, (b) 1 h per week, in office drop in, (c) 1 h per week, virtual chat, (d) by email, (e) 10 min immediately after class. Though email was the preferred method of contact, the period immediately following the class instruction was the most popular of the face‐to‐face options. We note significant differences in the distribution of workload across the two instructors and make recommendations for increasing the accessibility of student–instructor contact and for equity in workload to support student learning.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course

et al. 2021

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“…The university environment emerged as an equally important factor influencing well-being, consistent with the amount of time and focus directed to academic life. University professors who were accommodating, understanding and encouraging, and other behaviors promoting quality interactions contributed to the well-being of students (Trolian et al, 2020). However, debilitating academic pressure and having inconsiderate and criticizing teachers negatively affected the participants.…”

Section: Factors Affecting Well-beingmentioning

confidence: 99%

Come into Bloom: A Grounded Theory of Well-Being among Filipino University Students

Cristobal

Bance

2021

PSSJ

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Most studies in positive psychology focused on psychological factors and their impact on mental health based on Western models and quantitative approaches (Datu et al., 2018). Thus, there is a need to develop further the knowledge and application of concepts and theoretical models grounded in the lived experiences of the Filipino population. The present study utilized a grounded theory method to build a Filipino-based well-being model among university students. The BLOOMS Model of Well-being proposed that holistic well-being comprises five interconnected dimensions (Academic, Psycho-emotional, Physical, Social, and Spiritual). The study found that personal factors, social influences, and unexpected life events influenced well-being. Also, the study suggested that the following strategies enhanced well-being: building, leveraging, owning, opening, molding, and self-enhancing practices, leading to holistic growth. Data from this study can serve as a resource for further exploration of positive psychology and developing mental health policies and programs for university students.

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Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology

Chen,

Du,

Guerra

et al. 2024

J of Engineering Edu

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BackgroundRecent literature has identified students' academic well‐being as an indicator of their persistence in their current study and competence development. While prior literature has focused on measuring students' academic well‐being from psychological and mental health perspectives, limited studies have explored the ways in which the learning environment provides diverse sources (e.g., supervision and peer support) to support students' academic well‐being.PurposeThis study aims to explore sources that foster students' academic well‐being from the perspective of two different student groups, namely first‐year engineering students and senior engineering students, in a PBL (project‐based learning) environment.MethodThe Q methodology was applied, connecting both qualitative and quantitative research characteristics. Two student groups, including 23 first‐year engineering students and 19 senior engineering students, participated in this study to illustrate various viewpoints of different student groups and offer prospects for analyzing data from a new comparative angle via second‐order factor analysis.ResultsIn the first‐year engineering student group, three viewpoints were identified, namely the emphasis on enjoyment through study–life balance, personal values and aspirations, and academic agency. The senior engineering student group focused on internal sources related to professional development, including two viewpoints pertaining to their goal‐oriented academic development and enactment of agency through self‐management. Practical suggestions are proposed to optimize engineering curriculum design to better support students' academic well‐being.

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Well-being and student–faculty interactions in higher education

Cited by 35 publications

References 33 publications

Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course

Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first‐year course

Come into Bloom: A Grounded Theory of Well-Being among Filipino University Students

Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology

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