Promoting Student Wellbeing through Dedicated Units on the Psychological Science of Wellbeing: Rationale, Nature, and Student Evaluations

Autor/inn/en	Morris, Sue; Cranney, Jacquelyn
Titel	Promoting Student Wellbeing through Dedicated Units on the Psychological Science of Wellbeing: Rationale, Nature, and Student Evaluations
Quelle	In: Psychology Learning and Teaching, 21 (2022) 3, S.264-277 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cranney, Jacquelyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/14757257221098024
Schlagwörter	Well Being; Psychology; Health Promotion; Self Management; Success; Student Attitudes; Student Needs; Health Education; Need Gratification; Psychological Needs; Self Determination; Units of Study; Curriculum Development; Curriculum Evaluation + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Psychologie; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Selbstmanagement; Erfolg; Schülerverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Bedürfnisbefriedigung; Selbstbestimmung; Lerneinheit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung
Abstract	The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of "specific" units focusing "entirely" on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit "provided me with knowledge and skills I can apply". By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01