Well-being and College Success of Undergraduate Students
Background: In order to build a culture of well-being among students in post-secondary academic communities, an assessment of current well-being and related factors is necessary. Common barriers to optimal well-being may include stress, anxiety, and depression in college students. Low levels of wel...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
The Ohio State University Libraries
2019-11-01
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| Series: | Building Healthy Academic Communities Journal |
| Subjects: | |
| Online Access: | https://library.osu.edu/ojs/index.php/BHAC/article/view/7102 |
| _version_ | 1811261804593020928 |
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| author | Melissa K. Kovich Vicki L. Simpson |
| author_facet | Melissa K. Kovich Vicki L. Simpson |
| author_sort | Melissa K. Kovich |
| collection | DOAJ |
| description | Background: In order to build a culture of well-being among students in post-secondary academic communities, an assessment of current well-being and related factors is necessary. Common barriers to optimal well-being may include stress, anxiety, and depression in college students. Low levels of well-being have been associated with higher levels of impaired academic performance.
Aim: Explore the relationship between academic success and time spent performing well-being activities.
Methods: Seligman’s Well-Being Theory was used to guide this study. The relationship between well-being and academic success of undergraduate students at a large Midwestern university (N = 5008) was evaluated using data from a 278 item 2018 Student Experience at a Research University (SERU) survey. Measures of academic success included late assignments, going to class unprepared, and skipping class. Measures of well-being included time spent in: physical exercise, spiritual practice, community service, and club participation; time with family and friends were also included.
Results: Pearson Chi-Square analysis revealed a total of five significant relationships between well-being activities and late assignments, being unprepared for class, and skipping class at α=.05.
Conclusions: Further research is needed to understand the relationship between well-being and academic success to guide development of strategies to support well-being in university students. |
| first_indexed | 2024-04-12T19:12:29Z |
| format | Article |
| id | doaj.art-5e4bbdcc6540458296bafd5bfa62b23d |
| institution | Directory Open Access Journal |
| issn | 2573-7643 |
| language | English |
| last_indexed | 2024-04-12T19:12:29Z |
| publishDate | 2019-11-01 |
| publisher | The Ohio State University Libraries |
| record_format | Article |
| series | Building Healthy Academic Communities Journal |
| spelling | doaj.art-5e4bbdcc6540458296bafd5bfa62b23d2022-12-22T03:19:51ZengThe Ohio State University LibrariesBuilding Healthy Academic Communities Journal2573-76432019-11-0132596510.18061/bhac.v3i2.71024429Well-being and College Success of Undergraduate StudentsMelissa K. Kovich0Vicki L. Simpson1Purdue UniversityPurdue UniversityBackground: In order to build a culture of well-being among students in post-secondary academic communities, an assessment of current well-being and related factors is necessary. Common barriers to optimal well-being may include stress, anxiety, and depression in college students. Low levels of well-being have been associated with higher levels of impaired academic performance. Aim: Explore the relationship between academic success and time spent performing well-being activities. Methods: Seligman’s Well-Being Theory was used to guide this study. The relationship between well-being and academic success of undergraduate students at a large Midwestern university (N = 5008) was evaluated using data from a 278 item 2018 Student Experience at a Research University (SERU) survey. Measures of academic success included late assignments, going to class unprepared, and skipping class. Measures of well-being included time spent in: physical exercise, spiritual practice, community service, and club participation; time with family and friends were also included. Results: Pearson Chi-Square analysis revealed a total of five significant relationships between well-being activities and late assignments, being unprepared for class, and skipping class at α=.05. Conclusions: Further research is needed to understand the relationship between well-being and academic success to guide development of strategies to support well-being in university students.https://library.osu.edu/ojs/index.php/BHAC/article/view/7102college studentswell-beingwell-being theoryacademic success |
| spellingShingle | Melissa K. Kovich Vicki L. Simpson Well-being and College Success of Undergraduate Students Building Healthy Academic Communities Journal college students well-being well-being theory academic success |
| title | Well-being and College Success of Undergraduate Students |
| title_full | Well-being and College Success of Undergraduate Students |
| title_fullStr | Well-being and College Success of Undergraduate Students |
| title_full_unstemmed | Well-being and College Success of Undergraduate Students |
| title_short | Well-being and College Success of Undergraduate Students |
| title_sort | well being and college success of undergraduate students |
| topic | college students well-being well-being theory academic success |
| url | https://library.osu.edu/ojs/index.php/BHAC/article/view/7102 |
| work_keys_str_mv | AT melissakkovich wellbeingandcollegesuccessofundergraduatestudents AT vickilsimpson wellbeingandcollegesuccessofundergraduatestudents |