scholarly journals Preliminary Study of Subjective Well Being in Adolescents: Qualitative Survey Analysis

2020 ◽  
Vol 4 (2) ◽  
pp. 123-136
Author(s):  
Rahmah Hastuti ◽  
Pamela Hendra Heng ◽  
Naomi Soetikno
Keyword(s):  
Mixed Method ◽  
Positive Emotion ◽  
Well Being ◽  
Descriptive Study ◽  
Need Satisfaction ◽  
Subjective Well Being ◽  
Survey Analysis ◽  
Qualitative Survey ◽  
Mixed Method Design ◽  
Preliminary Study

The subjective well-being on this study concerned on adolescents’ self-reported assessments of their own subjective well-being. It is an issue of concern of students. This study aims to examine the level of subjective well-being among students. We performed this descriptive study in Jakarta, from January to February 2020. This research was conducted on 134 teenagers aged 17 to 18 years living in Jakarta. There were 115 (85.8%) women and 19 (14.2%) men. In this study, adolescents’ view about their subjective well-being were gathered through open-ended questions. This study uses qualitative mixed method design. The form consists of three open-ended questions pertaining to views of adolescents regarding the concept of well-being. The answers are then combined and collected under the general header. Data analysis uses MAXQDA analysis tools to develop thematic coding and take the highest frequency. The results found that adolescents’ opinions about subjective well-being include: productivity, positive emotion, social oriented, need satisfaction, minor challenges, health, religiosity, and independent.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

scholarly journals The Role of Nonduality in the Relationship Between Flow States and Well-Being

Mindfulness ◽  
2021 ◽  
Author(s):  
Julianna M. Lynch ◽  
Allison S. Troy
Keyword(s):  
Positive Emotion ◽  
Satisfaction With Life ◽  
Well Being ◽  
Theoretical Work ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
The Relationship ◽  
Flow States

Abstract Objectives The current study investigated the hypothesis that the relationship between flow states and well-being is mediated by nondual experiences. Past empirical and theoretical work suggests flow states share similarities with nondual experiences. The current study expanded upon previous work by examining the relationships between flow, nondual experiences, emotion, and well-being. Methods Students enrolled in various artistic classes (N = 104) were surveyed once a week for four weeks. Participants reported on their experiences of flow, nonduality, emotion, and psychological and subjective well-being. Results Higher scores on measures of both flow (b = 7.03, SE = 0.82, p < .001) and nondual experiences (b = 0.17, SE = 0.02, p < .001) predicted increased positive emotion immediately after class. Nondual experiences partially mediated this relationship, such that when accounting for nondual experiences, the relationship between flow and positive emotion was significantly decreased (b = 4.30, SE = 0.45, p < .001). Longitudinally, nondual experience also mediated the relationship between flow and satisfaction with life (Sobel t = 1.94, SE = 1.06, p = .05). However, while flow predicted increased psychological well-being (b = 0.32, SE = 0.14, p = .02) after the four weeks, nondual experience did not (b = −0.003, SE = 0.002, p = .13). Conclusions These findings suggest that flow states may facilitate some features of nonduality and share similarities with meditative states. Additionally, the link between flow and well-being may be explained by its similarities to meditative states, and that creative activities could be useful in fostering well-being.

scholarly journals The Responsiveness of Teacher Education Managers at an ODeL College to Resilience and the Well-Being of Staff Working from Home During COVID-19

2021 ◽  
Vol 7 (4) ◽  
pp. 623-635
Author(s):  
Micheal M. ◽  
Christy J. ◽  
Samson L. ◽  
Fulufhelo Mukhati
Keyword(s):  
Teacher Education ◽  
Mixed Method ◽  
Well Being ◽  
Learning Context ◽  
Working From Home ◽  
Mixed Method Design ◽  
E Learning ◽  
Operational Practices ◽  
And Performance ◽  
Education Managers

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers’ resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.</p>

scholarly journals Urban environment and mental health: the NAMED project, protocol for a mixed-method study

BMJ Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. e031963
Author(s):  
Laura Lauwers ◽  
Sonia Trabelsi ◽  
Ingrid Pelgrims ◽  
Hilde Bastiaens ◽  
Eva De Clercq ◽  
...  
Keyword(s):  
Mental Health ◽  
Urban Environment ◽  
Mixed Method ◽  
Social Life ◽  
Well Being ◽  
Residential Environment ◽  
University Hospital ◽  
Research Approach ◽  
Subjective Well Being ◽  
Wide Audience

IntroductionMental health issues appear as a growing problem in modern societies and tend to be more frequent in big cities. Where increased evidence exists for positive links between nature and mental health, associations between urban environment characteristics and mental health are still not well understood. These associations are highly complex and require an interdisciplinary and integrated research approach to cover the broad range of mitigating factors. This article presents the study protocol of a project called Nature Impact on Mental Health Distribution that aims to generate a comprehensive understanding of associations between mental health and the urban residential environment.Methods and analysisFollowing a mixed-method approach, this project combines quantitative and qualitative research. In the quantitative part, we analyse among the Brussels urban population associations between the urban residential environment and mental health, taking respondents’ socioeconomic status and physical health into account. Mental health is determined by the mental health indicators in the national Health Interview Survey (HIS). The urban residential environment is described by subjective indicators for the participant’s dwelling and neighbourhood present in the HIS and objective indicators for buildings, network infrastructure and green environment developed for the purpose of this project. We assess the mediating role of physical activity, social life, noise and air pollution. In the qualitative part, we conduct walking interviews with Brussels residents to record their subjective well-being in association with their neighbourhood. In the validation part, results from these two approaches are triangulated and evaluated through interviews and focus groups with stakeholders of healthcare and urban planning sectors.Ethics and disseminationThe Privacy Commission of Belgium and ethical committee from University Hospital of Antwerp respectively approved quantitative database merging and qualitative interviewing. We will share project results with a wide audience including the scientific community, policy authorities and civil society through scientific and non-expert communication.

Mindfulness Training for Coaches: A Mixed-Method Exploratory Study

2015 ◽  
Vol 9 (2) ◽  
pp. 116-137 ◽  
Author(s):  
Kathryn Longshore ◽  
Michael Sachs
Keyword(s):  
Mixed Method ◽  
Exploratory Study ◽  
High Stress ◽  
Well Being ◽  
Emotional Stability ◽  
Mindfulness Training ◽  
Division I ◽  
Semistructured Interviews ◽  
Mixed Method Design ◽  
Time Point

Mindfulness-based research in sport has focused on athletes, while coaches remain unexplored. Research consistently shows that coaches experience high stress, which can lead to burnout, reduced performance, and emotional mismanagement. The present study developed and explored Mindfulness Training for Coaches (MTC), which is aimed at increasing mindfulness and emotional stability while reducing anxiety. Participants were 20 Division I coaches. The mixed-method design included trait and state measures of anxiety, mindfulness, and emotion, along with qualitative semistructured interviews. Trained coaches reported significantly less anxiety and greater emotional stability from pre- to posttraining. The state measures showed trained coaches were lower in anxiety and adverse emotions at each time point. Interviews showed six distinct positive impacts on coaches: anxiety and stress; emotions; mindfulness; coaching; athletes; and personal life. MTC is a promising intervention for coaches to reduce stress, improve well-being, and enhance coach-athlete interactions.

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