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1 – 10 of over 3000
Article
Publication date: 17 September 2019

Susan Whatman, Roberta Thompson and Katherine Main

The purpose of this paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches…

1329

Abstract

Purpose

The purpose of this paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches to health education as reported in the findings of two selected case studies as well as community concerns about young people’s well-being.

Design/methodology/approach

A cross-sectional review of Australian federal and state-level student well-being policy documents was undertaken. Using two case examples of school-based in-curricular well-being programs, the paper explores how discourses from these well-being policy documents are recontextualized through progressive fields of translation and pedagogic decision making into local forms of curriculum.

Findings

Pedagogic messages about well-being in Australia are often extra-curricular, in that they are rarely integrated into one or across existing subject areas. Such messages are increasingly focused on mental health, around phenomena such as bullying. Both case examples clearly demonstrate how understandings of well-being respond to various power relations and pressures emanating from stakeholders within and across official pedagogic fields and other contexts such as local communities.

Originality/value

The paper focusses on presenting an adaptation of Bernstein’s (1990) model of social reproduction of pedagogic discourse. The adapted model demonstrates how “top-down” knowledge production from the international disciplines shaping curriculum development and pedagogic approaches can be replaced by community context-driven political pressure and perceived community crises. It offers contemporary insight into youth-at-risk discourses, well-being approaches and student mental health.

Details

Health Education, vol. 119 no. 5/6
Type: Research Article
ISSN: 0965-4283

Keywords

Book part
Publication date: 9 June 2023

Daniel Nester

Evidence (Barry, 2001; Lansdown, 2010) suggests that children often do not have the opportunity to claim their participation rights and instead the focus of professionals can…

Abstract

Evidence (Barry, 2001; Lansdown, 2010) suggests that children often do not have the opportunity to claim their participation rights and instead the focus of professionals can sometimes be solely on the child's rights to protection or assumed needs. This imbalance results in their voices, views, opinions and input potentially being missed and unheard when concerning decision-making processes that impact on them in their day-to-day lives. This chapter will explore social pedagogical theory and social pedagogical practice, as well as values, children and young people's participation, cultivating empowerment, developing positive and authentic relationships, creating opportunities for holistic learning and working alongside children and young people in a child-centred way to bring about a positive change in their lives and increase their happiness and well-being.

Details

Establishing Child Centred Practice in a Changing World, Part B
Type: Book
ISBN: 978-1-80455-941-3

Keywords

Article
Publication date: 6 May 2011

Matti Kuittinen and Matti Meriläinen

The purpose of this paper is to examine the frequency of study‐related burnout (SRB) among Finnish university students. In addition, the students' perceptions concerning the…

2166

Abstract

Purpose

The purpose of this paper is to examine the frequency of study‐related burnout (SRB) among Finnish university students. In addition, the students' perceptions concerning the teaching‐learning environment (TLE) and their personal achievement motivation (AM) were explored, and the correlation between perceived SRB and the TLE and AM components was revealed. Finally, business students and general university students were compared in terms of the aforementioned variables.

Design/methodology/approach

The data were collected in the spring of 2009 based on a nationwide survey of nine Finnish universities (n=3,031).

Findings

Data analysis revealed that 45 percent of all respondents had an increased risk of burnout; while as many as 19 percent had an obviously increased risk. Regarding the frequency of SRB, there was no statistical difference between business students and general students. Using principal component analysis (PCA), 12 internally reliable pedagogical components of the TLE related to SRB were determined. Moreover, differences in the TLE and AM perceptions of business students and general students were revealed. However, the role of personal AM – such as studying abilities, study success and appreciation of studies – appeared to have the greatest effect on students' well‐being.

Research limitations/implications

In the data analyzed, women represent 80 percent of participants, but in Finland, only 53 percent of university students are women. The number of business students (52) that participated in the study was low; thus, far‐reaching generalizations cannot be made.

Originality/value

The paper demonstrates that SRB causes drastic deterioration in students' cognitive appraisals of their AM. Perhaps, here lies the most insidious effect of SRB, because students suffering from SRB lose their self‐confidence in coping with study demands. Teachers should be able to help students seeking professional help for stress‐related problems. The rather high frequency of SRB also requires further remedies. Stress‐management techniques have proven effective in reducing stress‐related health symptoms.

Details

Journal of International Education in Business, vol. 4 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 6 September 2019

Benjamin Kutsyuruba, Lorraine Godden and John Bosica

The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian…

1715

Abstract

Purpose

The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being.

Design/methodology/approach

An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures.

Findings

The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being.

Research limitations/implications

This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended.

Practical implications

The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs.

Social implications

Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities.

Originality/value

In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Open Access
Article
Publication date: 28 February 2023

Paula Martins Nunes, Teresa Proença and Mauro Enrique Carozzo-Todaro

No systematic review has previously been dedicated to comprehensively investigate predictors of well-being and ill-being in working contexts. Empirical studies have vastly…

3553

Abstract

Purpose

No systematic review has previously been dedicated to comprehensively investigate predictors of well-being and ill-being in working contexts. Empirical studies have vastly associated well-being as the result of autonomous motivation and basic psychological needs satisfaction, while frustration results in ill-being. The purpose of this study is to integrate the variables identified in empirical studies associated with the occurrence of the phenomena, individual/organizational features and consequences associated with workers' well-being/ill-being.

Design/methodology/approach

This systematic review includes 44 empirical studies published up to February 2021. Findings are summarized based on quantitative analysis of the evidence.

Findings

Results reinforce the role of self-determined motivation and needs satisfaction in promoting well-being, while amotivation and needs frustration led to ill-being. Besides, they indicate that ill-being can both lead to negative consequences and diminish positive work outcomes. Findings also revealed that: integrated motivation does not seem to be empirically distinct from intrinsic and identified motivation in promoting well-being; introjected motivated behaviors may be less harmful to psychological health than externally oriented ones; the relationship between external motivation and well-being/ill-being requires prospective investigations; and amotivation seems to have a detrimental effect in workers' psychological health.

Practical implications

Results provide practical information for HRM practitioners to design work environments and practices that promote employees' psychological health.

Originality/value

An unprecedented framework that aggregates empirical findings regarding the antecedents, predictors and consequences of ill-being/well-being in working contexts is presented.

Details

Personnel Review, vol. 53 no. 2
Type: Research Article
ISSN: 0048-3486

Keywords

Article
Publication date: 7 August 2017

Catriona O’Toole

The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible…

2004

Abstract

Purpose

The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them.

Design/methodology/approach

The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop.

Findings

Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities.

Originality/value

The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

Details

Health Education, vol. 117 no. 5
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 28 October 2019

Chris Wilcoxen, Julie Bell and Amanda Steiner

The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt…

Abstract

Purpose

The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching.

Design/methodology/approach

Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported.

Findings

Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources.

Research limitations/implications

Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail.

Practical implications

Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase.

Originality/value

Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 17 January 2022

Ansie Elizabeth Kitching, Robert Tubb Carstens and Petra Engelbrecht

The transition from primary school to secondary school is viewed globally as a crucial period in students' lives and a challenging transition can have both short-term and…

Abstract

The transition from primary school to secondary school is viewed globally as a crucial period in students' lives and a challenging transition can have both short-term and long-term consequences for the wellbeing of students. Despite primary-secondary transition being so important, it is a neglected area of research in general in most countries including South Africa. By smoothing the transition from primary to secondary school challenges that are related to students' disengagement with education, school failure (school dropout), and continued social inequality can be addressed. In this chapter, the value of a transition intervention based on peer mentoring to ease the transition of students in five primary schools in an area of the country where the context is characterized by socioeconomic challenges is discussed. A lack of resources and funding make it difficult to provide individual support to all these students. In response to this challenge, a peer-mentoring approach has been applied to develop an intervention aimed at preparing the students with insight into the challenges that awaits them. The intervention encompasses a workshop attended by a representative group of 20 Grade 7 students, selected based on the leadership skills as demonstrated in their interactions with adults and peers. Following the workshop, they are given the opportunity to give feedback to their Grade 7 peers and also avail themselves for individual discussions with their peers. In this chapter, we critically reflect on the value of this peer-mentored approach for socioeconomically challenged school contexts.

Details

Transition Programs for Children and Youth with Diverse Needs
Type: Book
ISBN: 978-1-80117-102-1

Keywords

Open Access
Article
Publication date: 11 December 2019

Niclas Sandström and Anne Nevgi

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty…

1320

Abstract

Purpose

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.

Design/methodology/approach

The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.

Findings

Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.

Research limitations/implications

The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.

Practical implications

The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.

Originality/value

The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.

Details

Journal of Corporate Real Estate , vol. 22 no. 1
Type: Research Article
ISSN: 1463-001X

Keywords

Open Access
Article
Publication date: 2 June 2021

Anju, Amandeep, B.K. Punia, Vandana Punia and Naval Garg

The study focuses on academic stress among the students due to insufficient efforts and intrapersonal conflicts amid the COVID-19 situation. The purpose of this study is to…

7269

Abstract

Purpose

The study focuses on academic stress among the students due to insufficient efforts and intrapersonal conflicts amid the COVID-19 situation. The purpose of this study is to measure the mediating role of academic stress between life dissatisfaction and adequate steps and intrapersonal conflicts.

Design/methodology/approach

The researcher had surveyed 729 students from the two states, including Haryana and Punjab and 716 responses were used for analysis. These respondents were approached in April–May 2020 to explore the impact of COVID-19. The questionnaire was prepared with the help of Google form, including 29 questions. Confirmatory factor analysis and structural equation modeling (SEM) were used to validate the research model and for testing the hypothesis.

Findings

The findings indicate that intra-personal conflict and insufficient efforts have a significant positive relation with academic stress. Also, intrapersonal conflict and insufficient efforts have a significant positive relation with life dissatisfaction. It has been reported that academic stress mediates the relationship between life dissatisfaction and intra-personal conflict. The results also reveal that academic stress is positively and significantly associated with life dissatisfaction.

Originality/value

This is one of the few studies that explored the mediating role of academic stress between life dissatisfaction and insufficient efforts and intrapersonal conflicts.

Details

Rajagiri Management Journal, vol. 15 no. 2
Type: Research Article
ISSN: 0972-9968

Keywords

1 – 10 of over 3000