Recent studies among university students revealed that drop-out and mental health problems are growing alarmingly. Yet little is known about what contributes to student’s well-being.
The studies that will be discussed in this presentation examined what determines student well-being and how to foster it.
Firstly, results of a systematic review of student flourishing will be shared. The jobs demands-resources model was adapted to the academic context and supported by literature: study demands, study resources and personal resources impact well-being, which in turn influences academic performance. Interestingly, all of the included studies were conducted among undergraduate students. We identified a research gap concerning postgraduate students; a group that is especially important for both universities and economy.
Therefore, this group was examined further by means of a qualitative study. At three campuses of a large South African university, we conducted two focus groups and 25 in-depth interviews. Participants were Master and PhD students, as well as postgraduate supervisors. The findings supported the model, the specific demands and resources were identified. Students expressed a need for an intervention that supports their well-being.
Lastly, we will present how the findings were translated into ideas for a positive psychology intervention to improve student well-being.