A Multi-Component Wellbeing Programme for Upper Secondary Students: Effects on Wellbeing, Buoyancy, and Adaptability

Autor/inn/en	Putwain, David W.; Gallard, Diahann; Beaumont, Joanna
Titel	A Multi-Component Wellbeing Programme for Upper Secondary Students: Effects on Wellbeing, Buoyancy, and Adaptability
Quelle	In: School Psychology International, 40 (2019) 1, S.49-65 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Putwain, David W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034318806546
Schlagwörter	Well Being; Secondary School Students; Student Adjustment; Resilience (Psychology); Intervention; Program Effectiveness; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Sekundarschüler; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland
Abstract	School-related wellbeing, academic buoyancy, and adaptability are valued constructs in their own right, as indicators of student welfare and as predictors of academic achievement. In the present study, we examined the impact of a six-session multi-component, intervention on school-related wellbeing, academic buoyancy, and adaptability. Participants in their first year of upper secondary education were randomly allocated to early intervention groups, or wait list-control groups. Following baseline measurements, outcomes were assessed after the early intervention groups and again after the wait list-control groups. Following intervention, a slowed decline was shown in school-related wellbeing and adaptability was boosted. Buoyancy was boosted in the early intervention group but not the late intervention group. Findings show how a relatively short intervention can beneficially impact on student outcomes. Booster sessions may be required to maintain the benefits for wellbeing and adaptability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01