Spasova, L. (2023) Understanding Well-Being in Academia: Exploring the Conceptualization and Interactions of Well-Being Among Students and Teachers. Bachelor thesis, Psychology.
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Abstract
Even though well-being is the core of research in many disciplines, there is still a scientific gap in what exactly that concept entails. This study is aimed at conceptualizing well-being within the context of academia using qualitative methods. Research shows that both university students and teachers are susceptible to experiencing poor well-being. Interestingly, there is a lack of research focused on examining well-being in academia in both students and teachers concurrently. Using semi-structured interviews, we will gather data on how students and teachers perceive their well-being at the university. Using a social constructivist approach, we also investigated how teachers and students perceive their well-being interacts. We used already established theoretical perspectives to guide our research such as positive psychology, the Self-Determination Theory (SDT), and resilience. With this study, we are attempting to qualitatively validate and extend Kiltz et al.’s (2020) model of well-being in academia. With our findings, we managed to validate their model, and our multifaceted conceptualization of well-being fell under the aspects of the SDT and included the concept of resilience. Furthermore, eudaimonia was mentioned as important for the well-being of both groups. We found a strong link between students' and teachers’ well-being that was described as both single-directional and reciprocal. The participants highlighted the desire for a humanized university environment based on community and support.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Ballato, L. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 18 Jul 2023 10:11 |
| Last Modified: | 18 Jul 2023 10:11 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2408 |
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