Promoting Student Well-Being in Learning Environments

References and Resources

Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647664. https://doi.org/10.1007/s11162-008-9098-3

American College Health Association. (2019). American College Health Association-National College Health Assessment II: Canadian Consortium Executive Summary Spring 2019. American College Health Association. https://www.cacuss.ca/files/Research/NCHA-II%20SPRING%202019%20CANADIAN%20REFERENCE%20GROUP%20EXECUTIVE%20SUMMARY.pdf

American College Health Association – National College Health Assessment III (ACHA-NCHA III). (2020). Washington University in St. Louis.

Bingham, B. E., Rea, V., Robertson, L., Smith, M.A., & Jacobs, S. (2022). Frequency, topic, and preferences: Tracking student engagement with several modalities of student–instructor contact in a first-year course. FEBS Open Bio. 12 12– 23. https://doi.org/10.1002/2211-5463.1331

Bonner, A. D. (April 2020). Mindfulness in the (online) classroom. Faculty Focus. https://cft.vanderbilt.edu/guides-sub-pages/contemplative-pedagogy/

Bowden, J. L-H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach, Studies in Higher Education, 46:6, 1207-1224, https://doi.org/10.1080/03075079.2019.1672647

Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self regulation. Psychological Bulletin, 139(3), 655–701. https://doi.org/10.1037/a0029531

Canadian Alliance of Student Associations (CASA). (2021). Post-Secondary Students One Year into COVID-19. Continued-Concerns-Post-Secondary-Students-2021-EN_(2).pdf

Canadian Mental Health Commission. (2020). A Standard for post-secondary mental health…one year later.

https://campusmentalhealth.ca/wp-content/uploads/2021/12/A-Standard-for-post-secondary-mental-health-one-year-later.pdf

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2), eaau4734. https://doi.org/10.1126/sciadv.aau4734

Celik, B., & Gündoğdu, K. (2016). The effect of using humor and concept cartoons in high school ICT lesson on students’ achievement, retention, attitude and anxiety. Computers & Education, 103, 144-157. http://doi.org/10.1016/j.compedu.2016.10.008

Centers for Disease Control and Prevention (CDC). (2018, October 31). Well-Being Concepts. https://www.cdc.gov/hrqol/wellbeing.htm

Chick, N. (2010). Mindfulness in the Classroom. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/contemplative-pedagogy/.

Collins, G. H. (2003). Give self-esteem a hand and improve learning. Journal of veterinary medical education, 30(1), 8–11. https://doi.org/10.3138/jvme.30.1.8

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE—Life Sciences Education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Crawford, N. (2021a). “On the radar”: Supporting the mental wellbeing of mature-aged students in regional and remote Australia. Perth: National Centre for Student Equity in Higher Education, Curtin University. https://www.ncsehe.edu.au/wp-content/uploads/2021/04/Crawford-Equity-Fellowship-Report_FINAL.pdf

Darby, F. (September 2020). Emotions in online teaching: A powerful tool for helping students engage, persist, and succeed. Faculty Focus.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Eisenberg, D., Golberstein E., & Hunt, J. B. (2009). Mental health and academic success in college. B.E. Journal of Economic Analysis and Policy, 9(1), Article 40. https://doi.org/10.2202/1935-1682.2191

Eisenberg, D., Lipson, S. K., Ceglarek, P., Phillips, M., Zhou, S., Morigney, J., Talaski, A. & Steverson, S. (2019). The Healthy Minds Study: 2018-2019 data report. University of Michigan. https://healthymindsnetwork.org/wp-content/uploads/2019/09/HMS_national-2018-19.pdf

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389. https://doi.org/10.1037/0022-3514.84.2.377

Evans, T., Bira, L., Gastelum, J., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology 36, 282–284 (2018). https://doi.org/10.1038/nbt.4089

Frazier, P., Gabriel, A., Merians, A., & Lust, K. (2019). Understanding stress as an impediment to academic performance. Journal of American College Health, 67(6), 562–570. https://doi.org/10.1080/07448481.2018.1499649

Gurung, R. A. R., & Galardi, N. R. (2021). Syllabus tone, more than mental health statements, influence intentions to seek help. Teaching of Psychology. https://doi.org/10.1177/0098628321994632

Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurev-psych-122216-011725

Hill, M., Farrelly, N., Clarke, C., & Cannon, M. (2020). Student mental health and well-being: Overview and Future Directions. Irish Journal of Psychological Medicine, 1-8. doi:10.1017/ipm.2020.110

Hughes, G. & Spanner, L. (2019). The University Mental Health Charter. Leeds: Student Minds. https://www.aucso.org/wp-content/uploads/2020/01/The-University-Mental-Health-Charter.pdf

Johnson, M. L., Taasoobshirazi, G., Kestler, J. L., & Cordova, J. R. (2015). Models and messengers of resilience: A theoretical model of college students’ resilience, regulatory strategy use, and academic achievement. Educational Psychology, 35(7), 869–885. https://doi.org/10.1080/01443410.2014.893560

Keyes, C. L. M., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2), 126-133. https://doi.org/10.1080/07448481.2011.608393

Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning. John Wiley & Sons.

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4) 868-879. https://doi.org/10.1016/j.respol.2017.02.008.

Linden, B., Boyes, R. & Stuart, H. (2021) Cross-sectional trend analysis of the NCHA II survey data on Canadian post-secondary student mental health and wellbeing from 2013 to 2019. BMC Public Health, 21, 590 . https://doi.org/10.1186/s12889-021-10622-1

Lyubomirsky, S. (2007). The how of happiness: A new approach to getting the life you want. Penguin Books.

MacKean, G. (2011). Mental health and well-being in postsecondary education settings: A literature and environmental scan to support planning and action in Canada. Retrieved from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.737.6978&rep=rep1&type=pdf

Malow, Micheline S., & Austin, Vance L. (2016). Mindfulness for students classified with

emotional/behavioral disorders. Insights into Learning Disabilities, 13(1), 81-93. https://files.eric.ed.gov/fulltext/EJ1103673.pdf

Mojtabai, R., Stuart, E. A., Hwang, I., Eaton, W. W., Sampson, N., & Kessler, R. C. (2015). Long-term effects of mental disorders on educational attainment in the national comorbidity survey ten-year follow-up. Social Psychiatry and Psychiatric Epidemiology 50(10), 1577-1591. https://doi.org/10.1007/s00127-015-1083-5

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General, 149(11), 2119. https://doi.org/10.1037/xge0000763

Munn, C (2019, Jan 07). Why are so many students struggling with their mental health? University Affairs/Affaires universitaires. https://www.universityaffairs.ca/opinion/in-my-opinion/why-are-so-many-students-struggling-with-their-mental-health/

Okanagan Charter. (2015). Okanagan Charter: An international charter for health promoting universities and colleges. International Conference on Health Promoting Universities and Colleges. https://healthpromotingcampuses.squarespace.com/okanagan-charter

Pyhältö, K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of doctoral students’ problems and well-being. ISrn Education, Article ID 934941 | https://doi.org/10.5402/2012/934941

Responding to distressed students. (n.d.). Enhancing Student Wellbeing: Resources for University Educators. http://unistudentwellbeing.edu.au/difficult-conversations/respond/

Robertson, L.,& Porter, E., Smith, M. A., & Jacobs, S. (2021). Evidence-based course modification to support learner-centered and student-driven teaching in a pandemic: Leveraging digital and physical space for accessible, equitable, and motivating experiential learning and scientific inquiry in a first-year biology course. International Journal of Higher Education.10(7):96. https://doi.org/10.5430/ijhe.v10n7p96

Scholz, M., Neumann, C., Wild, K., Garreis, F., Hammer, C. M., Ropohl, A., . . . Burger, P.H.M. (2016). Teaching to relax: Development of a program to potentiate stress — Results of a feasibility study with medical undergraduate students. Applied Psychophysiology and Biofeedback, 41(3), 275-281. http://doi.org/10.1007/s10484-015-9327-4

Schroeder, M. & West, A. (2019, May). Student mental health and well-being: Supportive teaching and learning practices. Taylor Institute for Teaching and Learning Guide Series. Taylor Institute for Teaching and Learning, University of Calgary. https://taylorinstitute.ucalgary.ca/resources/guides

Spangler, S. (2020, September 28). Cinderella deadlines: Reconsidering timelines for student work. Faculty Focus. https://www.facultyfocus.com/articles/course-design-ideas/cinderella-deadlines-reconsidering-timelines-for-student-work/

Steyn, B.J., Steyn, M.H., Maree, D.J., & Panebianco-Warrens, C. (2016). Psychological skills and mindfulness training effects on the psychological well-being of undergraduate music students: An exploratory study. Journal of Psychology in Africa, 26(2), 167-171.

http://doi.org/10.1080/14330237.2016.1163906

Veenhoven, R. (2008) Sociological theories of subjective well-being. In: M Eid , RJ Larsen (eds). The science of subjective well-being. Guilford Press; 44–61. https://psycnet.apa.org/record/2008-00541-002

Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102(3), 513-532. https://doi.org/10.1037/a0025731

World Health Organization, (2019). Comprehensive mental health action plan 2013-2030.

https://www.who.int/initiatives/mental-health-action-plan-2013-2030

Young-Jones, A., Levesque, C., Fursa, S., & McCain, J. (2021). Autonomy-supportive language in the syllabus: Supporting students from the first day. Teaching in Higher Education, 26(4), 541–556. https://doi.org/10.1080/13562517.2019.1661375

Zandvliet, D.B., Stanton, A. & Dhaliwal, R. (2019).Design and Validation of a Tool to Measure Associations between the Learning Environment and Student Well-Being: The Healthy Environments and Learning Practices Survey (HELPS). Innovative Higher Education 44, 283–297. https://doi.org/10.1007/s10755-019-9462-6

Referrals Appendix

Coming soon

License

Icon for the Creative Commons Attribution-NonCommercial 4.0 International License

Promoting Student Well-Being in Learning Environments: A Guide for Instructors Copyright © by Teaching and Learning Centre and Students Affairs is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

Share This Book