Individual and organisational factors have been identified as influencing personal wellbeing, with an emphasis placed on the organisation and management to support their staff. Whilst various ...policies, interventions and campaigns are in place at national and local level, it is unclear how well individual and organisational perspectives of wellbeing are aligned. This study seeks to address this through the analysis of secondary data provided by Oscar Kilo in 2018: Blue Light Wellbeing Frameworks (organisational perspective) and Human Resources policy review survey data (individual perspective). Whilst findings indicate positive steps to enhancing police wellbeing, a disconnect between the organisation and employees was apparent.
This paper responds to two questions—What dimensions and indicators are relevant to the construction of social wellbeing? How are the levels of wellbeing distributed in the municipalities of Mexico ...City? To answer these questions, we use data from the Wellbeing Survey (
N
= 2,871) that is representative of Mexico City and its municipalities. We employed two methods, DM-R distances, and Mamdani's Fuzzy Inference Method. The results show that all the proposed dimensions and indicators contributed to the building of multidimensional social wellbeing; in the case of some indicators (social security, built environment, and public insecurity) they contributed less. This suggests government interventions should be designed in order to improve the gaps in those areas. The evidence also indicates that community wellbeing is a relevant dimension when measuring social wellbeing in large cities, in addition to identifying areas of intervention for the development of more efficient and inclusive public policies.
Background
The wellbeing of university students is deteriorating, highlighting a critical role for institutions to better support student wellbeing.
Objective
The goal of this work is to determine ...whether a final-year undergraduate wellbeing science module, inspired by recent theoretical developments, improved wellbeing during the COVID-19 pandemic.
Method
Participants (N = 128) completed a brief online questionnaire including the Warwick-Edinburgh Mental Well-being Scale across baseline and follow-up assessments. Analysis involved 2 group (intervention, control) × 2 time (baseline T1, follow-up T2) mixed-effects analysis of variance (ANOVA) and one-sample t-tests to compare the intervention group with population-based norms for adults aged 16–75+.
Results
A significant interaction effect was observed, reflecting an increase in wellbeing in the intervention group in T2 relative to T1. Comparisons with published norms, further highlighted the beneficial impact of the module.
Conclusion
Encouraging connection to self, others and nature has beneficial impacts on wellbeing, consistent with a modern science of wellbeing.
Teaching Implications
Students learn the latest wellbeing theory, spanning the individual to the planet, and engage with opportunities to improve wellbeing, broadly defined. Teaching materials are made freely available for instructors wishing to develop a similar module or adapt materials for other purposes.
This study uses Bronfenbrenner's bioecological model as its theoretical framework to consider the findings of an investigation of the emotional, social, and physical wellbeing of Chinese migrant ...children and lessons learned from the COVID-19 pandemic in urban areas. This study expands our perspective by combining the views of students, parents, and teachers to explore the emotional, social and physical wellbeing of migrant children in Shanghai who were participating in online learning during the COVID-19.
Observation and semi-structured interviews were carried out to collect data for this case study. Thirty-one migrant children, nine parents, 10 teachers and a school principal from a Shanghai junior high school participated in this research. Qualitative data were analyzed using thematic analysis.
The findings indicated that although video-recorded lessons were high quality, it put pressure on migrant children due to the lessons containing only new material with no reviews and reduced opportunities for them to interact with their own teachers. In addition, the differences in study progress between the migrant children and the local children that showed up during the online learning, and neglect from teachers and policymakers, made the migrant children anxious, angry and confused about their future. Besides, parents install monitors at home to support their children's online learning, but it had the opposite effect and simply provoked increased conflicts between children and their parents. Finally, although the online lessons have affected the optical health of students, the subsequent additional cooking lessons have mitigated the optical health problem and strengthened the connections between home and school.
The inequalities of education encountered by migrant children during the COVID-19 period have made them realize the disparities they have suffered in Shanghai. The exposure of this problem raises the prospect of a reform of educational policies for migrant children in the future.
Compared to traditional persuasive technology and health games, gamification is posited to offer several advantages for motivating behaviour change for health and well-being, and increasingly used. ...Yet little is known about its effectiveness.
We aimed to assess the amount and quality of empirical support for the advantages and effectiveness of gamification applied to health and well-being.
We identified seven potential advantages of gamification from existing research and conducted a systematic literature review of empirical studies on gamification for health and well-being, assessing quality of evidence, effect type, and application domain.
We identified 19 papers that report empirical evidence on the effect of gamification on health and well-being. 59% reported positive, 41% mixed effects, with mostly moderate or lower quality of evidence provided. Results were clear for health-related behaviours, but mixed for cognitive outcomes.
The current state of evidence supports that gamification can have a positive impact in health and wellbeing, particularly for health behaviours. However several studies report mixed or neutral effect. Findings need to be interpreted with caution due to the relatively small number of studies and methodological limitations of many studies (e.g., a lack of comparison of gamified interventions to non-gamified versions of the intervention).
•A systematic review is conducted to assess the empirical effectiveness of gamification in the health and wellbeing domain.•Twenty-one papers are identified that report empirical evidence on the effectiveness of gamification in health and wellbeing.•Overall the evidence suggests gamification can have a positive impact for health and wellbeing related interventions.•The evidence is strongest for the use of gamification to target behavioural outcomes, particularly physical activity.•Further research that isolates the impacts of gamification is needed.
The current study evaluated the degree to which nature-based physical activity (NPA) influenced two distinct types of psychological wellbeing: hedonic wellbeing and eudaimonic wellbeing. The type of ...motivation an individual experiences for physical activity, and the extent to which individuals have a sense of relatedness with nature, have been shown to influence the specific type of psychological wellbeing that is experienced as a result of NPA. However, the role of these two variables in the relationship between NPA and psychological wellbeing has not been examined. Thus, this study assessed the potential mediating influence of (1) motivational quality and (2) nature relatedness on the relationships between NPA and hedonic and eudaimonic wellbeing, respectively. Participants (
= 262) completed an online survey assessing hedonic and eudaimonic wellbeing, NPA, intrinsic motivation, autonomous extrinsic motivation, and nature relatedness. Data were analy
ed using Partial Least Squares Structural Equation Modelling. Results showed that motivational quality and nature relatedness both fully mediated the relationships between NPA and hedonic and eudaimonic wellbeing. Specifically, intrinsic motivation positively mediated the relationship between NPA and hedonic wellbeing. Autonomous extrinsic motivation and nature relatedness positively mediated the relationship between NPA and eudaimonic wellbeing. These findings suggest that the associations between NPA and eudaimonic wellbeing and hedonic wellbeing, respectively, are driven by different mechanisms relating to an individual's (1) underlying motivation and (2) sense of connection to nature. These findings suggest that promoting distinct types of wellbeing (hedonic vs. eudaimonic) through NPA requires distinct approaches. Emphasising enjoyment, pleasure, and positive kinaesthetic experiences within NPA may be more conducive to hedonic wellbeing, while highlighting opportunities for connecting with nature or experiencing valued outcomes of NPA may be more conducive to eudaimonic wellbeing.
Building on existing evidence that tourism contributes to wellbeing, this study aims to investigate how both hedonic and eudaimonic wellbeing changes after a holiday. A longitudinal inquiry involving ...three waves of observation (during, the fourth week, and the eighth week following a holiday) was carried out in five tourism cities in China, using Latent Growth Curve models to analyze change. Results suggest that life satisfaction – an indicator of hedonic wellbeing – does not decline as expected whereas other indicators of hedonic wellbeing declined dramatically in the first month and then mildly in the second month following a holiday. Comparatively, eudaimonic wellbeing declined gradually and mildly during the same two-month intervals. Higher levels of optimal tourism experiences predicted slower declines of both hedonic and eudaimonic wellbeing. Theoretical, methodological, and practical implications are discussed.
Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research ...investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, M
age
= 10.5; 495 female, M
age
= 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed.
Wellbeing refers to a person's overall happiness and satisfaction with life. Wellbeing for people with Intellectual and Developmental Disabilities (I/DD) and their families is historically ...significantly lower compared to the general population. It is important in the context of behavioral health treatment to not only measure the individual who is receiving treatment's overall wellbeing, but also the wellbeing of the family. The purpose of this study was to understand the initial psychometric properties of the Catalight Family Wellbeing Scale.
The Catalight Family Wellbeing Scale was developed for families who have a child with I/DD. Caregivers of 3106 families who have a child with a diagnosed I/DD, including autism spectrum disorder, completed the scale as part of their onboarding for behavioral health treatment along with three other questionnaires. The psychometric properties including internal reliability and factor structure were completed as well as initial convergent and divergent validity.
Results of the analyses revealed very strong internal reliability and a three-factor structure. Validity analyses revealed a moderate positive relationship with parental self-efficacy and a moderate negative relationship with parental stress. Additionally, the sample population represents an ethnically diverse group with multiple co-occurring diagnosis in addition to I/DD.
The initial psychometric properties of the Catalight Family Wellbeing Scale are positive and support the use of the scale for families who have a child with I/DD across a diverse sample.
Currently, there is too much emphasis on academic attainment and rankings, and not enough focus on the student wellbeing in basic school. However, the education system (especially in the context of ...the Covid-19 pandemic) has a significant opportunity to influence the health and habit formation of students who spend the greatest part of the day at school. There have been relatively few studies on student wellbeing in Latvia. The most significant research has been carried out in collaboration with the researchers from the Baltic countries (Estonia, Lithuania). The novelty of this research is related to the development of the theoretically and methodologically based indicators for measuring student wellbeing in an educational institution. The developed indicators will allow the teachers to clarify the situation, draw conclusions and improve the organizational culture. The goal of the research is to find out which indicators reflect the student wellbeing and how to measure them. Based on the study and theoretical findings about the wellbeing indicators there was developed the questionnaire, which consists of self-assessment check list filled by students and evaluation check list filled by parents and teachers. The indicators were united into four wellbeing dimensions: mental wellbeing, cognitive wellbeing, social wellbeing, and physical wellbeing. The following participants filled in the check list and participated in the approbation of the questionnaire: 18 students ages 9-12, 18 parents and 18 teachers. It was suggested to assess the statements related to social, cognitive, physical and mental wellbeing following the Likert scale. The data obtained in the survey was coded and processed in the program SPSS 25.0, using the Frequency test, T-test, ANOVA test. Results indicated that students' sense of wellbeing is changeable. It is influenced by students’ age and gender, and their personal value system. Therefore, measurement of student wellbeing should be done on regular bases. This will allow teachers to create an appropriate environment for the student, as well as to identify problems in a timely manner and, if necessary, start pedagogical correction work.
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