Student Well-being - OPBQ4P066C

• Anglický název: Student Well-being
• Zajišťuje: Katedra pedagogiky (41-KPG)
• Fakulta: Pedagogická fakulta
• Platnost: od 2024
• Semestr: letní
• E-Kredity: 5
• Způsob provedení zkoušky: letní s.:
• Rozsah, examinace: letní s.:0/2, Z [HT]
• Počet míst: neurčen / neurčen (neurčen)
• Minimální obsazenost: neomezen
• 4EU+: ano
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Stav předmětu: nevyučován
• Jazyk výuky: angličtina
• Způsob výuky: prezenční
• Poznámka: předmět je možno zapsat mimo plán; povolen pro zápis po webu; při zápisu přednost, je-li ve stud. plánu
• Garant: PhDr. Jana Kočí, Ph.D.

Anotace

This course is designed to comprehensively support students' well-being across key areas of their lives, including positive emotions, engagement, meaningful relationships, purpose, achievement of personal and academic goals, physical health, mindset, care for the environment, economic stability, and authenticity. The "Student Well-being" course is grounded in the publication Well-Being and Success for University Students: Applying PERMA+4 (Koci & Donaldson, 2024) and is led by its author, Dr. Jana Koci, PhD. Initially offered as a certified program within the framework of lifelong learning at the Rectorate of Charles University, the course has now been integrated into the curriculum as an elective subject due to increasing interest in student mental health and the significance of positive education in academia. It is available to students across all faculties of Charles University and partner institutions in the European 4EU+ educational alliance. The course combines theoretical insights with practical training in evidence-based activities that help students develop essential life skills such as emotional regulation, relationship building, decision-making, problem-solving, empathy, and fostering a sense of purpose and self-confidence. Its aim is not only to enhance participants' individual well-being but also to contribute to their academic success and overall satisfaction throughout their studies.

Poslední úprava: Kočí Jana, PhDr., Ph.D. (06.12.2024)

Deskriptory

Descriptors: The subject has 5 credits according to ECTS, the total time load of the student corresponds to 125 hours. Expected preparation time for 1 lecture 90 minutes, self-study of literature (for the whole semester) 13 hours, work with study materials (for the whole semester) 13 hours, completion of ongoing tasks (for the whole semester) 17 hours. Exam preparation 20 hours.

Poslední úprava: Kočí Jana, PhDr., Ph.D. (06.12.2024)

Podmínky zakončení předmětu

The course will be completed with a credit awarding. The student has a total of three attempts to fulfill the conditions of the crediation, two of which are corrections. The credit awarding is conditional to 70% participation in online classes, active participation in classes, completion of exercises and evidence based activities in between individual meetings, participation on regural well-being self-reflection, completion of the well-being questionnaire before the start of the class and after the class (optional, but highly appreciated).

Poslední úprava: Kočí Jana, PhDr., Ph.D. (06.12.2024)

Literatura

Antaramian, S. (2017). The importance of very high life satisfaction for students’ academic success. Cogent Education, 4(1), 1307622. https://doi.org/10.1080/2331186X.2017.1307622 Gutiérrez, M., & Tomás, J. M. (2019). The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement. Educational Psychology, 39(6), 729–748. https://doi.org/10.1080/01443410.2019.1566519 Hartley, M. T. (2013). Investigating the relationship of resilience to academic persistence in college students with mental health issues. Rehabilitation Counseling Bulletin, 56(4), 240–250. https://doi.org/10.1177/0034355213480527 Jones, E., et al. (2021). Student wellbeing and assessment in higher education: The balancing act. Assessment & Evaluation in Higher Education, 46(3), 438–450. https://doi.org/10.1080/02602938.2020.1782344 Morris, K. V. A. (2022). Consumerist views of higher education and links to student wellbeing and achievement: An analysis based on the concept of autonomy as depicted in self-determination theory. Journal of Further and Higher Education, 46(6), 836–849. https://doi.org/10.1080/0309877X.2021.2011842 Sánchez-Cardona, I., et al. (2021). Learning goal orientation and psychological capital among students: A pathway to academic satisfaction and performance. Psychology in the Schools, 58(7), 1432–1445. https://doi.org/10.1002/pits.22505 Sosu, E. M., & Pheunpha, P. (2019). Trajectory of university dropout: Investigating the cumulative effect of academic vulnerability and proximity to family support. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00006 Jackman, P. C., et al. (2022). Mental health and psychological wellbeing in the early stages of doctoral study: A systematic review. European Journal of Higher Education, 12(3), 293–313. https://doi.org/10.1080/21568235.2021.1939752 Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674–687. https://doi.org/10.1080/07294360.2019.1576596 Barker, R. K., et al. (2021). Enhancing mindfulness and well-being in higher education. International Journal of Community Well-Being, 4(4), 625–646. https://doi.org/10.1007/s42413-021-00118-6 Bell, K. (2022). Increasing undergraduate student satisfaction in higher education: The importance of relational pedagogy. Journal of Further and Higher Education, 46(4), 490–503. https://doi.org/10.1080/0309877X.2021.1985980 Cooke, R., et al. (2006). Measuring, monitoring and managing the psychological well-being of first year university students. British Journal of Guidance & Counselling, 34(4), 505–517. https://doi.org/10.1080/03069880600942624 Gan, T. Y., et al. (2022). Developing future-ready university graduates: Nurturing wellbeing and life skills as well as academic talent. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.827517 Hill, J., et al. (2021). Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, 45(2), 167–185. https://doi.org/10.1080/03098265.2019.1661366 Jackman, P. C., Sanderson, R., & Jacobs, L. (2021). Developing inductions to support mental health and wellbeing in doctoral researchers: Findings from a qualitative co-design study. European Journal of Higher Education, 11(4), 1–18. https://doi.org/10.1080/21568235.2021.1992293

Poslední úprava: Kočí Jana, PhDr., Ph.D. (06.12.2024)

Výsledky učení

-       Students will be able to describe the fundamental principles of well-being theory.

-       Participants will list and explain the building blocks of well-being as outlined in the course.

-       Students will analyze the importance of mental health in the context of higher education.

-       Participants will demonstrate the ability to apply evidence-based strategies to improve their own well-being.

-       Students will develop the capacity to identify and foster positive relationships within their academic environment.

-       Participants will design personalized well-being plans that incorporate strategies learned during the course.

-       Students will actively reflect on their values, which demonstrate the development of their well-being and health.

-       Participants will show knowledge of strategies to cope with well-being challenges faced by themselves and their peers during assessments.

-       Students will proactively complete assigned tasks that help them address stress and maintain a healthy work-life balance.

-       Participants will actively engage in self-reflection exercises to assess their current state of well-being and identify areas for improvement, regularly completing self-assessments of their well-being in the Skilldriver system.

-       Students will integrate well-being practices into their daily routines, such as mindfulness exercises, physical activity, and social interactions, documenting their activities through written reflections in essays.

-       Participants will demonstrate knowledge in assessments of where to seek available support resources, both within the university community and beyond, for effective management of their well-being needs.

Poslední úprava: Kočí Jana, PhDr., Ph.D. (06.12.2024)