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" Who flourishes in college? Using positive psychology and student involvement theory to explore mental health among traditionally aged undergraduates "
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565457
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| Personal Name - Primary Intelectual Responsibility
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Ambler, Virginia Miller
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| Title and statement of responsibility
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Who flourishes in college? Using positive psychology and student involvement theory to explore mental health among traditionally aged undergraduates [Thesis]
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| Publication, Distribution,Etc.
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The College of William and Mary, 2006
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eng
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| Dissertation of thesis details and type of degree
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Ph.D.
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| Body granting the degree
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, The College of William and Mary
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| Summary or Abstract
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The purpose of this study was to explore the relationship between undergraduate students' mental health and their engagement in the educational experience. The researcher identified traditionally-aged college students (18-23) who were flourishing and distinguished them from students who were moderately mentally healthy and/or languishing according to Keyes' (2002) continuum of mental health model. Mental health was the dependent variable. Student involvement was defined as the extent to which students engage in empirically derived good educational practices as measured by the National Survey of Student Engagement's College Student Report (2005). The five benchmark measures of student engagement were independent variables: (a) level of academic challenge, (b) student/faculty interactions, (c) active/collaborative learning, (d) enriching educational experiences, and (e) supportive campus environment. Analyses also considered students' academic achievement (GPA), gender, and parents' highest level of education (SES) as variables..
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Higher education, Educational psychology, Mental health
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TL
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| Material Type
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Latin Dissertation
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