The subjective well-being of first-year tertiary students during an induction programme
Date
2017Author
Chigeza, Shingairai
De Kock, Johannes H.
Roos, Vera
Wissing, Marie P.
Metadata
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This article describes the perceptions of first-year students’ subjective appraisal of ttheir wellbeing before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and interpretative analyses suggested shifts in the students’ levels of well-being: high before, low during, and increased after the induction programme. Low levels of well-being were linked to experiences of fear, feeling disrespected, and disillusionment with university life, leaders, and a perceived loss of autonomy, independency and social-relatedness. An increase in well-being was associated with social integration, support, the ability for self-reflection and perspective taking. Wellbeing is a relational and collective matter which is embedded in broader contexts. Therefore, historical legacies of oppression and inequality should be challenged through constructive debate, involving previously neglected voices intentionally; and creating opportunities for the expression of students’ needs and growth potential
URI
http://hdl.handle.net/10394/27417https://doi.org/10.1080/18146627.2016.1224563
https://www.tandfonline.com/doi/abs/10.1080/18146627.2016.1224563
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- Faculty of Health Sciences [2385]