{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/93942"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/93942","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A mixed-methods look at college student well-being during COVID-19: the power of positive psychology","abstract":"As mental health problems rise among college students, universities will experience increased pressure to provide resources and services to meet students' needs. While a positive psychology (PP) course is not typically taken for therapeutic benefits, completing such a course could be especially relevant to college students as PP courses and PP interventions have shown promise in promoting well-being. Using an exploratory sequential mixed methods design, the current study examined the effects of completing an introductory PP course on students' wellbeing outcomes during the onset of the COVID-19 pandemic in 2020-2021. The exploratory quantitative and qualitative component examined how participants experienced the pandemic impacting their well-being and goal pursuits. The results indicated that semester long PP courses may be useful in promoting components of well-being among college students. Further, the findings highlighted the nuanced experiences students had during the first 17 months of the COVID-19 pandemic. Conclusions, practical implications for postsecondary settings, and recommendations for future research are discussed.","abstract_html":"As mental health problems rise among college students, universities will experience increased pressure to provide resources and services to meet students' needs. While a positive psychology (PP) course is not typically taken for therapeutic benefits, completing such a course could be especially relevant to college students as PP courses and PP interventions have shown promise in promoting well-being. Using an exploratory sequential mixed methods design, the current study examined the effects of completing an introductory PP course on students' wellbeing outcomes during the onset of the COVID-19 pandemic in 2020-2021. The exploratory quantitative and qualitative component examined how participants experienced the pandemic impacting their well-being and goal pursuits. The results indicated that semester long PP courses may be useful in promoting components of well-being among college students. Further, the findings highlighted the nuanced experiences students had during the first 17 months of the COVID-19 pandemic. Conclusions, practical implications for postsecondary settings, and recommendations for future research are discussed.","abstract_has_math":false,"creators":["Alexander, Keely"],"institution":"University of Missouri--Columbia","degree_name":"Ph. 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While a positive psychology (PP) course is not typically taken for therapeutic benefits, completing such a course could be especially relevant to college students as PP courses and PP interventions have shown promise in promoting well-being. Using an exploratory sequential mixed methods design, the current study examined the effects of completing an introductory PP course on students' wellbeing outcomes during the onset of the COVID-19 pandemic in 2020-2021. The exploratory quantitative and qualitative component examined how participants experienced the pandemic impacting their well-being and goal pursuits. The results indicated that semester long PP courses may be useful in promoting components of well-being among college students. Further, the findings highlighted the nuanced experiences students had during the first 17 months of the COVID-19 pandemic. Conclusions, practical implications for postsecondary settings, and recommendations for future research are discussed."]},{"key":"dc:title","label":"Title","values":["A mixed-methods look at college student well-being during COVID-19: the power of positive psychology"]}]}],"canonical_facts":{"dc:contributor.advisor":["Rottinghaus, Patrick"],"dc:creator":["Alexander, Keely"],"dc:date.accessioned":["2023-02-02T21:07:18Z"],"dc:date.available":["2023-02-02T21:07:18Z"],"dc:date.issued":["2022"],"dc:description.abstract":["As mental health problems rise among college students, universities will experience increased pressure to provide resources and services to meet students' needs. While a positive psychology (PP) course is not typically taken for therapeutic benefits, completing such a course could be especially relevant to college students as PP courses and PP interventions have shown promise in promoting well-being. Using an exploratory sequential mixed methods design, the current study examined the effects of completing an introductory PP course on students' wellbeing outcomes during the onset of the COVID-19 pandemic in 2020-2021. The exploratory quantitative and qualitative component examined how participants experienced the pandemic impacting their well-being and goal pursuits. The results indicated that semester long PP courses may be useful in promoting components of well-being among college students. Further, the findings highlighted the nuanced experiences students had during the first 17 months of the COVID-19 pandemic. 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