This study was designed to analyze student wellness behaviors. The goal was to provide meaningful discussion regarding which behaviors students at a top ten university are engaging in and how that may contribute to their ability to thrive academically. Variables such as gender, year enrolled, and GPA were analyzed to arrive at recommendations on how students personally interested in maximizing their academic performance and ability to thrive on campus could incorporate behaviors that have been successful for their peers into their daily routines. Student development theory was also a component of this study. Undergraduate and graduate student wellness behaviors were comparatively analyzed to better comprehend wellness behaviors throughout the stages of enrollment. The study was designed to analyze what phase of development, through the lens of self-authorship, students were engaging in an effort to articulate how these top ten university students are \"making their own ways.\" This study found that top ten university students are more positioned to thrive academically and perhaps beyond based on their engagement in wellness behaviors. The study also found that there are relationships among the variables gender, year enrolled, and GPA and specific wellness constructs such that different groups of students require different programmatic options. Based upon these findings, recommendations are offered for the incorporation of various wellness programmatic pieces into a university's academic and extracurricular services. Recommendations for other top ten Universities are offered, as well as ways in which non top ten Universities can innovatively adapt programs to support student wellness development with limited human and financial resources.
","abstract_html":"<p>This study was designed to analyze student wellness behaviors. The goal was to provide meaningful discussion regarding which behaviors students at a top ten university are engaging in and how that may contribute to their ability to thrive academically. Variables such as gender, year enrolled, and GPA were analyzed to arrive at recommendations on how students personally interested in maximizing their academic performance and ability to thrive on campus could incorporate behaviors that have been successful for their peers into their daily routines. Student development theory was also a component of this study. Undergraduate and graduate student wellness behaviors were comparatively analyzed to better comprehend wellness behaviors throughout the stages of enrollment. The study was designed to analyze what phase of development, through the lens of self-authorship, students were engaging in an effort to articulate how these top ten university students are "making their own ways." This study found that top ten university students are more positioned to thrive academically and perhaps beyond based on their engagement in wellness behaviors. The study also found that there are relationships among the variables gender, year enrolled, and GPA and specific wellness constructs such that different groups of students require different programmatic options. Based upon these findings, recommendations are offered for the incorporation of various wellness programmatic pieces into a university's academic and extracurricular services. Recommendations for other top ten Universities are offered, as well as ways in which non top ten Universities can innovatively adapt programs to support student wellness development with limited human and financial resources.</p>","abstract_has_math":false,"creators":["Clauss, Linda"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Dennis Brennan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Higher Education Administration","Health education","Higher education","Education","College student wellness","Student wellbeing","Student wellness","Student wellness behaviors","University students","University wellness","Wellness","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124624532"],"render_values":[{"text":"9781124624532","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/90","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dennis Brennan"]},{"key":"dc:creator","label":"Author","values":["Clauss, Linda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:53:27Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher Education Administration","Health education","Higher education","Education","College student wellness","Student wellbeing","Student wellness","Student wellness behaviors","University students","University wellness","Wellness","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124624532","https://scholarlycommons.pacific.edu/uop_etds/90"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to analyze student wellness behaviors. The goal was to provide meaningful discussion regarding which behaviors students at a top ten university are engaging in and how that may contribute to their ability to thrive academically. Variables such as gender, year enrolled, and GPA were analyzed to arrive at recommendations on how students personally interested in maximizing their academic performance and ability to thrive on campus could incorporate behaviors that have been successful for their peers into their daily routines. Student development theory was also a component of this study. Undergraduate and graduate student wellness behaviors were comparatively analyzed to better comprehend wellness behaviors throughout the stages of enrollment. The study was designed to analyze what phase of development, through the lens of self-authorship, students were engaging in an effort to articulate how these top ten university students are \"making their own ways.\" This study found that top ten university students are more positioned to thrive academically and perhaps beyond based on their engagement in wellness behaviors. The study also found that there are relationships among the variables gender, year enrolled, and GPA and specific wellness constructs such that different groups of students require different programmatic options. Based upon these findings, recommendations are offered for the incorporation of various wellness programmatic pieces into a university's academic and extracurricular services. Recommendations for other top ten Universities are offered, as well as ways in which non top ten Universities can innovatively adapt programs to support student wellness development with limited human and financial resources.
"]},{"key":"dc:source","label":"Dc Source","values":["224"]},{"key":"dc:title","label":"Title","values":["An analysis of student wellness behaviors at a top ten university"]}]}],"canonical_facts":{"dc:contributor":["Dennis Brennan"],"dc:creator":["Clauss, Linda"],"dc:date.available":["2018-06-29T08:53:27Z"],"dc:description.abstract":["This study was designed to analyze student wellness behaviors. The goal was to provide meaningful discussion regarding which behaviors students at a top ten university are engaging in and how that may contribute to their ability to thrive academically. Variables such as gender, year enrolled, and GPA were analyzed to arrive at recommendations on how students personally interested in maximizing their academic performance and ability to thrive on campus could incorporate behaviors that have been successful for their peers into their daily routines. Student development theory was also a component of this study. Undergraduate and graduate student wellness behaviors were comparatively analyzed to better comprehend wellness behaviors throughout the stages of enrollment. The study was designed to analyze what phase of development, through the lens of self-authorship, students were engaging in an effort to articulate how these top ten university students are \"making their own ways.\" This study found that top ten university students are more positioned to thrive academically and perhaps beyond based on their engagement in wellness behaviors. The study also found that there are relationships among the variables gender, year enrolled, and GPA and specific wellness constructs such that different groups of students require different programmatic options. Based upon these findings, recommendations are offered for the incorporation of various wellness programmatic pieces into a university's academic and extracurricular services. Recommendations for other top ten Universities are offered, as well as ways in which non top ten Universities can innovatively adapt programs to support student wellness development with limited human and financial resources.
"],"dc:identifier":["9781124624532","https://scholarlycommons.pacific.edu/uop_etds/90"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:source":["224"],"dc:subject":["Higher Education Administration","Health education","Higher education","Education","College student wellness","Student wellbeing","Student wellness","Student wellness behaviors","University students","University wellness","Wellness","Educational Administration and Supervision","Educational Leadership"],"dc:title":["An analysis of student wellness behaviors at a top ten university"],"thesis:degree_discipline":["Educational Administration and Leadership"],"thesis:degree_level":["Dissertation - Pacific Access Restricted"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:35:52Z"}