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A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability

Putwain, DW, Gallard, DC and Beaumont, J (2018) A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability. School Psychology International. ISSN 0143-0343

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Abstract

School-related wellbeing, academic buoyancy, and adaptability are valued constructs in their own right, as indicators of student welfare and as predictors of academic achievement. In the present study, we examined the impact of a six-session multi-component, intervention on school-related wellbeing, academic buoyancy, and adaptability. Participants in their first year of upper secondary education were randomly allocated to early intervention groups, or wait list-control groups. Following baseline measurements, outcomes were assessed after the early intervention groups and again after the wait list-control groups. Following intervention, a slowed decline was shown in school-related wellbeing and adaptability was boosted. Buoyancy was boosted in the early intervention group but not the late intervention group. Findings show how a relatively short intervention can beneficially impact on student outcomes. Booster sessions may be required to maintain the benefits for wellbeing and adaptability. © The Author(s) 2018.

Item Type: Article
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1701 Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: School of Education
Publisher: SAGE Publications
Date Deposited: 07 Jan 2019 12:45
Last Modified: 07 Jan 2019 19:05
DOI or Identification number: 10.1177/0143034318806546
URI: http://researchonline.ljmu.ac.uk/id/eprint/9887

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