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Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning

Student mental wellbeing is increasingly a priority for universities, and this is particularly critical in a distance learning context. Studies have found that studying, academic pressure, university culture and systems can affect students’ mental health. There are increasing calls for universities...

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Autores principales: Lister, Kate, Andrews, Kyle, Buxton, Jo, Douce, Chris, Seale, Jane
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9940708/
https://www.ncbi.nlm.nih.gov/pubmed/36814661
http://dx.doi.org/10.3389/fpsyg.2023.1076985
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author Lister, Kate
Andrews, Kyle
Buxton, Jo
Douce, Chris
Seale, Jane
author_facet Lister, Kate
Andrews, Kyle
Buxton, Jo
Douce, Chris
Seale, Jane
author_sort Lister, Kate
collection PubMed
description Student mental wellbeing is increasingly a priority for universities, and this is particularly critical in a distance learning context. Studies have found that studying, academic pressure, university culture and systems can affect students’ mental health. There are increasing calls for universities to take a compassionate, holistic approach to supporting student wellbeing, and identify the barriers that are created by university cultures, systems, pedagogies, curricula, tuition and assessment practices. This study aimed to identify barriers and enablers to student mental wellbeing in distance learning, and students’ recommendations for changes to be made. Using a student survey (N = 584), we identified that assessment and life circumstances were the most significant barriers, while the greatest enablers were building study skills, the people in students’ lives, and curriculum and module content. The study revealed significant demographic differences in how students experience barriers and enablers, and how likely they feel they are to benefit from solutions. Students with disclosed mental health difficulties were consistently more likely to experience barriers than students without a disclosure, while enablers were experienced by all demographic groups. The study concludes that assessment should be prioritised as an area for action.
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spelling pubmed-99407082023-02-21 Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning Lister, Kate Andrews, Kyle Buxton, Jo Douce, Chris Seale, Jane Front Psychol Psychology Student mental wellbeing is increasingly a priority for universities, and this is particularly critical in a distance learning context. Studies have found that studying, academic pressure, university culture and systems can affect students’ mental health. There are increasing calls for universities to take a compassionate, holistic approach to supporting student wellbeing, and identify the barriers that are created by university cultures, systems, pedagogies, curricula, tuition and assessment practices. This study aimed to identify barriers and enablers to student mental wellbeing in distance learning, and students’ recommendations for changes to be made. Using a student survey (N = 584), we identified that assessment and life circumstances were the most significant barriers, while the greatest enablers were building study skills, the people in students’ lives, and curriculum and module content. The study revealed significant demographic differences in how students experience barriers and enablers, and how likely they feel they are to benefit from solutions. Students with disclosed mental health difficulties were consistently more likely to experience barriers than students without a disclosure, while enablers were experienced by all demographic groups. The study concludes that assessment should be prioritised as an area for action. Frontiers Media S.A. 2023-02-06 /pmc/articles/PMC9940708/ /pubmed/36814661 http://dx.doi.org/10.3389/fpsyg.2023.1076985 Text en Copyright © 2023 Lister, Andrews, Buxton, Douce and Seale. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Lister, Kate
Andrews, Kyle
Buxton, Jo
Douce, Chris
Seale, Jane
Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning
title Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning
title_full Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning
title_fullStr Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning
title_full_unstemmed Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning
title_short Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning
title_sort assessment, life circumstances, curriculum and skills: barriers and enablers to student mental wellbeing in distance learning
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9940708/
https://www.ncbi.nlm.nih.gov/pubmed/36814661
http://dx.doi.org/10.3389/fpsyg.2023.1076985
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