Design principles for interventions to develop higher education honors students’ well-being
Students who experience high wellbeing are better able to develop and perform. Personal resources can contribute to experiencing wellbeing and interventions can be used to develop them. However, it is not yet sufficiently clear what such interventions should look like to be effective. Therefore, th...
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| Format: | Article |
| Language: | English |
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European Honors Council
2024-12-01
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| Series: | Journal of the European Honors Council |
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| Online Access: | http://jehc.eu/index.php/jehc/article/view/209 |
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| author | Jolise 't Mannetje Marjolein Heijne-Penninga Debbie Jaarsma Irene Visscher-Voerman |
| author_facet | Jolise 't Mannetje Marjolein Heijne-Penninga Debbie Jaarsma Irene Visscher-Voerman |
| author_sort | Jolise 't Mannetje |
| collection | DOAJ |
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Students who experience high wellbeing are better able to develop and perform. Personal resources can contribute to experiencing wellbeing and interventions can be used to develop them. However, it is not yet sufficiently clear what such interventions should look like to be effective. Therefore, this study focuses on formulating design principles for interventions aimed at developing four personal resources of honors students: self-efficacy, optimism, inquiry mindedness, and self-regulation. Data were collected in focus groups. Data showed that design principles for interventions to develop those four personal resources differ somewhat, but in common they combine group and individual activities, students are taught basic skills to help them directing their own development, they have an ongoing character and consist of recurring activities. The design principles can be used to design interventions to enhance honors students’ personal resources. Further research is needed into the design and effects of these interventions and possible generalisation.
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| format | Article |
| id | doaj-art-8b1c841620a04ec29408a8d8038b9c6f |
| institution | Kabale University |
| issn | 2543-2311 2543-232X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | European Honors Council |
| record_format | Article |
| series | Journal of the European Honors Council |
| spelling | doaj-art-8b1c841620a04ec29408a8d8038b9c6f2025-08-20T03:56:58ZengEuropean Honors CouncilJournal of the European Honors Council2543-23112543-232X2024-12-017110.31378/jehc.209Design principles for interventions to develop higher education honors students’ well-beingJolise 't Mannetje0Marjolein Heijne-Penninga1Debbie Jaarsma2Irene Visscher-Voerman3Research Group Innovative and Effective Education, Saxion University of Applied Sciences, Enschede/Deventer, The NetherlandsWenckebach Institute, University Medical Centre Groningen and Department Education and Quality Assurance Adenium, The Netherlands Wenckebach Institute for Education and Training, LEARN, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands & Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands Research Group Innovative and Effective Education, Saxion University of Applied Sciences, Enschede/Deventer, The Netherlands Students who experience high wellbeing are better able to develop and perform. Personal resources can contribute to experiencing wellbeing and interventions can be used to develop them. However, it is not yet sufficiently clear what such interventions should look like to be effective. Therefore, this study focuses on formulating design principles for interventions aimed at developing four personal resources of honors students: self-efficacy, optimism, inquiry mindedness, and self-regulation. Data were collected in focus groups. Data showed that design principles for interventions to develop those four personal resources differ somewhat, but in common they combine group and individual activities, students are taught basic skills to help them directing their own development, they have an ongoing character and consist of recurring activities. The design principles can be used to design interventions to enhance honors students’ personal resources. Further research is needed into the design and effects of these interventions and possible generalisation. http://jehc.eu/index.php/jehc/article/view/209honors educationwellbeingpersonal resourcesdesign principlesinterventions |
| spellingShingle | Jolise 't Mannetje Marjolein Heijne-Penninga Debbie Jaarsma Irene Visscher-Voerman Design principles for interventions to develop higher education honors students’ well-being Journal of the European Honors Council honors education wellbeing personal resources design principles interventions |
| title | Design principles for interventions to develop higher education honors students’ well-being |
| title_full | Design principles for interventions to develop higher education honors students’ well-being |
| title_fullStr | Design principles for interventions to develop higher education honors students’ well-being |
| title_full_unstemmed | Design principles for interventions to develop higher education honors students’ well-being |
| title_short | Design principles for interventions to develop higher education honors students’ well-being |
| title_sort | design principles for interventions to develop higher education honors students well being |
| topic | honors education wellbeing personal resources design principles interventions |
| url | http://jehc.eu/index.php/jehc/article/view/209 |
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