A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis
The mental health struggles of university students have been the focus of a substantial amount of research worldwide. To tackle this, universities have developed initiatives to promote student wellbeing. Here, we highlight Time to Thrive (TTT), a co-designed online programme based on positive and co...
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MDPI AG
2025-05-01
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| Series: | Education Sciences |
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| author | Maria-Christina Vourda Jess Collins Radhika Kandaswamy Mário Cesar do Nascimento Bevilaqua Carolina Kralj Zephyr Percy Naomi Strauss Patricia A. Zunszain Gisele P. Dias |
| author_facet | Maria-Christina Vourda Jess Collins Radhika Kandaswamy Mário Cesar do Nascimento Bevilaqua Carolina Kralj Zephyr Percy Naomi Strauss Patricia A. Zunszain Gisele P. Dias |
| author_sort | Maria-Christina Vourda |
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| description | The mental health struggles of university students have been the focus of a substantial amount of research worldwide. To tackle this, universities have developed initiatives to promote student wellbeing. Here, we highlight Time to Thrive (TTT), a co-designed online programme based on positive and coaching psychology and neuroscience literacy to support undergraduate students to thrive at university. This study examines the effectiveness of TTT on undergraduate student wellbeing and explores students’ subjective experiences as participants in TTT. A mixed-methods randomised controlled trial was conducted with an intervention group (<i>n</i> = 18) and a later access control group (<i>n</i> = 26) to verify the impact of TTT on psychological wellbeing, mental wellbeing, and resilience. Participants completed the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS), the Flourishing Scale (FS), and the Brief Resilience Scale (BRS) pre-post intervention. Following programme completion, intervention group participants were interviewed about their experience with TTT (<i>n</i> = 5), and their reflections were analysed using Interpretative Phenomenological Analysis (IPA). Participation in TTT significantly improved psychological wellbeing in the intervention group, controlling for pre-TTT scores. Three themes were developed through IPA: the differing functions of TTT, the personal impact of TTT, and placing students who need it the most at the heart of TTT. These findings suggest that university-delivered initiatives can effectively foster undergraduates‘ wellbeing. Embedding TTT and relevant programmes within the curriculum may facilitate engagement and impact. Moreover, evidence sustaining their effectiveness may inform policy for broader application in higher education. |
| format | Article |
| id | doaj-art-af37fc53d32142849c60bfc1e77f2f5f |
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| issn | 2227-7102 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-af37fc53d32142849c60bfc1e77f2f5f2025-08-20T02:33:48ZengMDPI AGEducation Sciences2227-71022025-05-0115560410.3390/educsci15050604A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological AnalysisMaria-Christina Vourda0Jess Collins1Radhika Kandaswamy2Mário Cesar do Nascimento Bevilaqua3Carolina Kralj4Zephyr Percy5Naomi Strauss6Patricia A. Zunszain7Gisele P. Dias8Department of Psychological Medicine, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKSocial, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKSocial, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKDepartment of Basic and Clinical Neuroscience, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKInstitute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKInstitute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKEducation Support Team, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKDepartment of Psychological Medicine, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKSocial, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London WC2R 2LS, UKThe mental health struggles of university students have been the focus of a substantial amount of research worldwide. To tackle this, universities have developed initiatives to promote student wellbeing. Here, we highlight Time to Thrive (TTT), a co-designed online programme based on positive and coaching psychology and neuroscience literacy to support undergraduate students to thrive at university. This study examines the effectiveness of TTT on undergraduate student wellbeing and explores students’ subjective experiences as participants in TTT. A mixed-methods randomised controlled trial was conducted with an intervention group (<i>n</i> = 18) and a later access control group (<i>n</i> = 26) to verify the impact of TTT on psychological wellbeing, mental wellbeing, and resilience. Participants completed the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS), the Flourishing Scale (FS), and the Brief Resilience Scale (BRS) pre-post intervention. Following programme completion, intervention group participants were interviewed about their experience with TTT (<i>n</i> = 5), and their reflections were analysed using Interpretative Phenomenological Analysis (IPA). Participation in TTT significantly improved psychological wellbeing in the intervention group, controlling for pre-TTT scores. Three themes were developed through IPA: the differing functions of TTT, the personal impact of TTT, and placing students who need it the most at the heart of TTT. These findings suggest that university-delivered initiatives can effectively foster undergraduates‘ wellbeing. Embedding TTT and relevant programmes within the curriculum may facilitate engagement and impact. Moreover, evidence sustaining their effectiveness may inform policy for broader application in higher education.https://www.mdpi.com/2227-7102/15/5/604student mental healthstudent wellbeingmental wellbeinguniversity studentsInterpretative Phenomenological Analysispositive psychology intervention |
| spellingShingle | Maria-Christina Vourda Jess Collins Radhika Kandaswamy Mário Cesar do Nascimento Bevilaqua Carolina Kralj Zephyr Percy Naomi Strauss Patricia A. Zunszain Gisele P. Dias A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis Education Sciences student mental health student wellbeing mental wellbeing university students Interpretative Phenomenological Analysis positive psychology intervention |
| title | A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis |
| title_full | A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis |
| title_fullStr | A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis |
| title_full_unstemmed | A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis |
| title_short | A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis |
| title_sort | mixed methods evaluation of a wellbeing programme designed for undergraduate students exploring participants experiences using interpretative phenomenological analysis |
| topic | student mental health student wellbeing mental wellbeing university students Interpretative Phenomenological Analysis positive psychology intervention |
| url | https://www.mdpi.com/2227-7102/15/5/604 |
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