Moving between languishing and flourishing during the first year of university
| dc.contributor.advisor | Naude, L. | |
| dc.contributor.author | Knoesen, Riane | |
| dc.date.accessioned | 2016-01-07T09:46:19Z | |
| dc.date.available | 2016-01-07T09:46:19Z | |
| dc.date.copyright | 2014-11 | |
| dc.date.issued | 2014-11 | |
| dc.date.submitted | 2015-07-30 | |
| dc.description.abstract | English: The aim of this study was to investigate first-year students‟ experiences at university which are related to their movement between languishing and flourishing. Student mental health and well-being have become an important issue recently and are further emphasised by the fact that the period of emerging adulthood together with the transition into higher education have proven to be difficult for first-year students. The experiences were identified and conceptualised within the structure of mental health and well-being. Positive psychology literature and literature based on the development and dynamics of first-year students in university served as overarching framework. Keyes‟ mental health continuum, with the components of emotional, psychological and social well-being was used as the theoretical framework for this study. Two forms of sampling, namely purposive and snowball sampling, were used in this research study. The nominal group technique was utilised as data gathering technique. The data gathered in this study were also analysed by means of the thematic analysis method. From the analysis, five languishing themes were identified, namely (1) adjusting to and coping with the new environment and responsibilities, (2) being challenged with practical difficulties, (3) managing academic challenges, (4) experiencing social isolation, and (5) being a victim of crime. These themes emerged from those experiences which students perceived to have had a negative effect on them and causing them to languish in their first year of university life. In contrast, four themes related to flourishing came to the fore, namely (1) experiencing academic support and mastery, (2) experiencing personal growth and independence, (3) having social support, and (4) adapting to the university environment. It is evident from the study that participants had various languishing experiences at the beginning of their first year at university. Students stated that positive experiences assisted them in moving from languishing towards flourishing. As indicated in this study, people who are flourishing have adequate well-being and complete mental health. | en_ZA |
| dc.description.abstract | Afrikaans: Die doel van hierdie studie was om eerstejaar universiteit studente se ervarings te ondersoek wat gepaard gaan met hulle beweging tussen verkwyning en florering. Studente se geestesgesondheid en welstand het onlangs ʼn belangrike kwessie geword wat verder beklemtoon word deur die tydperk van voortkomende volwassenheid en die oorgang na hoër onderrig. Dit is bewys dat hierdie tydperk vir eerstejaar studente moeilik is. Hierdie ervarings is geïdentifiseer en gekonseptualiseer binne die raamwerk van geestesgesondheid en welstand. Positiewe sielkunde literatuur en literatuur wat gebaseer is op die ontwikkelende dinamika van eerstejaar studente in universiteit het as oorbruggende raamwerk gedien. Keyes se geestesgesondheid kontinuum met die komponente van emosionele, sielkundige en sosiale welstand is as die teoretiese raamwerk vir hierdie studie gebruik. Twee vorms van toetsing, naamlik doelbewuste toetsing en sneeubalsteekproeftrekking, is in hierdie navorsingstudie gebruik. Die nominale groeptegniek is as data insamelingtegniek gebruik. Die data in hierdie studie is ook volgens die tematiese analise metode geanaliseer. Die analise het vyf verkwynende temas geïdentifiseer, naamlik (1) aanpas by en hantering van dienuwe omgewing en verantwoordelikhede, (2) uitdagings van ʼn praktiese aard, (3) hantering van akademiese uitdagings, (4) die ervaring van sosiale afsondering en (5) om die slagoffer van misdaad te wees. Hierdie temas het na vore gekom vanuit daardie ervarings wat studente waargeneem het as negatief en wat veroorsaak het dat hulle verkwyn in hul eerste jaar op universiteit. Vier teenoorgestelde temas van florering het na vore gekom, naamlik (1) die ervaring van akademiese ondersteuning en bemeestering, (2) die ervaring van persoonlike groei en onafhanklikheid, (3) die teenwoordigheid van sosiale ondersteuning en (4) aanpassing tot die universiteitsomgewing. Hierdie studie bewys dat deelnemers verskeie verkwynende ervarings aan die begin van hul eerste universiteitsjaar gehad het. Studente het bevestig dat positiewe ervarings hulle gehelp het om van verkwyning na florering te beweeg. Hierdie studie bewys dus dat mense wat floreer genoegsame welstand en volkome geestesgesondheid het. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/2039 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Well being | en_ZA |
| dc.subject | College students -- Conduct of life | en_ZA |
| dc.subject | College students -- Mental health | en_ZA |
| dc.subject | Undergraduates | en_ZA |
| dc.subject | Dissertation (M.Soc.Sc. (Psychology))--University of the Free State, 2014 | en_ZA |
| dc.title | Moving between languishing and flourishing during the first year of university | en_ZA |
| dc.type | Dissertation | en_ZA |