Abstract
American universities use a variety of strategies, e.g., health clinics, campus recreation programs, counseling centers, disability services, and academic tutoring programs, to impact students’ mental and physical wellness. College students who report lower levels of stress have higher levels of academic achievement (Peterson 2000). Furthermore, optimism has been linked to lower levels of academic stress (Yovita & Asih 2018) as well as higher levels of academic efficacy and resiliency (Davino 2014). The overall purpose of this study was to assess the effectiveness of university wellness intervention strategies on the levels of stress and optimism of college students. Over six-hundred students completed two surveys, one on their first day of class and the other, four months later, on their final day of class, self-reporting their levels of stress and optimism toward the future. On the final survey, participants further reported their engagement with university-based wellness programs and opportunities. Demographic data was also collected to be analyzed. Using a longitudinal pre-and post-assessment correlational design, researchers explored the relationship between participants’ use of wellness interventions and student support services and their reported optimism and levels of stress. Findings from the study have potential to increase institutional influences on individual health and wellness by improving wellness implementation strategies, student orientation programs, and freshman success initiatives.
Presenters
Brian BolterAssociate Professor, Psychology and Counseling, University of Central Arkansas Jenna Davidson
Director for Student Wellness, University of Central Arkansas Ashley Hall
Wellness Intern, Department of Psychology and Counseling, University of Central Arkansas, Arkansas, United States Kara Gray
Research Intern, University of Central Arkansas
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Health Promotion and Education
KEYWORDS
Wellness, Health Promotion, Optimism, Stress, Institutional Influences, Interventions
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