STUDENT WELLBEING & OVERALL PERFORMANCE IN HIGHER EDUCATION A study of undergraduate students in Kuwait

Abstract

Purpose: This exploratory research aims to investigate indicators of student wellbeing amongst undergraduates in higher education. By using the College Student Subjective Wellbeing Questionnaire (CSSWQ) the research hopes to gain insight on possible psychological implications and correlations between wellbeing and grades. Although there is a plethora of information on the matter – some of which insinuates that a positive correlation is likely, there is a dearth of research conducted on students in the Middle East when it comes to psychology and overall wellbeing particularly throughout their higher education journey.

Research Contribution: This research is the first of its to investigate a possible correlation between scores of CSSWQ and performance measured by grades. When it comes to mental health and overall wellbeing, little attention is given as the region generally falls behind in awareness and investigation. Moreover, the unfolding stress of the pandemic not only calls for this type of research, but also makes it essential for policy makers & managers in the education field.

Assessment Tool: The CSSWQ, a 15-item self-report instrument for assessing youths’ subjective wellbeing at school, includes four constructs: school connectedness, academic efficacy, college gratitude & academic satisfaction – along with a second order construct (college student covitality).

Findings: From the research findings, it can be concluded that the CSSWQ survey grades are not correlated with final grades. The findings are important in that they dispel some preconceived notions that students who obtain better grades are considered as having a better overall wellbeing. It is essential for policy makers and educators to consider these findings in order to provide the proper support for students who need it. Also, psychologists can benefit from the findings as they shed the limelight on educational cognitive behavior.