Use this URL to cite or link to this record in EThOS:
Title: Individual differences in education and wellbeing : theoretical, empirical and pedagogical perspectives and applications
Author: Poole, K. L.
ISNI:       0000 0004 5992 9308
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2014
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Restricted access.
Access from Institution:
The aim of the project was to identify and commend the individual difference factors that enhance the overall student experience with reference to academic performance and wellbeing. Psychological theories and constructs provided the context for the research including Trait Personality, Social Cognitive Theory, Anxiety, Depression, Emotional Intelligence and Optimism. Empirically, the measures selected were established by meta-analyses but innovation was provided by the way the models were configured, as they were set up as distal and proximal predictors of outcomes. Pedagogically, the study identified the non-ability related individual differences that impact adaptively on academic performance and wellbeing, that will assist both tutors and students in supporting learning, enhancing achievement and facilitating an adaptive approach to wellbeing to optimise the whole student experience. This study employed both within and between participants, cross-sectional analysis combined with concurrent and archival longitudinal data, and a quasi experimental study. The research was carried out at LJMU on Psychology students (N=404) from across levels 4 and 5 who took part in the cross-sectional aspect of the study; and a small sub-sample from TAR college (N=32) who took part in the experimental study. Methods included use of validated self-report measures and academic performance indicators. Strategy for analyses included exploring descriptive statistics, testing associations by correlations and developing significant associations into a variety of multivariate methods including multiple regression, ANOVA, path analysis, factor analysis and structural equation modelling. Results were substantive as indicated by effect sizes which explained up to 20% variance on academic performance and up to 47% variance on wellbeing. Outcomes contributing to knowledge include: stability of self-report measures providing normed referencing across cohorts; the identification of distal and proximal predictors that suggest pathways and processes to academic performance and wellbeing; an extensive map is provided for predictive space, outcome space and their links; a combination of academic and wellbeing factors are endorsed within one integrated study; protective factors for students that facilitate retention and adaptation to university life have been identified.
Supervisor: McIlroy, David Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
Keywords: BF Psychology