a Department of Psychology , Faculty of the Humanities, University of the Free State , Bloemfontein , South Africa.
J Ment Health. 2018 Jun;27(3):269-278. doi: 10.1080/09638237.2017.1370635. Epub 2017 Sep 4.
The theoretical framework utilised in the current study included Keyes's mental health continuum, as well as the dimensions of emotional, psychological and social well-being.
The aim of this study was to explore students experiences of flourishing and languishing during their first year at university.
A nominal group technique was utilised in order to obtain data regarding the experiences of 22 first-year students and was thereafter analysed by means of thematic analysis.
Various dimensions of emotional, psychological and social well-being were highlighted as essential in experiencing either flourishing or languishing during students first year at university. Although students experienced both flourishing and languishing, it is evident that students are more vulnerable to languishing during the beginning of their university career. Facing the big unknown, being confronted with practical difficulties, finding academics overwhelming, experiencing social isolation and being a victim of crime were prominent. Students however, learn to flourish when they achieve academic mastery, experience personal growth and independence and secure a social support system.
The first year is seen as fundamental to student success at university, therefore the promotion of mental health during this year can be valuable in ensuring flourishing experiences during students' academic journey.
本研究采用的理论框架包括基尔斯的心理健康连续体，以及情绪、心理和社会幸福感的维度。
本研究旨在探讨学生在大学一年级时的繁荣和萎靡不振的体验。
采用名义群体技术获取 22 名一年级学生的体验数据，然后采用主题分析进行分析。
情绪、心理和社会幸福感的各个维度都被强调为学生在大学一年级期间体验繁荣或萎靡不振的重要因素。尽管学生经历了繁荣和萎靡不振，但显然学生在大学职业生涯的开始阶段更容易萎靡不振。面对未知的巨大挑战、面对实际困难、感到学业繁重、感到社交孤立和成为犯罪的受害者都是突出的问题。然而，当学生在学业上取得成功、经历个人成长和独立以及获得社会支持系统时，他们就会学会繁荣。
大学一年级被视为学生在大学取得成功的关键时期，因此在这一年促进心理健康可以在学生的学术生涯中确保繁荣的体验。
