Kiltz Lisa, Rinas Raven, Daumiller Martin, Fokkens-Bruinsma Marjon, Jansen Ellen P W A
Department of Teacher Education, University of Groningen, Groningen, Netherlands.
Department of Psychology, University of Augsburg, Augsburg, Germany.
Front Psychol. 2020 Sep 9;11:578378. doi: 10.3389/fpsyg.2020.578378. eCollection 2020.
A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. Although numerous studies have investigated well-being among university students, and other studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in several empirical studies. Additionally, when researching well-being in academia, the conceptualizations tend to differ from study-to-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students' and teachers' perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students' and teachers' well-being became apparent, including several factors such as the student-teacher relationship that in turn, contributed to both population's well-being. The present findings lend evidence toward a more coherent conceptualization of well-being and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.
大量证据表明，在大学环境中，学生和教师都经历着高度的压力、倦怠，最终幸福感受损。尽管众多研究调查了大学生的幸福感，其他研究也探讨了大学教师的幸福感，但这些研究往往相互孤立进行。这令人惊讶，因为一些实证研究已经表明考虑学生和教师之间相互联系的重要性。此外，在研究学术界的幸福感时，不同研究的概念化往往存在差异。因此，本研究调查了学生和教师如何基于个人经历来概念化大学中的幸福感，以及学生和教师的幸福感是如何相互作用的。为了探究这一点，来自德国和荷兰的六名大学生（50%为女性）和十名教师（50%为女性）参与了半结构化访谈。使用多阶段编码过程的定性分析揭示了有关学生和教师对幸福感认知的详细见解，这些见解与积极心理学、复原力、多维度以及基本心理需求满足方法相契合。此外，学生和教师的幸福感之间的相互作用变得明显，包括师生关系等几个因素，这些因素反过来又促进了这两个群体的幸福感。本研究结果为更连贯的幸福感概念化提供了证据，并从同时支持这两个群体的举措建议方面进行了讨论，例如通过师生关系。
