College Student Well-Being: Using Websites as a Strategy for Campus-Wide Education and Support EffortsMiller, Jason T. (2022) College Student Well-Being: Using Websites as a Strategy for Campus-Wide Education and Support Efforts. Doctoral Dissertation, University of Pittsburgh. (Unpublished)
AbstractThis study explored the topic of college student well-being and campus-wide initiatives aimed at facilitating positive health and lifestyle behaviors through educational efforts. A university-branded website was created with an aim of increasing students’ understanding of well-being. Student perceptions of the website’s impact on their knowledge, as well as potential behavioral changes, were measured. In addition, utility of the website and its features were tested, and cultural relevance of the offered information and resources was assessed. Educational interventions that center on students’ knowledge of well-being concepts can positively impact various behaviors and outcomes that develop during the college years and carry through the lifespan (Lothes, 2020). To address growing challenges associated with college students’ well-being, higher education institutions are encouraged to engage in interdisciplinary, campus-wide initiatives (ACHA, 2020; CAS, 2018). The development of a website dedicated to the topic of well-being provided practitioners at the University of Pittsburgh an opportunity to engage in cross-collaborative work to educate, empower, and support the health and wellness needs of its students. Using quantitative methods, a study of 114 undergraduate students was conducted. Through a two-part protocol, respondents were asked to perform a full review of the website followed by completion of a 21-question survey, comprising multiple choice and Likert scale items with some open response. Data analysis incorporated a mix of descriptive statistics and qualitative content analysis, and results were presented in alignment to four guiding inquiry questions. The study revealed several key findings. First, following use of the website, students reported increases of knowledge and awareness of well-being. Second, they indicated feeling motivated and/or intending to take positive actions toward supporting their well-being. Third, user feedback suggests website features that explain the “what” and “how to” of well-being provided the most utility. Finally, results indicated that relevance and applicability of the website’s information and resources varies across social identities, highlighting the need for more tailored content. Findings from this study show promise in the use of websites as a tool for campus-wide education and support efforts, and implications for professional practice are discussed. Limitations and considerations for future research conclude the dissertation. Share
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