Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
The perceived well-being of undergraduate students in an open and distance learning context
Thesis (PhD)--University of Pretoria, 2022.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2023
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613708249726976 |
|---|---|
| access_status_str | Open Access |
| author2 | Eloff, Irma F. |
| author_browse | Eloff, Irma F. |
| author_facet | Eloff, Irma F. |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/89055 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:26.265Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/89055 The perceived well-being of undergraduate students in an open and distance learning context Eloff, Irma F. u19316501@tuks.co.za Graham, Marien Alet Magare, Ishmael UCTD Undergraduate students Distance learning Open learning Sequential explanatory Pragmatism Sub-Saharan Africa (SSA) Thesis (PhD)--University of Pretoria, 2022. Well-being derives from positive psychology and refers to personal subjective evaluations across a continuum of life domains, including education. However, there remains limited knowledge regarding undergraduate students' well-being in the Open and Distance Learning (ODL) context, especially with the global massification of ODL systems due to the COVID-19 impact. My study sought to understand and explain how undergraduate students’ perceived well-being contributes to adaptive functioning in an ODL context. I used the Positive Emotions, Engagement, Relationship, Meaning and Accomplishment (PERMA) theoretical model of well-being in conjunction with the self-determination meta theory of the three psychological needs (autonomy, competence, and relatedness) to investigate the phenomenon. The two theories intersect and provide a basis for understanding undergraduate students’ well-being and psychological needs enabling intrinsic motivation, wellness, and perceived well-being. My study applied a sequential explanatory research design to investigate the perceived well-being of undergraduate students in an open university context in sub-Saharan Africa. Data were collected through survey research and seven focus groups. For the quantitative design phase, I collected data from a population of undergraduate students using the simple random sampling technique to select respondents (n = 215). I purposively chose participants (n = 35) from the original quantitative sample for the qualitative focus group interviews phase. I analysed the quantitative data through descriptive and inferential statistics. I thematically analysed the qualitative data by using ATLAS.ti. The PERMA scale was reliable and valid for all its domains in the population from the current study, and it met the trustworthiness conditions. Quantitative results indicate that undergraduate students with higher qualifications experience meaningfully higher well-being in terms of positive emotions, engagement, meaning and achievement. There were no differences in terms of relationships or gender, but statistically significant differences between three annual cohorts of students. In the qualitative findings, ‘Positive resonance’ and ‘Quality connections’ emerged across all five PERMA domains as sub-themes. The findings suggest that learning in an ODL model is simultaneously independent and reliant on support from significant others. Achievement is typically intrinsically motivated, producing positive emotions and meaning over time. Educational Psychology PhD Unrestricted 2023-02-01T13:01:24Z 2023-02-01T13:01:24Z 2023-04 2022 Thesis * A2023 https://repository.up.ac.za/handle/2263/89055 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Undergraduate students Distance learning Open learning Sequential explanatory Pragmatism Sub-Saharan Africa (SSA) The perceived well-being of undergraduate students in an open and distance learning context |
| title | The perceived well-being of undergraduate students in an open and distance learning context |
| title_full | The perceived well-being of undergraduate students in an open and distance learning context |
| title_fullStr | The perceived well-being of undergraduate students in an open and distance learning context |
| title_full_unstemmed | The perceived well-being of undergraduate students in an open and distance learning context |
| title_short | The perceived well-being of undergraduate students in an open and distance learning context |
| title_sort | perceived well being of undergraduate students in an open and distance learning context |
| topic | UCTD Undergraduate students Distance learning Open learning Sequential explanatory Pragmatism Sub-Saharan Africa (SSA) |
| url | https://repository.up.ac.za/handle/2263/89055 |