الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 81
ﯾﻤﻦ ﻣﺤﻤﺪ ﺷﻌﺒﺎن.د
ﺑﺎﺣﺚ ﻣﺸﺎرك ﺑﻤﺮﻛﺰ اﻟﺒﺤﻮث اﻟﺘﺮﺑﻮﯾﺔ – ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ
ychaaban@qu.edu.qa
ORCID
0000-0002-3708-3722
Scopus ID
57191255966
(1) Chaaban, Y., Al-Ahmadi, A., Al-Thani, H., Du, X. (2024). An examination of sources
fostering student teachers’ academic well-being. Teacher Development. (in press).
This study examined student teachers’ perspectives on the sources of their academic well-being
within the context of a four-year undergraduate teacher education programme in Qatar. A survey
was developed and validated using a conceptual framework entailing cognitive, social and
emotional dimensions. Statistical analyses involving 806 responses revealed five factors that
contributed to participants’ academic well-being, namely: (F-1) self-regulated learning, (F-2)
academic values, (F-3) social engagement, (F-4) peer learning and (F-5) emotional engagement.
Comparative analyses between gender, age, reported GPA and credit hours verified the different
influence of the five factors on fostering academic well-being. These results are further discussed
in light of implications for using the validated instrument and devising tailored interventions.
(2) Chen, J., Du, X., Chaaban, Y., Velmurugan, G., Ruan Lyngdorf, N. E., Nørgaard, B.,
Routhe, H. W., Hansen, S., Guerrra, A., & Bertel, L. B. Sources contributing to engineering
students’ academic well-being: An exploration using Q-methodology. Journal of Engineering
Education (in press).
Recent literature identified students’ academic well-being as an indicator of their persistence in
their current study and competence development. While prior literature has focused on measuring
student academic well-being from psychological and mental health perspectives, limited studies
have explored the ways in which the learning environment provides diverse sources to support
student academic well-being. This study aims to explore intrinsic and extrinsic sources that foster
student academic well-being from the subjectivities of two different engineering student groups,
namely first-year students and senior students. Q methodology was applied to add to the literature
by connecting both qualitative and quantitative research characteristics. Two separate Q samples,
including 23 first-year and 19 senior engineering students, were used to illustrate various
viewpoints of different student groups and offer prospects for analyzing data from a new
comparative angle. In the first-year engineering student group, three viewpoints were identified,
including the emphasis on enjoyment through study-life balance (FYS - F1), emotional engagement
in the learning environment (FYS - F2), and academic agency (FYS - F3). The senior engineering
student group focused on internal sources related to professional development, including two
viewpoints pertaining to their goal-oriented academic development (SS - F1) and enactment of
agency through developing responsibility (SS - F2). Suggestions for implementation are proposed
to optimize engineering curriculum design to better support student academic well-being.
(3) Chaaban, Y., Tarlochan, F., Chen, J., & Du, X. (2024). Exploring sources of engineering
students’ academic well-being through Q-methodology research. Teaching in Higher Education.
https://doi.org/10.1080/13562517.2023.2301457
Recent interest in academic well-being has promoted universities to take proactive measures that
support students in navigating the challenges of university life, in all its complexity. Drawing on
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