Welcome to the StudyWell: Student Well-Being Initiative publication page.
This collection presents a series of research articles that contribute to the StudyWell initiative, which focuses on enhancing students' well-being and academic success in higher education. The publications explore key topics such as student engagement, academic resources, burnout, study demands, and the impact of mental health on students' overall well-being. By examining how academic pressures and available resources affect students, this initiative aims to provide evidence-based, data-driven, culturally appropriate strategies to students, staff, and higher education institutions. Dive into the research to gain insights into the factors influencing student well-being and the role of universities in creating supportive environments that promote both academic achievement and mental health.
Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education
Bakker, A. B., & Mostert, K. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review, 36(3).
https://doi.org/10.1007/s10648-024-09940-8
This article explores the application of the Study Demands–Resources Theory in understanding student well-being within higher education. The authors highlight how balancing academic demands and resources affects students' psychological outcomes, including stress, engagement, and well-being. The study emphasises the importance of supporting students with adequate resources to manage academic demands, fostering a positive impact on their well-being and academic success.
Invariance and item bias of the Mental Health Continuum Short-Form for South African university first-year students
Mostert, K., De Beer, L. T., & De Beer, R. (2024). Invariance and item bias of the Mental Health Continuum Short-Form for South African university first-year students. African Journal of Psychological Assessment, 6.
https://doi.org/10.4102/ajopa.v6i0.143
This study examines the invariance and item bias of the Mental Health Continuum Short-Form when applied to South African university first-year students. The findings suggest that the measure is culturally valid and appropriate for assessing mental health across diverse student groups, providing insights into their well-being. The research underscores the importance of using unbiased and culturally relevant tools in psychological assessments for university students.
Well-being of first-year students: The role of study characteristics, strengths and deficits
Mostert, K., & Du Toit, C. (2024). Well-being of first-year students: The role of study characteristics, strengths and deficits. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 50(0), a2117.
https://doi.org/10.4102/sajip.v50i0.2117
This study investigates the role of study characteristics, strengths, and deficits in shaping the well-being of first-year university students. The findings highlight the critical role that academic demands, students’ strengths, and the management of deficits play in influencing students' psychological well-being. The research underscores the need for targeted interventions that leverage strengths and manage deficits to promote better student outcomes and well-being.
Strengths use and deficit improvement of first-year university students: A structural model for social support and student outcomes
Mostert, K., & Du Toit, C. (2023). Strengths use and deficit improvement of first-year university students: A structural model for social support and student outcomes. Journal of Psychology in Africa, 33(4), 368–377.
https://doi.org/10.1080/14330237.2023.2233205
This study explores a structural model for understanding how strengths use and deficit improvement in first-year university students are influenced by social support, and how these factors relate to student outcomes. The findings show that leveraging strengths and addressing deficits, with the support of social networks, significantly improve students' academic and personal outcomes. The research emphasizes the importance of enhancing students' self-efficacy and fostering a supportive environment for their success.
The relationship of university student’s proactive behaviour with demands, resources and outcomes
Du Toit, C., & Mostert, K. (2023). The relationship of university student’s proactive behaviour with demands, resources and outcomes. SA Journal of Human Resource Management, 21.
https://doi.org/10.4102/sajhrm.v21i0.2296
This study explores the relationship between proactive behaviour, demands, resources, and outcomes among university students. The findings highlight that proactive behaviour positively influences students' ability to manage academic demands and utilize available resources, leading to better academic outcomes and well-being. The research underscores the importance of fostering proactive behaviours in students to enhance their university experience and success.
Can life satisfaction be measured fairly for different groups of South African first-year students? Testing the Satisfaction with Life scale
van Rensburg, C., & Mostert, K. (2023). Can life satisfaction be measured fairly for different groups of South African first-year students? Testing the Satisfaction with Life scale. Journal of Student Affairs in Africa, 11(1), 109–128.
https://doi.org/10.24085/jsaa.v11i1.4327
This study investigates the fairness and validity of the Satisfaction with Life scale when used with different groups of South African first-year university students. The findings suggest that the scale is suitable for measuring life satisfaction across diverse student groups, providing reliable insights into students' well-being. The research emphasizes the importance of ensuring that life satisfaction measures are culturally appropriate and unbiased.
Intention to dropout and study satisfaction: Testing item bias and structural invariance of measures for South African first-year university students
Mostert, K., Van Rensburg, C., & Machaba, R. (2023). Intention to dropout and study satisfaction: testing item bias and structural invariance of measures for South African first-year university students. Journal of Applied Research in Higher Education.
https://doi.org/10.1108/jarhe-04-2022-0126
This study tests item bias and structural invariance in measures of intention to drop out and study satisfaction among South African first-year university students. The findings indicate that the measures are valid across diverse student groups, providing insights into the factors that influence students’ decisions to persist or drop out. The research highlights the importance of ensuring that assessment tools are culturally and contextually appropriate to support student retention efforts.
Exploring first-year students’ demands and resources in the South African context
Mostert, K., Kahl, C., & Manaka, N. V. (2023). Exploring first-year students’ demands and resources in the South African context. Journal of College Student Development, 64(2), 174–190.
https://doi.org/10.1353/csd.2023.0016
This study explores the demands and resources faced by South African first-year university students, examining how these factors influence their academic success and well-being. The findings reveal that an imbalance between demands and resources can lead to negative outcomes such as burnout, while sufficient resources promote higher levels of engagement and well-being. The research emphasises the need for universities to provide adequate support to manage students' demands effectively.
Psychometric properties of the Flourishing Scale for South African first-year students
Mostert, K., De Beer, L.T., & De Beer, R. (2023). Psychometric properties of the Flourishing Scale for South African first-year students. African Journal of Psychological Assessment, 5(0), a130.
https://doi.org/10.4102/ajopa.v5i0.130
This study investigates the psychometric properties of the Flourishing Scale for South African first-year students. The findings support the scale’s reliability and validity as an effective tool for assessing students' well-being and overall life satisfaction. The research highlights the importance of using culturally appropriate measures to understand students' psychological health and enhance interventions to support their flourishing during their first year at university.
Psychometric properties of a short measure for South African first-year students’ perceptions of fit with their courses of study
Machaba, R., & Mostert, K. (2022). Psychometric properties of a short measure for South African first-year students’ perceptions of fit with their courses of study. Journal of Student Affairs in Africa, 10(2), 95–110.
https://doi.org/10.24085/jsaa.v10i2.3939*
This study examines the psychometric properties of a short measure designed to assess first-year students’ perceptions of their fit with their courses of study. The findings support the measure's reliability and validity, highlighting its usefulness in understanding students' academic satisfaction and engagement. The research emphasises the importance of aligning student expectations with their chosen courses to improve academic outcomes and well-being.
The #FeesMustFall protests in South Africa: Exploring first-year students’ experiences at a peri-urban university campus
Greeff, M., Mostert, K., Kahl, C., & Jonker, C. (2021). The #FeesMustFall protests in South Africa: Exploring first-year students’ experiences at a peri-urban university campus. South African Journal of Higher Education, 35(4), 78-103.
https://doi.org/10.20853/35-4-4384*
This study explores the experiences of first-year students at a peri-urban university campus during the #FeesMustFall protests in South Africa. The findings highlight how the protests impacted students' academic engagement, emotional well-being, and sense of belonging. The research underscores the importance of understanding students' lived experiences during such pivotal events to support their academic and personal development better.
The moderating effect of social support on the relationship between burnout, intention to drop out, and satisfaction with studies of first-year university students
Mostert, K. & Pienaar, J. (2020). The moderating effect of social support on the relationship between burnout, intention to drop out, and satisfaction with studies of first-year university students. Journal of Psychology in Africa, 30(3), 197-202.
https://doi.org/10.1080/14330237.2020.1795736
This study investigates the role of social support as a moderator in the relationship between burnout, intention to drop out, and satisfaction with studies among first-year university students. The findings suggest that social support helps mitigate the negative effects of burnout and reduces the intention to drop out, thereby enhancing students’ satisfaction with their studies. The research highlights the importance of fostering supportive environments for first-year students.
Testing a structural model for study demands and resources, study engagement and well-being of first-year university students
Luruli, K., Mostert, K., & Jacobs, M. (2020). Testing a structural model for study demands and resources, study engagement and well-being of first-year university students. Journal of Psychology in Africa, 30(3), 179-186.
https://doi.org/10.1080/14330237.2020.1795734
This study tests a structural model linking study demands, study resources, engagement, and well-being among first-year university students. The findings show that higher study resources and engagement positively impact student well-being, while excessive study demands can lead to negative outcomes. The research underscores the importance of balancing demands and resources to promote student well-being and academic success.
Investigating the appropriateness and validity of the Academic Motivation Scale-College Version for South African first-year university students
Kapp, A., Mostert, K., & De Beer, L.T. (2020). Investigating the appropriateness and validity of the Academic Motivation Scale-College Version for South African first-year university students. Journal of Student Affairs in Africa, 8(2), 45-58.
https://doi.org/10.24085/jsaa.v8i2.4310*
This study examines the validity and appropriateness of the Academic Motivation Scale-College Version (AMS-CV) for South African first-year university students. The findings suggest that the AMS-CV is a reliable tool for measuring academic motivation among this student population, providing insights into the factors influencing their motivation and academic success. The study highlights the importance of using culturally appropriate tools for assessing motivation in diverse contexts.
Coping processes of South African first-year university students: An exploratory study
Engelbrecht, L., Mostert, K., Pienaar, J., & Kahl, C. (2020). Coping processes of South African first-year university students: An exploratory study. Journal of Student Affairs in Africa, 8(2), 1-16.
https://doi.org/10.24085/jsaa.v8i2.4299*
This exploratory study investigates the coping processes of South African first-year university students, focusing on how they manage academic and personal stress. The findings reveal that students employ a variety of coping mechanisms, including problem-solving and emotion-focused strategies, which influence their academic performance and well-being. The research emphasises the importance of developing tailored support systems to enhance student resilience.
Exploring indicators of subjective well-being for first-year university students
Botha, B., Mostert, K., & Jacobs, M. (2019). Exploring indicators of subjective well-being for first-year university students. Journal of Psychology in Africa, 29(5), 480-490.
https://doi.org/10.1080/14330237.2019.1662054*
This study explores the indicators of subjective well-being among first-year university students. The findings identify social support, academic engagement, and personal resilience as key factors that positively impact well-being. The research highlights the importance of fostering a supportive environment to promote students' psychological well-being during their first year.
Study demands, study resources and the role of personality characteristics in predicting the engagement of first-year university students
Cilliers, J. R., Mostert, K., & Nel, J. A. (2018). Study demands, study resources and the role of personality characteristics in predicting the engagement of first-year university students. South African Journal of Higher Education, 32(1), 49‒70.
https://hdl.handle.net/10520/EJC-94ea98d92
This study investigates how study demands, study resources, and personality characteristics influence engagement in first-year university students. The findings suggest that students with higher levels of self-control and conscientiousness, along with adequate study resources, show higher engagement levels, while those facing excessive study demands tend to experience lower engagement.
Validating strengths use and deficit correction behaviour scales for South African first-year students
Mostert, K., Theron, B., & De Beer, L.T. (2017). Validating strengths use and deficit correction behaviour scales for South African first-year students. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 43(1), a1395.
https://doi.org/10.4102/sajip.v43i1.1395
This study focuses on validating the strengths use and deficit correction behaviour scales for South African first-year students. The results confirm that these scales are reliable and valid tools for assessing student behaviour, with implications for enhancing student engagement and academic success through targeted interventions.
Strengths use and deficit improvement: the relationship with engagement and fit with study course amongst first-year students
Van Niekerk, G., Mostert, K., & De Beer, L.T. (2016). Strengths use and deficit improvement: The relationship with engagement and fit with study course amongst first-year students. Journal of Psychology in Africa, 26(1).
https://doi.org/10.1080/14330237.2016.1165809
This study explores the relationship between strengths use, deficit improvement, engagement, and fit with study course among first-year students. The findings indicate that students who actively use their strengths and work on improving weaknesses show higher levels of engagement and a better fit with their study course, contributing to improved academic outcomes.
Proactive behaviour towards strength use and deficit improvement, hope and efficacy as predictors of life satisfaction amongst first-year university students
Stander, F.W., Diedericks, E., Mostert, K., & De Beer, L.T. (2015). Proactive behaviour towards strength use and deficit improvement, hope and efficacy as predictors of life satisfaction amongst first-year university students. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 41(1), Art. #1248, 10 pages.
https://doi.org/10.4102/sajip.v41i1.1248
This study examines how proactive behaviour, strength use, hope, and efficacy predict life satisfaction among first-year university students. The findings highlight that students who actively work on improving their strengths and addressing weaknesses, coupled with higher levels of hope and efficacy, experience greater life satisfaction.
Predictors of student burnout and engagement among university students
Olwage, D., & Mostert, K. (2014). Predictors of student burnout and engagement among university students. Journal of Psychology in Africa, 24(4), 342-350.
https://hdl.handle.net/10520/EJC158564
This study investigates the predictors of burnout and engagement in university students, identifying academic demands, social support, and personal resources as key factors. The findings suggest that high academic demands increase burnout risk, while strong social support and personal resources contribute to higher engagement levels.
Examining significant predictors of students’ intention to drop out
Cortes, K., Mostert, K., & Els, C. (2014). Examining significant predictors of students’ intention to drop out. Journal of Psychology in Africa, 24(2), 179-185.
https://hdl.handle.net/10520/EJC154219
This study identifies key factors influencing students' decisions to drop out of university, highlighting major predictors of academic stress, lack of social support, and low engagement. The research highlights the importance of providing targeted support to enhance student retention and overall well-being.
Burnout and work engagement for different age groups: Examining group-level differences and predictors.
Haley, L.M., Mostert, K. & Els, C. (2013). Burnout and work engagement for different age groups: Examining group-level differences and predictors. Journal of Psychology in Africa, 23(2), 283-295.
This study investigates how burnout and work engagement vary across different age groups. The findings suggest that younger employees experience higher burnout levels, while older employees report greater work engagement. Key predictors include job demands, resources, and personal resilience, highlighting the importance of age-specific workplace interventions to enhance engagement and reduce burnout.
Significant predictors associated with the career uncertainty of university students.
Botha, H. & Mostert, K. (2013). Significant predictors associated with the career uncertainty of university students. South African Journal of Higher Education, 27(3), 501-521.
This study explores factors contributing to career uncertainty among university students. The findings reveal that self-efficacy, career indecision, and lack of career guidance are key predictors of uncertainty. The research highlights the need for universities to provide targeted career support to help students make informed career choices and reduce anxiety about their future.
Burnout and engagement in university students: A psychometric analysis of the MBI-SS and UWES-S
Mostert, K., Pienaar, J., Gauche, C., & Jackson, L.T.B. (2007). Burnout and engagement in university students: A psychometric analysis of the MBI-SS and UWES-S. SA Journal of Higher Education, 21(1), 147-162.
https://hdl.handle.net/10520/EJC37307
This study examines burnout and engagement in university students using the Maslach Burnout Inventory – Student Survey (MBI-SS) and the Utrecht Work Engagement Scale – Student Version (UWES-S). The findings confirm that both tools effectively measure student burnout (exhaustion, cynicism, and academic inefficacy) and engagement (vigour, dedication, and absorption). The study highlights the importance of engagement in preventing burnout and supporting student well-being.