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Student wellbeing is regarded as a salient priority across higher education. Given the growing participation of higher education students in work-integrated learning, it is important to explore how student wellbeing is being supported in this critical learning environment. While student wellbeing must be considered across all educational contexts, wellbeing may be most challenged when working and learning online. The purpose of this research, therefore, was to explore ways in which student wellbeing is supported by program coordinators when students are engaging in online work-integrated learning (eWIL). Seventeen program coordinators across Canada were interviewed and data were analyzed thematically. Thematic analysis generated three main themes: program coordinators' perspectives on their role in supporting student wellbeing, wellbeing supports offered to students engaged in WIL, and intersectional considerations for supporting student wellbeing. These findings advance the discussion of innovative and tailored approaches needed to support student wellbeing in online work-integrated learning environments. [ABSTRACT FROM AUTHOR]

The Post-Secondary Student Stressors Index (PSSI) was created to facilitate improved evaluation of the sources of post-secondary student stress. This study reports evidence in support of the validity of the tool using a large, nationwide cross-sectional sample of students attending universities across Canada during the 2020–2021 academic year. We provide additional evidence for the construct validation of the PSSI, including internal structure evidence and relations to other variables by estimating multiple-indicator, multiple-cause models and investigating Spearman's rho correlation coefficients between the PSSI and like constructs. Based on index validation guidelines, results provide further support for the internal structure of the PSSI, demonstrating hypothesized relationships with like constructs and manifest variables, as well as acceptable goodness-of-fit statistics. Similarly, correlation coefficients were statistically significant and in line with directionality hypotheses. The results of this research provide further evidence for the validity of the PSSI among varied university student populations in Canada and addresses several of the limitations identified in earlier preliminary psychometric work on the instrument. [ABSTRACT FROM AUTHOR]

Copyright of Comparative & International Education is the property of Canadian & International Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: This study examines correlates of lifetime (ie, ever vaped) and past month vape use among students aged 17 to 19 years, 20 to 25 years, and 26+ years from Western University in London, Ontario. The secondary objective is to assess lifetime and past month vape use among students not of legal age to purchase vaping products in Ontario (ie, those 17 to 18 years only). Methods: Using Qualtrics, a cross-sectional survey was sent via email to all students at Western University (N = 38 442), assessing their current and past risk-taking behaviors, mental health, sociodemographic characteristics, as well as questions pertaining to their family structure and socioeconomic background during childhood. Students were asked if they had ever vaped in their lifetime and about past month vape use. Logistic regression models were used to assess correlates of lifetime and past month vape use. Results: The sample consisted of 2626 university students. Compared to those ages 26+ years, teenage university students were 10 times more likely to have vaped in the past month and males were twice as likely as females to have vaped. Alcohol use doubled the odds of vaping in the past month, whereas cigarette, cannabis, or cocaine use approximately tripled the odds. Students who reported many sexual partners were far more likely to have vaped in the past month. Conclusion: Vape use is more common among teenage university students, males, those who drink alcohol, smoke, use cannabis or cocaine, and who report many sexual partners. [ABSTRACT FROM AUTHOR]

Mental health is central to overall wellbeing and, for students attending university, mental health is critical for learning and academic success. A wealth of research has focused on young people who experience psychosocial declines during academic and developmental transitions, but little is known about how young people flourish in this transition. The first to explore the experiences of flourishing among first-year Canadian university students making the transition directly from high school, this study sought to develop an understanding of: 1) the factors that promote flourishing amidst this academic and developmental transition, and 2) how first-year students define and experience flourishing. An interpretive phenomenological approach underpinned by Gadamerian hermeneutic philosophy was used to explore experiences of flourishing, using semi-structured interviews, in a sample of nine full-time, first-year university students, ages 18–20 years. What it meant to flourish amidst this developmental and academic transition and how participants defined flourishing offer new understandings of the concept associated with: 1) personal/individual aspects of flourishing, 2) contextual nature of flourishing, 3) temporality of flourishing, 4) dialectic aspects of flourishing. Implications for practice, policy, and research in light of these new understandings are discussed. [ABSTRACT FROM AUTHOR]

Allostatic load (AL) is an aggregate measure of wear and tear on the body due to the chronic activation of the stress response system. The goal of this study was to examine the association between racially motivated housing discrimination (HD) and AL score within a sample of Indigenous university students. Data for this cross-sectional study were collected from Indigenous adults attending university in a small city in western Canada between 2015 and 2017 (N = 104; mean age = 27.8 years). An item adapted from the Experience of Discrimination Scale was to assess racially motivated HD in the past 12 months. AL was measured as a composite of 7 biomarkers assessing neuroendocrine, cardiovascular, metabolic, and immune system function. Bias-corrected and accelerated bootstrapped linear regression models were used to examine associations adjusting for age, income, parenthood, and other situations in which discrimination had been experienced. Indigenous university students who experienced racially motivated HD in the past year (16.8% of the sample) had an average AL score of approximately 4, which was almost double that of their peers who had not. In an adjusted model, racially motivated HD was associated with a 1.5 point increase in AL score. This model explained 35% of the adjusted variance in AL score, of which racially motivated HD explained 24%. These results suggest Indigenous adults who experienced racially motivated HD in the past year had early and more pronounced wear and tear on neuroendocrine, cardiovascular, metabolic, and immune system functioning in young and middle adulthood than Indigenous peers who did not. These findings combine with others to highlight the need for increased efforts to prevent racially motivated HD in urban centers. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While the Internet is a text-saturated world, reading online screens tends to be significantly different from reading printed text. This review essay examines literature from a variety of disciplines on the technological, social, behavioural, and neuroscientific impacts that the Internet is having on the practice of reading. A particular focus is given to the reading behaviour of emerging university students, especially within Canada and the United States. A brief overview is provided of the recent transformation of academic libraries into providers of online digital text in addition to printed books and other materials, before looking at research on college students' preferences for print and digital text, and the cognitive neuroscience of reading on screen. [ABSTRACT FROM AUTHOR]