Promoting Adaptive Coping Skills and Subjective Well-Being through Credit-Based Leisure Education Courses
Abstract
This qualitative study addresses the need for campus-based programming that allows students to practice adaptive coping skills and increase well-being. Eight focus groups and seven individual interviews were conducted with students participating in credit-based leisure education courses to understand self-reported health-related motivations and outcomes. Findings suggested students experienced five psychological mechanisms supporting well-being: autonomy, detachment, mastery, meaning, and affiliation. Programmatic and instructional-based insights for student affairs professionals in health, counseling, and recreation are provided.
Department
Recreation Management and Policy
Publication Date
7-19-2017
Journal Title
Journal of Student Affairs Research and Practice
Publisher
Taylor & Francis
Digital Object Identifier (DOI)
Document Type
Article
Recommended Citation
Hartman, C. L., Evans, K. E., & Anderson, D. M. (2017). Promoting Adaptive Coping Skills and Subjective Well-Being through Credit-Based Leisure Education Courses. Journal of Student Affairs Research and Practice, 54(3), 303–315. https://doi.org/10.1080/19496591.2017.1331852