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ERIC Number: EJ958556
Record Type: Journal
Publication Date: 2012-Apr
Pages: 29
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1052-5629
Student Well-Being Interventions: The Effects of Stress Management Techniques and Gratitude Journaling in the Management Education Classroom
Flinchbaugh, Carol L.; Moore, E. Whitney G.; Chang, Young K.; May, Douglas R.
Journal of Management Education, v36 n2 p191-219 Apr 2012
Student well-being in the management classroom is of concern to both educators and managers. Well-being is conceptualized here as students' reduction in stress, enhanced experienced meaning and engagement in the classroom, and, ultimately, heightened satisfaction with life. The authors investigated whether purposeful semester-long classroom interventions could influence these dimensions of student well-being. Specifically, the authors examined the impact of stress management techniques, gratitude journaling, a combination of stress management and journaling, and a control condition on students in four different sections of a required management course. At the end of the semester, students in the both the combined intervention and gratitude journaling treatment conditions showed a heightened level of meaningfulness and engagement in the classroom. The implications of these findings for management education research and practice as well as strengths and limitations of the research are discussed. (Contains 4 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A