Faculty of Education - Research Publications

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Author: Chin, Tan Chyuan × Author: Vella-Brodrick, Dianne × Type: Journal Article ×

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    Effects of a positive education programme on secondary school students' mental health and wellbeing; challenges of the school context
    Rickard, NS ; Chin, T-C ; Cross, D ; Hattie, J ; Vella-Brodrick, DA (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2024-05-03)
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    Youth experiences of co-designing a well-being intervention: reflections, learnings and recommendations
    Vella-Brodrick, D ; Patrick, K ; Jacques-Hamilton, R ; Ng, A ; Chin, T-C ; O'Connor, M ; Rickard, N ; Cross, D ; Hattie, J (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023-11-02)
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    Do subjective and objective resilience measures assess unique aspects and what is their relationship to adolescent well-being?
    Sigley-Taylor, P ; Chin, T-C ; Vella-Brodrick, DA (WILEY, 2021-07)
    Abstract Measurement of resilience is important within schools to support student mental health and well‐being. Resilience is defined as the healthy integration, adaptation, and positive functioning over time in response to the experience of adversity and challenge. This study explored the relationship between a subjective and objective measure of resilience and the respective predictability of psychophysical well‐being measures. A sample of 282 Year 10 students completed a subjective resilience measure (Connor–Davidson Resilience Scale) and psychological measures of well‐being. A subset of 76 students completed an objective measure of resilience (heart rate variability [HRV]). Correlational analyses revealed no significant relationship between the two measures and do not support the use of one measure as a proxy for the other. Hierarchical regression analyses illustrated the significant predictive quality of the subjective measure to psychophysical well‐being measures. The strongest relationships were reported with EPOCH subscales Optimism (r = 0.68), Happiness (r = 0.64), and Perseverance (r = 0.59). No significant relationships were found between the objective resilience measure and well‐being measures. With objective resilience showing no relationship to subjective resilience and well‐being, it is possible that HRV instead measures the capacity for resilience, rather than resilience. This study highlights the importance of defining resilience and the implications for measurement in adolescent students.
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    Development and feasibility of a mobile experience sampling application for tracking program implementation in youth well-being programs
    Chin, T ; Rickard, NS ; Vella-Brodrick, DA (SPRINGER HEIDELBERG, 2016-01-21)
    Well-being program evaluations mostly focus on identifying effective outcomes rather than measuring the actual extent to which program participants may apply learned skills in subsequent everyday lives. This study examined the feasibility of using a newly developed mobile experience sampling app called Wuzzup to study program implementation in young people participating in well-being programs. Ninety-six participants (60 females; 36 males) between the ages of 13 and 15 years (M = 13.87, SD = 0.71) were recruited to respond to two random prompts each day, for 7 days, at each of the three data collection time-points. Responses from 69 participants (72 % of initial sample) that met study criteria were retained for analysis. The average response rate was 92.89 %, with an average of 85.92 s to complete each ESM survey. Significant associations between first and second halves of the ESM week, and their respective positive affect and negative affect survey responses, demonstrate internal reliability and construct validity of the Wuzzup app to capture momentary affect and activation states of young people. This study also demonstrated the feasibility and practical utility of the Wuzzup app to profile and track an individual's learning over time.
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    Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children
    Francis, J ; Chin, T-C ; Vella-Brodrick, D (MDPI, 2020-10)
    Wellbeing literacy (WL) may be the missing ingredient required to optimally enhance or enable positive psychology intervention (PPI) effectiveness. This study involved Victorian government funded primary schools, including two rural, two regional, and two city schools; participants included 20 classroom teachers and 131 grade five and six primary school students. A brief online PPI was implemented by teachers for 10-15 min, three times per week, for six weeks. This paper examines quantitative data collected pre and post the six week intervention, and qualitative data gathered in week one of the intervention regarding intervention effectiveness. The aim is to examine if a brief online PPI effectively builds intentional emotional vocabulary use, and to discuss how on-line PPIs can be used in public health to improve young people's WL. Considering evaluations of process effectiveness and outcome measures related to student emotional vocabulary use, results tentatively suggest that online PPIs can positively impact emotional vocabulary capability and intentionality. Multimodal communication was exercised during the PPI, suggesting that the brief online PPI format may provide a valuable tool to promote student WL.