Faculty of Education - Research Publications
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ItemMindfulness and Nonattachment-To-Self in Athletes: Can Letting Go Build Well-being and Self-actualization?(Springer, 2022-10-12)Objectives Many athletes seek to embody a mindful state when competing. However, amidst competitive pressures and demands to perform at their best, athletes report similar or even higher levels of psychological distress than community norms. Despite the widespread use of mindfulness as a sport performance strategy, few studies have examined the mechanisms behind mindfulness, and the role egoic fixation plays, in athlete well-being. The current study aimed to explore the role of mindfulness and nonattachment-to-self (NTS) in athlete well-being and self-actualization. Methods An online survey was administered to 223 athletes (53.8% men), predominantly from Australia and New Zealand. Two-thirds of the sample were elite athletes. We used structural equation modeling to test a hypothesized model whereby NTS mediates the relationship between mindfulness and both well-being and self-actualization. We also tested an alternative model that positioned mindfulness as the mediator between NTS as the predictor, and well-being and self-actualisation as outcomes. Results Both models exhibited similar fit to the data, although the alternative model displayed slightly better fit than the hypothesized model. Partial mediation was found for the hypothesized and alternative models, highlighting both as plausible pathways. Interestingly, NTS was found to exhibit a stronger effect on well-being and self-actualization than mindfulness, suggesting it may play a central role in athlete well-being. Conclusion The findings highlight the need for researchers to consider mindfulness and NTS in tandem, acknowledging the role that egoic fixation plays in athlete mental health—especially when designing mindful-based interventions for athletes.
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ItemWellbeing Literacy: A Capability Model for Wellbeing Science and Practice(MDPI, 2021-01)Wellbeing science is the scientific investigation of wellbeing, its' antecedents and consequences. Alongside growth of wellbeing science is significant interest in wellbeing interventions at individual, organizational and population levels, including measurement of national accounts of wellbeing. In this concept paper, we propose the capability model of wellbeing literacy as a new model for wellbeing science and practice. Wellbeing literacy is defined as a capability to comprehend and compose wellbeing language, across contexts, with the intention of using such language to maintain or improve the wellbeing of oneself, others or the world. Wellbeing literacy is underpinned by a capability model (i.e., what someone is able to be and do), and is based on constructivist (i.e., language shapes reality) and contextualist (i.e., words have different meanings in different contexts) epistemologies. The proposed capability model of wellbeing literacy adds to wellbeing science by providing a tangible way to assess mechanisms learned from wellbeing interventions. Moreover, it provides a framework for practitioners to understand and plan wellbeing communications. Workplaces and families as examples are discussed as relevant contexts for application of wellbeing literacy, and future directions for wellbeing literacy research are outlined.
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ItemA meta-analysis of autonomous and controlled forms of teacher motivation(ACADEMIC PRESS INC ELSEVIER SCIENCE, 2020-09)
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ItemInterventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice(Wiley, 2021-06-01)Organizational research underpinned by self‐determination theory (SDT) has grown substantially over the past decade. However, the effectiveness of interventions designed to promote support for basic psychological needs in organizations remains ill documented. We thus report the results of a qualitative systematic review and synthesis of SDT‐informed studies of interventions to cultivate autonomy, competence, and relatedness needs, and in turn, autonomous motivation in organizational contexts. Studies were included in the review if they evaluated the effect of interventions to develop autonomy‐, competence‐, or relatedness‐supportive work climates or leader behaviours. A systematic search yielded ten eligible field studies for inclusion: three randomized‐controlled trials and seven non‐randomized intervention studies (combined N = 2,337). Seven studies yielded mostly favourable effects, two yielded mixed effects, and one study showed no evidence of change post‐intervention. Substantial heterogeneity in intervention format and delivery existed across studies. Studies pointed towards possible moderators of effectiveness. Interventions were more effective at spawning change at the proximal (leader) level than at the distal (subordinate) level, though few studies tracked employees over time to comprehensively evaluate long‐term transfer. Bias assessments showed that risk of bias was moderate or high across studies. We discuss overall implications of the review and suggest several recommendations for future intervention research and practice.
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ItemWellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff(MDPI, 2021-02)AIMS: Wellbeing literacy is the intentional use of wellbeing relevant vocabulary, knowledge and language skills to maintain or improve the wellbeing of oneself, others and the world. In this study, we operationalize the human aspects of the concept of wellbeing literacy and empirically test its relationship with wellbeing and illbeing. We also assess its incremental variance in wellbeing and illbeing, after controlling for existing and well-established predictors of these constructs within education settings. METHODS: We developed and empirically tested the Wellbeing literacy 6-item (Well-Lit 6) scale to assess the concept of wellbeing literacy in the education context. The scale was developed based on a working definition of wellbeing literacy, in combination with the Australian Curriculum, Assessment and Reporting Authority (ACARA)'s definition of literacy. The Well-Lit 6 was administered via a cross-sectional survey to three Australian samples that comprise different elements of Australian education systems: students (N = 1392), parents (N = 584) and school staff (N = 317). RESULTS: Exploratory factor analysis (EFA) suggested the six items of the Well-Lit 6 form an independent construct, empirically distinguishable from other wellbeing-related constructs (e.g., general wellbeing, resilience, and emotion regulation). Convergent analyses showed wellbeing literacy was positively related to wellbeing and negatively related to illbeing. Incremental validity analyses showed wellbeing literacy predicted variance in wellbeing and illbeing after controlling for participant demographics, resilience, and emotion regulation, showing initial evidence of incremental validity. CONCLUSIONS: Our results provide preliminary evidence that wellbeing literacy is a distinct construct from wellbeing and illbeing, and it also demonstrates significant unique variance in these constructs over and above resilience and emotion regulation. The Well-Lit 6 is a useful provisional measure of wellbeing literacy, although we suggest a fruitful avenue for future research is to develop a more comprehensive scale of wellbeing literacy that denotes specific facets of communication, allowing a fuller exploration wellbeing literacy, its components, and their antecedents and consequences. We offer further recommendations for future research and discuss limitations with our approach.