https://orcid.org/0000-0002-7071-7336
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Abstract
Background
Well-being is a multifaceted construct, and measuring well-being, both within particular groups and at a national level, is a priority for policy and practice. This national agenda on measuring well-being is mirrored in the Higher Education sector. This is the first conceptual review of how well-being is measured among university students in the UK.
Aims
The aims of the review were to identify (i) the definitions or conceptualisations of well-being guiding the selection of well-being indicators for research within this population and (ii) measures of well-being used in university students in the UK.
Methods
A scoping review method was used.
Results
Twenty-eight validated indicators used to measure well-being in UK students were identified. While many were direct measures of (primarily mental or psychological) well-being, indirect “proxy” indicators, including measures of mental health symptoms, were identified.
Conclusions
This review has highlighted that there are inconsistencies in defining and measuring university student well-being, and the measures that have been used in this population are focused on subjective experience. These findings are in line with reviews of well-being measures in the general population. Implications for further research are discussed.
Acknowledgments
The authors would like to acknowledge the SMaRteN leadership team, Professor Miranda Wolpert (University College London and Wellcome Trust), and Nancy Hey and colleagues at What Works Wellbeing for advice and guidance on this review.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Data availability statement
As a conceptual scoping review, there is no data attached to this manuscript.