Date of this Version
Farson, E. (2023). Undergraduate and graduate student wellness at the University of Nebraska-Lincoln: Current trends and future directions Undergraduate Honors Thesis. University of Nebraska - Lincoln.
This study examined the impact of time and personal demographics on student well-being at the University of Nebraska–Lincoln. This was exploratory research looking to identify any disparities in wellness among different demographics of individuals, if there were certain times within a semester that wellness was impacted, and if there were certain dimensions of well-being that are significantly impacted by being a student. A large sample of 3,837 surveys were used to evaluate these questions. None of the 10 dimensions of Wellness (Career, Creative, Cultural, Emotional, Environmental, Financial, Intellectual, Physical, Social, and Spiritual) were significantly impacted by different times in the semester (the beginning, middle, and end). Students who identify within the LGBTQIA+ community had significantly lower wellness scores in 7 of the 10 dimensions of well-being (Physical, Emotional, Social, Financial, Spiritual, Intellectual, and Career). Students who identify as part of the Latinx or Other Races (native Hawaiian, other pacific islander, American Indian, Alaskan Native, and multiple races or ethnicities) had significantly lower scores in 5 of the 10 dimensions of well-being (Emotional, Spiritual, Financial, Social, and Intellectual). These were the largest underrepresented groups of students at UNL in terms of well-being, however, the study did find multiple significant differences between student populations. Overall, the lowest dimensions of well-being across all student populations were Physical, Financial, and Emotional well-being.