Date of Award
8-2024
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Summer Pannell, Ph.D.
Second Advisor
Brian Uriegas, Ed.D.
Third Advisor
Chrissy Cross, Ph.D.
Fourth Advisor
Bailey Thompson, Ph.D.
Abstract
This study was a qualitative narrative on the advantages experienced by Generation Z students who participated in leadership roles within university-sponsored student organizations. This study incorporated generational, coping, and transactional theories to help the researcher establish a potential link between the mental well-being of students and their participation in cocurricular university-sponsored groups. The primary goal of this study was to gain a deeper understanding of how students perceived the influence of their participation in student organizations on their ability to handle mental well-being issues. It sought to explore whether factors such as time commitment, skill development, or an increased sense of belonging had an impact on how students managed and coped with these challenges. The findings of this study indicated three emerging themes regarding the well-being of student leaders involved in student organizations: (a) Student engagement with student organizations primarily results in feelings of support and an enhanced sense of community, (b) Lived experiences result in change of behavior and the implementation of coping strategies and learned behaviors, and (c) Challenges that negatively impact student well-being are primarily due to the internal pressure students place on themselves and the external pressure perceived by others.
Repository Citation
Folsom, Lacey, "A Qualitative Narrative Study about Mental Well-Being and Coping Strategies in Generation-Z Undergraduate Student Leaders" (2024). Electronic Theses and Dissertations. 561.
https://scholarworks.sfasu.edu/etds/561
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
