Improving student well-being on Dutch secondary schools Using Self-Determination Theory to investigate the influence of student coproduction in student counselling on student well-being

Abstract

This research provides insights in the way the service of student counselling can contribute to preventing the well-being issue among Dutch secondary school students. Organizing student counselling in such way that uplifting changes in student well-being are fulfilled can be done by the use of coproduction. This study investigates this relationship between coproduction in student counselling and student well-being. Also, it examines the drivers of coproduction in student counselling. The crucial determinants of student coproduction in student counselling are addressed in this study by using Self-Determination Theory (SDT). The results of this study show a positive significant relationship between coproduction and student well-being. Student well-being is measured by using the Subjective Student Well-Being Questionnaire (SSWQ). Coproduction has a positive significant relationship as well with all four dimensions of student well-being used in this research based on the SSWQ. Furthermore, the findings of this study show that literacy drives coproduction in student counselling and that attachment avoidance undermines coproduction in student counselling. These results can be used by managers and counsellors to improve student well-being through student counselling. This study contributes to Transformative Service Research (TSR) by adding knowledge on the role of coproduction in services that aim to create uplifting changes in (consumer) well-being.