Coproduction in student counselling services

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The psychological wellbeing of students has declined since the last decade. The importance of their wellbeing should not be neglected, since they are experiencing several health complaints and education related difficulties. To enhance students’ psychological wellbeing, student counselling services can have a positive impact. The psychological wellbeing of students is measured by the PERMA-model, which consists of the five dimensions: Positive Emotions, Engagement, Positive Relationships, Meaning and Accomplishment. Coproduction can have a positive impact on counselling services. To enhance the sense of coproduction that a student experiences, the three needs of Self-Determination Theory – autonomy, competence, and relatedness – should be present within this counselling service. The purpose of this research is to examine the effect of autonomy, competence, and relatedness via student coproduction on students’ psychological wellbeing. The results of this research show that coproduction does not have a significant effect on students’ psychological wellbeing. In addition, it shows that autonomy only has a little significant effect on coproduction and competence and relatedness do not have a significant effect on coproduction. However, the results do show a significant effect between autonomy, competence, and relatedness and students’ psychological wellbeing. Furthermore, these three needs also have a significant effect on each separate dimension of the PERMA-model. This research contributes to literature by explaining the importance of fostering an environment in which autonomy, competence, and relatedness is present within a student counselling context to enhance students’ psychological wellbeing.
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