Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Enhancing Rangatahi Wellbeing in Secondary Education Through Implementation of the Meke Meter™
    (Springer Nature on behalf of the New Zealand Association for Research in Education, 2025-06-02) Armstrong D; Jagroop-Dearing A; Forrest RH
    Adolescent wellbeing is crucial, yet secondary schools face challenges in effectively addressing it. The Meke Meter™, an indigenous self-reflection tool, shows promise in promoting wellbeing, but its application in secondary schools remains unexplored. This study investigates the suitability and efficacy of the Meke Meter™ in capturing the self-evaluated wellbeing of rangatahi (adolescents) in Aotearoa New Zealand secondary schools. A qualitative multiple case study design was employed, involving two case studies: one in a mainstream co-educational school using the paper-based Meke Meter™, and another in an alternative education program using the online version. Data collection involved questionnaires for students and teachers, analysed through inductive thematic analysis and appreciative inquiry. Both students and teachers found the Meke Meter™ appealing and valuable for self-reflection and goal-setting. The tool’s ease of use, visual design, and alignment with the curriculum were highlighted. It facilitated pastoral care, student voice, and co-construction of learning. However, challenges in data tracking and the need for clearer explanations and additional resources were identified. The Meke Meter™ shows promise in promoting rangatahi wellbeing in secondary schools. Future development should focus on a mobile app with goal-setting, gamification, and notification features. Comprehensive consultation with stakeholders is crucial to ensure cultural safety and effectiveness.
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    Placemaking for tenant wellbeing: Exploring the decision-making of public and community housing providers in Aotearoa New Zealand
    (Elsevier Ltd, 2025-06) Witten K; Olin CV; Logan A; Chisholm E; Randal E; Howden-Chapman P; Leigh L
    In addition to housing tenants, many public and community housing providers engage in placemaking to foster tenants’ connections to people and place. This paper reports on the placemaking practices of four community housing providers and two urban regeneration programmes in Aotearoa New Zealand. Twenty-four semi-structured interviews were conducted with provider staff – including those leading strategy, community development, tenancy management, planning and design efforts – to investigate the placemaking strategies adopted by providers and the values, priorities and investment tensions that underpin their decision-making. Common placemaking strategies included site selection to secure tenants’ locational access to community services and amenities, and designing shared ‘bump spaces’ into housing complexes to encourage neighbourly encounters between tenants. Efforts to foster a sense of community through increased stability and diversity of households were hindered by a predominance of single-person units in older housing developments, and by funding and regulatory constraints. Māori, the Indigenous people of Aotearoa New Zealand, comprise approximately half of all public housing tenants and many have deep intergenerational connections to place. Where providers were engaging with Māori, early steps had been taken to incorporate cultural landscapes and values into placemaking initiatives; such practices were more evident in urban regeneration than community housing provider developments, enabled by longer-term planning horizons, broader development mandates and partnerships with iwi (Māori tribes) and local government. Nonetheless, placemaking aspirations of all providers were tethered to resource constraints and investment trade-offs, with any social infrastructure provision weighed up against the value of providing one more home instead.
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    Supporting wellbeing: Perspectives of university work-integrated learning students
    (Work-Integrated Learning New Zealand (WILNZ), 2025-03-01) Hay K; Fleming J; Fleming J; Hay K
    The health of students engaging in work-integrated learning (WIL) should be a key focus of universities. WIL students encounter various personal, social, and financial pressures which impact their wellbeing, which are often different from those of an on-campus student or a workplace employee. The aim of the research was to explore student perspectives of the impact of WIL on their wellbeing, and strategies for supporting wellbeing. Using a qualitative approach, data was collected from 16 students across four disciplines and three New Zealand universities. Wellbeing is a visible construct, and this was illustrated in the participants’ ability to articulate their understanding of wellbeing. Students also emphasized that WIL experiences impact wellbeing both positively and negatively. Multiple strategies contribute to enhancing their wellbeing and these are summarized as recommendations for students, host organizations, universities, and the government. Clearly, WIL wellbeing is the responsibility of all stakeholders in the WIL enterprise.
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    Editorial: Wellbeing and work-integrated learning
    (Work-Integrated Learning New Zealand, 2025-02-28) Hay K; Fleming J; Fleming J; Hay K
    Higher Education Institutions (HEIs) have important responsibilities for the duty of care of their students, and to ensure the wellbeing of students is kept front and center of curriculum and institutional developments. While the focus has primarily been on physical campuses, it is critical that these responsibilities extend to off campus activities, such as work-integrated learning (WIL). This special issue includes 11 articles focusing on the wellbeing of WIL students, with many authors drawing on empirical research. Key themes include students’ understanding of WIL wellbeing; students’ experiences of WIL and wellbeing; strategies for preparing WIL students to support wellbeing; understanding the wellbeing needs of diverse WIL students; and the important role of workplace supervisors in supporting WIL wellbeing. Several authors amplify the voices of students and all share thought-provoking teaching and curriculum strategies. All WIL stakeholders have a responsibility to support the learning success and wellbeing of students.
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    The impact of Covid-19 on employee job insecurity andwellbeing: a conservation of resources theory approach
    (Taylor and Francis Group on behalf of the Royal Society of New Zealand, 2025-02-10) Haar J; Brougham D; Ghafoor A
    Job insecurity is detrimental to employee wellbeing. However, we understand little about how unforeseen external shocks, such as Covid-19, might shape these perceptions. We explore how job changes during the Covid-19 lockdown notification period impacted New Zealand employees’ wellbeing (anxiety, depression, life satisfaction, happiness), hypothesising that these changes heightened job insecurity, leading to poorer wellbeing, using Conservation of Resources (COR) theory. Using data from 628 employees, we explore differences in outcomes between pre- and post-lockdown notification respondents and find non-significant differences in wellbeing and job insecurity, but significant increases in Covid-19 job changes. We then used a follow-up survey on N = 323 employees and compared relationships one month later into lockdown using change-over-time analysis. Here, we find relatively stable wellbeing with only life satisfaction dropping significantly, with Covid-19 job changes increasing significantly. Structural equation modelling shows that Covid-19 job changes influence job insecurity, which, in turn, influences wellbeing, and this holds for both data sets, including the change-over-time data. Using COR Principles, we discuss that in such uncontrollable and unforeseeable external events, employees adopt a defensive mode, acknowledging job changes due to Covid-19 but resisting job insecurity perceptions.
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    Resiliency, Connectivity and Environments: Their roles in theorizing approaches to the promoting the wellbeing of young people
    (Clifford Beers Foundation, 2004-02) McCreanor, Tim; Watson, Peter
    Early theory and findings in the area of resilience among young people emphasised individual differences and personality characteristics to explain different reactions to stress and risk. The ‘modern’ resiliency literature views the possible explanatory variables for different outcomes in broader contexts such as family, schools and community. Despite this change over time the individualising, problem focused orientation of resilience approaches continues to obscure the environment, leaving it an under-interrogated factor in youth wellbeing. The importance of this rests on its impact on policy and practice in the fields of youth development and health promotion. In this paper we argue that contemporary resiliency theory and research continue to fall short of the paradigm shift called for by those orienting to environmentally-based public health measures to improve population level wellbeing among young people.