A PhD dissertation in the Department of Educational Psychology and Leadership Studies

Abstract (excerpt):

Mental health is one of the biggest issues facing governments around the globe (Keyes, 2013). Mental health is a state of well-being wherein individuals realize their potential, cope with normal life stressors, work productively, and contribute to society (World Health Organization, 2014). Findings from the American College Health Assessment survey reveal the vast majority of postsecondary students in Canada and the United States report (a) feeling inundated and exhausted by their academic work, and (b) experiencing levels of stress and anxiety compromising physical and mental health, academic learning, and personal success (ACHA, 2019). Self-regulated learning (SRL) is a key component of student success at university, however despite the large body of research establishing the role of SRL in student success at university, there is a paucity of research on mental health and SRL at university. To date mental health and SRL have been underexamined as dynamic processes that develop over time as highly situated, metacognitive processes. The purpose of this multi-paper dissertation was twofold: (a) to examine the interplay between self-regulated learning and mental health in student success at university, and (b) to explore a variety of methods and analyses examining this interplay.

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