Análisis cuantitativo

Figure 1 depicts the spheres related to the student’s personal, inside and outside contexts of HE. From each context the nexuses can be seen in grey and orange, to highlight the push, pull, two-way flow of influences; it needs to be noted that the two -way flow represents both the influence being positive and negative. Therefore, the influence that a sense of wellbeing might have upon the individual within their everyday context is illustrated. The design of the lines in this way also enables the thinking, feeling and portraying of certain behaviours and actions (Engestrom, 2001) to be illustrated, enabling the reciprocal relationship between the individual and their contexts and how they maintain and make sense of their experiences across their lifeworld to be illustrated. Overall this figure illustrates everyday circumstances where the individual’s wellbeing is constructed and positive, rather than negative. It should be noted that all participants clearly identified that their wellbeing was consistently shifting and that within this matrix, wellbeing can be negative, positive or neither when elements of influence reshape the individual’s wellbeing. The following figures add further detail and clarity to how the matrix responds, to depict how particular student’s experiences influenced and shifted their wellbeing.

Figure 2 Anne’s Particular Wellbeing Matrix

Figure 2 illustrates Anne’s particular experience of failing an assignment and her diagnosis of dyslexia, as negative influences from her inside HE context; these issues impacted her wellbeing by pulling it out of shape. The figure shows the impact upon her personal context as she initially reacts and the overall experience unfolds. The figure also represents how Anne tries to make sense of the experience, and her experiences change to her sense of self as her sense of self is pulled out. These shifts affected Anne's esteem, confidence and image, as well as her identity; as she

struggled to make sense of her experience and her disability. The positive influences from her outside HE context include her family, friends and faith; because they helped her make some sense or meaning of the experience. The positive influence of HE staff, University services, friends and the support plan put into place to support her studies, are illustrated from inside her HE context. Anne’s diagram illustrates the interplay between influences across the different contexts of her lifeworld and that some influences may be both positive and negative according to the event or circumstances.

Moreover, Anne’s matrix illustrates circumstances where no sense can be made as it remains unconstructed or misshapen, within her personal context at the point when she participates in the research. The matrix and wellbeing might not need to be positive in all aspects of the individual’s lifeworld, all the time. The matrix facilitates the illustration of these circumstances because it remains misshapen as the individual (Anne) counters the negative influences by emphasising or focussing on the positive influences they experience. The ability of the matrix to depict such nuances in

wellbeing undermines the value of measuring wellbeing with objective, or short-term markers, such as satisfaction or happiness. Simultaneously, reiterating that wellbeing is a combination of hedonistic and eudemonic elements (Huta and Ryan, 2010). The matrix also enables links to salutogenic ideas as proposed by Antonovsky (1996) and Keeling (2014) to be depicted, and the outcomes of health promotion interventions to be evaluated holistically, as proposed by Dooris et al. (2017).

Figure 3 illustrates the negative or pulling influence that Charlotte’s personal context exerts upon her wellbeing given her perception of herself as someone who has anxiety, and her low level of self- esteem and confidence. Simultaneously, her inside and outside HE contexts illustrate positive influences such as her sports, HE staff, student services as well as her family, friends and work from her other contexts. The matrix, therefore, enables the power and influence of the individual and how they make sense and reify their beliefs and behaviours to be illustrated through their particular perspectives of themselves as both Kelly (1963) and Berger and Luckman (1989) suggested.

Figure 4 Jean’s Particular Wellbeing Matrix

counter each other, shifting the construct of wellbeing back and forth as her particular experiences unfolded over time and at certain points. Jeans experiences included significant negative experiences, such as being made homeless but simultaneously positive experiences, such as moving in with her Mum. Within HE, Jean's ability to distract herself with her attending University and her studies became a way to step out of her negative experiences. Equally, her friendships and a sense of belonging to HE was positive influences which also enabled her to access advice, information and support; facilitating her to develop the capacity to alter her circumstances; and reconstruct her lifeworld and wellbeing. Jean’s experience allows insight into the power and influence of the individual and their personal skills, knowledge, actions and behaviours. Underpinning their role in supported her to make sense of events and to change her circumstances; towards a more positive outcome so she could re- construct her wellbeing. Schon (1994) suggests that reflection, analysis and personal traits, help individual’s make sense of events, either within the moment or over time. The role of time and the importance of the individual’s perception of themselves (personal construct) are illustrated in making sense of experiences, as is how the individual might be facilitated to construct their wellbeing positively. The matrix allows insight into how HE might fulfil its role as an educator of the whole person (Keeling, 2014; Carr, 2005) and how it might undertake its unique role in promoting the health and wellbeing of students' (Dooris et al., 2017).

The prism and matrix as a theoretical framework illustrate how some influences become moderators, drivers or tools and resources, as they interplay within the matrix, reshaping how and whether the individual’s lifeworld and wellbeing are shifted or not and how it might be constructed. Unfortunately, the two-dimensional characteristics within the drawings cannot illustrate the interchange, dependence and connections of the contexts or influences effectively or with ease; although the points and lines of influence may give some indication of the potential.

Moreover, the prism and matrix align with Dodge et al.’s (2012) conclusion that objective-based measures alone are of little reliability in measuring or defining wellbeing. They also provide evidence to refute notions that wellbeing is a process with a beginning and end, in contrast to some literature (Diener, 2012; Andrews et al., 2014). Overall, the theoretical framework allows in-depth insight into

the development of practice, policies and services within my own practice,

institution and wider HE community as it is disseminated (Long et al.; La Placa et al., 2013).

Moreover, the matrix allows the understanding gained from this research to be considered in respect of supporting and facilitating students, to develop tools,

resources, knowledge, skills and attitudes, that will enable their holistic development as a human being and experience HE more positively. The unique understanding of wellbeing uncovered here reiterates that the students’ perspectives of their wellbeing as subjective, individualistic and related to their everyday contexts, including HE; reiterating the importance of proactive and contextual based approaches, to facilitating their wellbeing.