Abstract A follow-up study to a previously reported descriptive investigation of wellness among first-year college students was conducted. Students attended a mid-sized, church-related, undergraduate, liberal arts college in the upper Midwest. Seniors who participated in the original study of first-year students (n=1005) were invited to complete the Wellness Evaluation of Lifestyle (WEL) near the end of their senior year. An incentive (chance to win an iPod) and return of individual scores were provided to encourage participation. The completion of the WEL survey constituted consent to use the wellness data for research purposes. Students were assured that they would not be identifiable and that only aggregate data would be reported in any dissemination of the findings. The follow-up convenience sample consisted of 284 subjects; 39.8% male and 60.2% female. Some attrition (20%) had occurred in the original group from first-year to senior year, resulting in 807 of the original group still available to participate; the resulting response rate was 35.1%. There were no statistically significant differences between respondents and non-respondents except in the gender balance; in the first study 46.8% of participants were men and 53.2% were women. Wellness scores for men and women demonstrated interesting differences from first-year to senior year; therefore the sample was divided by gender for analysis. Findings showed that wellness among college women indicated a statistical difference between first years and seniors in the following aspects: spirituality, friendship, love, nutrition, stress management and gender identity. Nutrition was the only wellness aspect that showed a significant increase for senior women, all other areas decreased. Wellness among college men indicated a statistical difference between first years and seniors in the following areas: spirituality, total self-direction, total wellness, exercise and nutrition. Again, nutrition was the only area that indicated a positive change. Limitations of the study include convenience of sample and poor reliability of some of the WEL subscales. Implications for campus wellness programming and further research will be discussed.
Behavioral Objectives
1) Attendees will be able to describe the evaluation tool used to assess wellness aspects in college students.
2) Attendees will be able to identify aspects of wellness that college women and men scored and statistically varied between first year and senior year.
3) Attendees will be able to identify a number of ideas for campus wellness programming based on study results.