Current projects in the lab involve examining the impact of peer support and sense of belonging on the mental health and well-being of university students and also exploring the relationship between experiential learning and certain psychological constructs such as anxiety, depression, loneliness, self-concept, self-efficacy, motivation, study skills, and work ethic.
McBeath, M. L., Drysdale, M. T. B., & Bohn, N. (in-press). Work-integrated learning and mental health of emerging adults. Education + Training.
Pennaforte, A., Drysdale, M., & Pretti, J. (2016). Building individuals multi-target commitment through short-term contracts: The role of proactive socialization behaviours and the mediating effect of organizational socialization domains. Revue de Gestion des Resources Humaines. (4), 59-73.
Drysdale, M. T. B., & McBeath, M. (2016). The effect of peer support on sense of belonging, academic achievement, mental health, and health behaviours of post-secondary students preparing for full time employment in the labour market. Government of Ontario, Ministry of Training, Colleges & Universities, 52 pages.
Drysdale, M. T. B., McBeath, M., Johansson, K., Dressler, S., & Zaitseva, E. (2016). Psychological attributes and work-integrated learning: An International study. Higher Education, Skills, and Work-Based Learning, 6(1), 20-34.
Drysdale, M. T. B., & McBeath, M. (2014). Connected minds – healthy minds: The mental health and well-being of post-secondary students transitioning into the labour market. Government of Ontario, Ministry of Training, Colleges & Universities, 33 pages.
Drysdale, M., & McBeath, M. (2014). Exploring hope, self-efficacy, procrastination, and study skills between cooperative and non-cooperative education students. Asia-Pacific Journal of Cooperative Education, 15(1), 69-79.
Purdie, F., Ward, L., McAdie, T., King, N., & Drysdale, M. (2013). Are work-integrated learning (WIL) students better equipped psychologically for work post-graduation than their non-work-integrated learning peers? Some initial findings from a UK university. Asia-Pacific Journal of Cooperative Education, 14(2), 117-125.
Johnston, N., Drysdale, M., & Chiupka, C. (2013). An Experiential Pedagogical Model for Developing Global Citizens. In The World is My Classroom: International Learning and Canadian Higher Education. M. Desjardins & J. Benham-Rennick (eds.). Toronto: University of Toronto Press.
Drysdale, M., & McBeath, M. (2012). Self-concept and tacit knowledge: Differences between cooperative and non-cooperative education students. Asia-Pacific Journal of Cooperative Education, 13(3), 169-180.
Drysdale, M., & Johansson, K. (2011). A Scientific Approach to Research Design and Quality in Cooperative and Work-integrated Education. In The International Handbook for Cooperative Education and Work-Integrated learning – Second Edition. R. Coll & K. Zegwaard (eds.). Boston: WACE.
Groenewald, T., Drysdale, M., Johnston, N., & Chiupka, C. (2011). Towards a Definition and Models of Practice for Cooperative Education and Work-Integrated Learning. In The International Handbook for Cooperative Education and Work-Integrated learning – Second Edition. R. Coll & K. Zegwaard (eds.). Boston: WACE.
Jessica Groothuizen: Well-being, Sense of Belonging, and Peer Support among International Students.
Sandra Erb: Who are they and why are they here? Understanding mature students in higher education.
Arpan Dhanota: Cooperative education, sense of belonging, and career development: Examining the experiences of sexual minority students in a post-secondary institution.
Natalie Frost: Major changers and career certainty: Examining students in traditional versus cooperative education, with and without a learning disability.
Margaret McBeath: Does post-secondary cooperative education influence confidence, impact goal setting, and change the way students ‘think’ in the workplace? (Psychology Thesis Award)
Leia Saltzman: Teacher’s Perception of High Risk Youth: The Transition from a Life Skills Classroom to the Workplace. (Psychology Thesis Award)
Elizabeth Webster: Anxiety, self-concept, hope, and study skills in university students with and without Learning Disabilities.
We are grateful to the following organizations for sponsoring our research:
- Canadian Institutes of Health Research (CIHR)
- Cossette Health
- Government of Ontario, Ministry of Training, Colleges, and Universities - Ontario Human Capital research and Innovation Fund (OHCRIF)
- Social Sciences and Humanities Research Council (SSHRC)
- St. Jerome’s University, Faculty Research Grants (FRG)
- Cooperative Education and Internship Association (CEIA)
- Waterloo Centre for the Advancement of Cooperative Education (WatCACE)
- Canadian Association for Cooperative Education (CAFCE)
- University of Waterloo, Learning Initiative Fund (LIF)