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. A section of current projects include:
- Examination of the Impact of Precarious work - This study examines how the current employment situation (increased instances of precarious employment) affects young adults’ connection to the workforce, work self-efficacy, and their mental health and wellbeing as they transition from school to work.
- Equatiable Access to Post-Secondary Education and Training - This project is Supported by the Ontario Ministry of Advanced Education and Skills Development, this project aims to examine equable access to post-secondary education and training (PSET) in Ontario. A particular focus is given to groups of students who are currently under-represented on campuses, such as First Nations, Métis, and Inuit individuals.
- Mental Health Services on Campus - This project analyzed a number of online Reddit posts regarding the mental health and wellbeing of university students. Topics include student perceptions on the responsibilities of post-secondary institutions regarding student mental health, student culture, and problems regarding mental health services on campuses.
- International gender study - In partnership with Dr. Tracey Bowen from the University of Toronto, this multi-phase study will examine women’s experiences of equity within the workplace around the world.
- Mental Health in the Workplace - After winning first place at the Hacking Mental Health in the Workplace event in Toronto and receiving funding from the Canadian Institute of Health Research, an e-mental health solution for post-secondary students and individuals transitioning from school to work is being developed through a partnership Cossette Health.
- International mental health study - Through international partnerships, the mental health and wellbeing of post-secondary students attending different institutions around the world will be examined and compared.
Drysdale, M. T. B., McBeath, M.. (under review). Learning and study strategies, motivation, personal efficacy, and performance anxiety of university students participating in experiential education.
McBeath, M., Drysdale, M. T., & Bohn, N. (2018). Work-integrated learning and the importance of peer support and sense of belonging. Education+ Training, 60(1), 39-53.
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.
Sarah Callaghan: Comparing the relationships between academic self-efficacy, subjective well-being, and academic achievement between self-identified gifted and non-gifted university students
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)