The influence of kindness on academics' identity, well-being and stress.

ABSTRACT: The well-being of people working and studying in higher education, including students, staff, and faculty, is a topic of increasing concern. The lack of well-being may be attributed to the current academic context, which does not consistently provide cues that affirm social inclusion to all members of the academic population. This study examines the role of kindness (defined as actions that affirm dignity and social inclusion) in promoting identification with community and well-being in higher education utilizing a cross-sectional study of 182 diverse members of higher education. To assess the extent that kindness relates to the acquisition of institutional identity, well-being, and stress, we developed and validated two novel psychometric rating scales for kindness: Kindness Received (α =

SUBMITTER: Hosoda KK 

PROVIDER: S-EPMC11495609 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature