Wellbeing, Motivation and Performance

Subject EDUC10057 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 1 (Undergraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

February, Parkville - Taught on campus.
Pre-teaching Period Start 19-Jan-2015
Teaching Period 02-Feb-2015 to 06-Feb-2015
Assessment Period End 20-Feb-2015
Last date to Self-Enrol 21-Jan-2015
Census Date 04-Feb-2015
Last date to Withdraw without fail 06-Feb-2015

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 02-Mar-2015 to 31-May-2015
Assessment Period End 26-Jun-2015
Last date to Self-Enrol 13-Mar-2015
Census Date 31-Mar-2015
Last date to Withdraw without fail 08-May-2015

Pre-teaching period:

During the pre-teaching period students will be required to complete readings and experiential exercises that will be provided via LMS.

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment:

170 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability


Dr Gavin Slemp, Ms Natalie Brain


Contact Us
Call: 13 MELB (13 6352)

February intensive availability contact, Natalie Brain

Semester 1 availability contact, Gavin Slemp

Subject Overview:

This subject explores the science of the factors that enable individuals to operate at the peak of their potential; including how to participate in more engaging activities, how to live healthier, be more resilient, have more satisfying relationships and lead more productive and fulfilling lives.

The subject will explore teachable skills and pathways for cultivating wellbeing. Students will be exposed to a variety of disciplines including psychology, social science, education, philosophy, sports science, sociology, and organisational science.

Students will learn about the historical and philosophical views of a life-well lived; the paradigm shift from problem-focused to strengths-based approaches; and the evolution of the view of the human, from passive stimulus-response beings to active, self-directed agents.

Students will apply interventions that have been evaluated using the scientific method to increase their own wellbeing as well as the wellbeing of those around them.

Learning Outcomes:

Students will:

  • Gain an interdisciplinary view of wellbeing.
  • Think of ways this knowledge can be used to educate communities and society.
  • Distinguish between problem-focused versus strengths-based approaches in education.
  • Create innovative exercises deigned to apply this knowledge through practice.

There are two assessment tasks:
1500-word analysis of the student’s experience applying this knowledge to every day life, 35%

Intensive availability, due within a week of end of teaching
Semester 1 availability, due mid-semester

2500-word assignment on wellbeing theories and ways this knowledge can be used to educate communities and society, 65%

Intensive availability, due three weeks after the end of teaching
Semester 1 availability, due end of semester

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Prescribed Texts:

Readings will be posted on the LMS.

Breadth Options:

This subject potentially can be taken as a breadth subject component for the following courses:

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject, students will able to:

  • expand analytical and cognitive skills through developing ways to apply research to education.
  • be critical and creative thinkers, with an aptitude for continued self-directed learning through exposure to theoretical frameworks across disciplines.
  • be well-informed citizens able to contribute wherever they choose to live and work through knowledge of how to increase well-being and in turn, performance outcomes in their communities.
Links to further information: http://education.unimelb.edu.au/study_with_us/breadth/positive_individuals,_organisations_and_communities#wellbeing
Related Breadth Track(s): Positive individuals, organisations and communities

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