Momentary Participation and Emotional Well-Being of Occupational and Physical Therapy Students: Initial Evaluation

Background: Many postsecondary Canadian healthcare students report mental health challenges. Meaningful participation may reduce stress and enhance well-being. While participation encompasses both attendance and involvement, little is known about how involvement relates to emotional well-being (EWB) in occupational and physical therapy (OT/PT) students. Purpose: Using Experience Sampling Method, this study examined the association between momentary ratings of involvement in outside-of-school activities and EWB among OT/PT students, and whether this association differed by program. Method: Thirty-eight students (87% female) participated. Using the m-Path app, participants completed a set of five questions several times daily over a period of two weeks, reporting current activity, involvement level, and three emotional states. Pearson correlations and mixed-effect models were used. Findings: Of the 957 observations, non-academic activities were most common (80%). Involvement was most strongly associated with happiness and cheerfulness (0.4 > r > 0.9), seen in 53% of the participants. These associations were significant in both programs, with greater effects among OT students (0.52 >β > 0.59). Conclusion: Involvement in outside-of-school activities, captured in real-time, is important to students' well-being, particularly happiness and cheerfulness. Findings may interest OT/PT students and directors seeking to support well-being through occupation.