Effects of coaching on wellbeing, perception of inclusion, and study-interest


  • Suzette Kaper Deltion College, Netherlands
  • Nina van Graafeiland Utrecht University, Netherlands
  • Bart Vogelaar Leiden University, Netherlands https://orcid.org/0000-0002-5131-2480




vocational education, adolescence, coaching, wellbeing, perception of inclusion, study-interest


The current study aimed to investigate the influence of an evidence-based coaching intervention on students’ wellbeing, perception of inclusion and study-interest, among 93 first year social work students (aged­ 16–24) in the Netherlands. The coaching intervention that was implemented was based on the REGROW model. A pre-test-intervention-post-test design with two conditions was employed. The experimental condition (n = 47) received coaching from their mentor between pre-test and post-test, while the control condition (n = 46) received regular academic career counselling from their mentor. The results indicate that coaching has a positive effect on students’ emotional wellbeing, but not on psychological and social wellbeing, perception of inclusion and study-interest. In addition, it was found that students’ evaluation of the coaching trajectory is predictive of their emotional wellbeing, specifically in relation to relatedness and pressure. In vocational education, coaching seems to be a valuable addition to academic career counselling.  A structured practical coach model, such as the REGROW model, potentially combined with a coach card, could help implementing coaching in vocational education.


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How to Cite

Kaper, S., van Graafeiland, N., & Vogelaar, B. (2024). Effects of coaching on wellbeing, perception of inclusion, and study-interest. Nordic Journal of Vocational Education and Training, 14(1), 1–30. https://doi.org/10.3384/njvet.2242-458X.241411



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