Advisor
Karlin, Nancy
Committee Member
Pugh, Kevin
Committee Member
Douglas, William Woody
Committee Member
Kimball, Michael
Department
College of Education and Behavioral Sciences; School of Psychological Sciences, Educational Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley, (Colo.)
Publisher
University of Northern Colorado
Date Created
8-2022
Extent
167 pages
Digital Origin
Born digital
Abstract
Emerging adulthood is often recognized as a time of uncertainty, confusion, pressure, and stress. This time period also coincides in the Western world with many attending a college or university. Many emerging adults arrive at this developmental stage feeling the pressure and obligation for success but lack the resources needed to make required choices (Rogers & Maytan, 2012). Increasing levels of awareness and positive emotions represent a promising strategy for increasing eudaemonic well-being. To date, no known study has brought together constructs of self and constructs of education to foster eudemonic well-being. The current study fills gaps in the existing literature by bringing together positive psychology constructs and educational constructs. The objective of this mixed methods research project was to gain an understanding of and establish a connection between self and education for emerging adult college students in relation to eudemonic well-being. The first quantitative portion of the study sought to address the issue by examining causal relationships among dispositional mindfulness, self-esteem, academic self-concept, motivation, and eudaemonic well-being in a sample of 222 emerging adult college students. The path analysis model showed strong causal relationships among dispositional mindfulness, self-esteem, academic self-concept, motivation, and eudaemonic well-being and a correlation between dispositional mindfulness and positive reappraisal. Self-esteem, academic self-concept, and motivation mediated the relationship between dispositional mindfulness and eudaemonic well-being. Positive reappraisal within the model also predicted eudaemonic well-being as well. The second portion of the quantitative analysis consisted of experimental intervention with 102 participants (51 intervention group and 51 in the control group) and assessed the effects of mindful positive reappraisal online interventions on college students’ self-esteem, academic self-concept, motivation, and eudemonic well-being. Comparing to students receiving no interventions, students who engage in mindful positive reappraisal interventions report greater positive change from pre to post in terms of hedonic well-being., self-esteem, motivation and eudaemonic well-being. The qualitative portion of the current study consisted of interview data with 14 participants who completed the online interventions. Interview data suggested dispositional mindfulness and positive reappraisal are key in helping emerging adults overcome their limiting beliefs about their perception of themselves and about their perception of their abilities to learn and achieve. Overcoming self-limiting beliefs and subsequently self-limiting behaviors are essential to foster eudaemonic well-being.
Degree type
PhD
Degree Name
Doctoral
Local Identifiers
BenSalem_unco_0161D_11038.pdf
Rights Statement
Copyright is held by the author.
