Disentangling the Relations Between Purpose in Life, Academic Self-Concordance, and Mindfulness on Subjective Well-Being: a Moderated-Mediation Analysis

Durivou, Floris (2024) Disentangling the Relations Between Purpose in Life, Academic Self-Concordance, and Mindfulness on Subjective Well-Being: a Moderated-Mediation Analysis. Bachelor thesis, Psychology.

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Abstract

In this study, we aimed to disentangle the relations between purpose in life, academic self-concordance, and mindfulness on subjective well-being. We predicted a moderation mediation model in which academic self-concordance would mediate the relationship between purpose in life and subjective well-being such that students with a high sense of purpose would be more academically self-concordant and as a result have higher subjective well-being. We also hypothesized that mindfulness would enhance the relationship between purpose in life (PiL) and academic self-concordance (ASC), thereby strengthening the mediation pathway from PiL through ASC to subjective well-being, acting as a moderator in this model. A self-report questionnaire was taken by 203 first-year psychology students from a convenience sample at the University of Groningen. The moderated mediation model was examined using PROCESS macro for SPSS using model 7 (Hayes, 2013) with a bootstrap analysis. The results did not support the predicted moderated mediation model. Considering the significant correlations between the key variables, a mediation pathway was proposed. Mindfulness was excluded as it did not correlate with the other variables. Assessing whether purpose in life significantly correlates with subjective well-being through academic self-concordance. The bootstrap analysis did not support the mediation model. Several findings support the previous literature, while others contradict it. Nonetheless, the results may offer valuable insights into developing interventions to enhance PIL and encourage healthy and productive behavior in students.

Item Type:	Thesis (Bachelor)
Supervisor name:	Dalley, S.E.
Degree programme:	Psychology
Differentiation route:	None [Bachelor Psychology]
Date Deposited:	19 Jul 2024 11:39
Last Modified:	19 Jul 2024 11:39
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4002

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