Humpf, Johannes (2024) Disentangling How Purpose in Life, Academic Self-Concordance, and Self-Reflection Relate to Subjective Well-Being in Students: A Moderated-Mediation Analysis. Bachelor thesis, Psychology.
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Abstract
University students are at high risk for low well-being and distress, making it crucial to research relevant factors to address this vulnerability. This study proposed a moderated- mediation model. Specifically, it was hypothesized that academic self-concordance would mediate the relationship between purpose in life and subjective well-being such that with increasing purpose in life, there will be greater academic self-concordance and, following this, greater subjective well-being in students. Furthermore, it was hypothesized that higher self- reflection would moderate this mediation pathway such that with increasing self-reflection and purpose in life, there will be greater academic self-concordance and greater subjective well-being in students. A sample of 184 psychology students participated in an online questionnaire assessing purpose in life, subjective well-being, and self-reflection. For academic self-concordance, participants wrote down three academic goals and rated their level of autonomy. Based on bootstrapping, a moderated-mediation analysis and two follow-up simple mediations yielded non-significant results suggesting that domain-specific self- concordance could not predict subjective well-being within the model. However, significant links were found between purpose in life and subjective well-being, as well as self-reflection and subjective well-being. This paper proposes that university measures should include reflective exercises to allow students to identify their purpose in life, as well as formulate aligned academic goals to promote well-being. Future research needs to consider mindfulness as a moderator and academic-related outcomes such as academic satisfaction. Keywords: purpose in life, academic self-concordance, subjective well-being, self-reflection, academia, students
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 19 Jul 2024 11:21 |
| Last Modified: | 19 Jul 2024 11:21 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4013 |
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