Well-being is a universal concept that is relevant to individuals, communities, populations, and countries. Well-being may be defined and measure in many ways, but generally refers to a condition of happiness, health, or prosperity (Merriam-Webster, 2019). The Centers for Disease Control and Prevention (2018) add to this definition by stating that well-being is multi-dimensional, holistic, and refers to a person’s overall state of being in the following health-related areas: physical activity, mental/emotional/social well-being, financial stability, life satisfaction, and engagement.
In social science research, various definitions of subjective well-being exist. Diener (1984) asserts that subjective well-being refers to how and why individuals experience life in positive ways, which includes cognitive judgements and affective reactions. A similar definition of well-being is used by the Organisation for Economic Co-operation and Development (OECD). The OECD defines subjective well-being in terms of three parts: life satisfaction, affect, and eudaimonia (Ludwigs & Erdtmann, 2018). In Seligman’s Well-Being Theory (2011), well-being is defined as a combination of cognitive happiness (satisfaction), hedonic happiness (feeling), and eudaimonia (meaning).
Well-Being Theory (Seligman, 2011) defines well-being in terms of five essential elements: positive emotion, engagement, relationships, meaning, and accomplishment. These five indicators are represented by the acronym PERMA. Each element contributes to well-being, can be pursued for its own sake, and is independently defined and measured. The combination of the PERMA elements promotes flourishing, which is optimal functioning of individuals, groups, communities, nations, and the universe.
From the growing body of research in quality of life studies, we know that many factors influence well-being: positive emotion, genetics, personality traits, life events, socio-economic status, age, and gender (CDC, 2018). Outcomes of well-being may include social connectedness, productivity, healthy habits, and longevity (CDC, 2018). In general, higher well-being scores occur in countries that are “economically developed, have effective governments with low levels of corruption, have high levels of trust, and can meet citizens’ basic needs for food and health” (CDC, 2018). Compared to other developed and developing countries, the United States ranks low in well-being. Thus, these findings suggest room to improve well-being within the United States.
Young adults face many barriers to optimal well-being and academic success. According to 2016-17 Association for University and College Counseling Center Directors (AUCCCD) Survey, the top three presenting concerns on college campuses are anxiety, stress, and depression. 30% of students report that stress has negatively affected their academic performance (Anxiety and Depression Association of America, 2018). In the United States, young adults (ages 18-25 years) had the highest prevalence of any mental illness in comparison to other adult age groups (National Institute of Mental Health, 2017). These concerns may hinder academic success, as evidenced by low retention rates of college students. Across the United States 25-45% of incoming college freshman never graduate (Nes, Evans, & Segerstrom, 2009). Such statistics suggest that well-being and academic success have room for improvement.
Purpose/Aims:
To assess PERMA elements of Well-Being Theory (Seligman, 2011) among undergraduate students at a large public research university in the Midwestern United Statues utilizing data from the Student Experience at a Research University (SERU) survey.
Methods:
Well-Being Theory (Seligman, 2011) was used as a framework for this study. Well-Being Theory identifies the following as key constructs of well-being: positive emotion, engagement, relationships, meaning, and accomplishment (PERMA). The relationship between well-being and success of undergraduate students at a large Midwestern university (N = 5010) was assessed within the 2018 Student Experience at a Research University (SERU) survey. Composed of over 300 questions, the SERU offers a systematic examination of the student experience at a research-intensive university. Confirmatory factor analysis (CFA) was used to identify PERMA elements within the SERU survey. Afterwards, higher order CFA will be used to test measures of success using the PERMA construct.
Results:
Objective items for each latent PERMA construct will be identified. Initial confirmatory factor analysis (CFA) results will be analyzed, and goodness-of-fit statistics will be calculated. Such results will provide initial support for or against Well-Being Theory (Seligman, 2011).
Implications:
There are many opportunities to increase well-being in the United States. In the young adult population, many undergraduate students struggle with anxiety, stress, and depression. These barriers may prevent undergraduate students from obtaining a college degree and reaching their full potential. As evidenced by national retention rates, approximately 25-45% of incoming college freshman fail to graduate (Nes, Evans, & Segerstrom, 2009). Assessing well-being within the framework of the SERU survey may provide support for Well-Being Theory (Seligman, 2011) and help guide interventions to promote success of undergraduate students.
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