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Character Strengths and Well-Being: Differences in Social Activity Among College Students

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Character Strengths and Well-Being: Differences in Social Activity Among College Students CHARACTER STRENGTHS AND WELL-BEING: DIFFERENCES IN SOCIAL ACTIVITY AMONG COLLEGE STUDENTS By LINDSAY MURRELL Bachelor of Arts in Psychology Rollins College Winter Park, FL 2008 Master of Arts in Mental Health Counseling Rollins College Winter Park, FL 2011 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY July, 2015 CHARACTER STRENGTHS AND WELL-BEING: DIFFERENCES IN SOCIAL ACTIVITY AMONG COLLEGE STUDENTS Dissertation Approved: Dr. Julie Koch Dissertation Adviser Dr. John S.C. Romans Dr. Bridget Miller Dr. Thad R. Leffingwell ii ACKNOWLEDGEMENTS “Gratitude can transform common days into thanksgivings, turn routine jobs into joy, and change ordinary opportunities into blessings.” William Arthur Ward Without the help and support of many, this work wouldn’t have been possible. First and foremost, my wonderful husband (Scott Murrell) has stayed by my side, supporting me throughout my academic journey. He has taken my passion and made it his own, selflessly allowing my pursuits to take priority over the course of our marriage. For this, there are no words to express the deepness of my gratitude. My son (Braylon Murrell) has been my motivation and inspiration. Through even the most difficult times, his smiling face was always enough to encourage me to press on. His energetic spirit brought life to my work and continuously offered me perspective on the importance of being present and connected. My family has offered endless encouragement, never once doubting my capabilities, even at times where I doubted myself. My church family has provided a sense of stability and comfort for my husband and I, especially in times where we felt directionless. My dissertation committee has been available to assist me throughout the course of my dissertation, offering guidance and insight that added great depth to my work. Particularly my adviser, Julie Koch, PhD, was flexible, timely, and thoughtful when working with me. I recognize that at times this was not an easy task. Dana Wyner, PhD has been an invaluable asset in assisting me through my data analysis. Her statistical knowledge provided me with a greater understanding of my research. Finally, and most importantly, I would like to acknowledge the presence of my God through this time. In Christ alone, my hope is found. “The LORD is my rock, my fortress and my deliverer; my God is my rock, in whom I take refuge, my shield and the horn of my salvation, my stronghold.” Psalm 18:2. iii Acknowledgements reflect the views of the author and are not endorsed by committee members or Oklahoma State University. Name: LINDSAY MURRELL Date of Degree: JULY, 2015 Title of Study: CHARACTER STRENGTHS AND WELL-BEING: DIFFERENCES IN SOCIAL ACTIVITY AMONG COLLEGE STUDENTS Major Field: EDUCATIONAL PSYCHOLOGY WITH AN OPTION IN COUNSELING PSYCHOLOGY Abstract: There has been an increase in students seeking counseling services in universities, with depression and anxiety being the most prevalent presenting concerns. Previous research indicates that the use of character strengths has been effective in reducing symptoms of depression and anxiety. Many of the interventions used to develop character strengths and improve well-being involve a social component, yet no research has investigated how social activity relates to the link between character strengths and well-being. In this study, relationships between the following variables were explored: character strengths (love, hope, curiosity, zest), subjective well-being, social activity, and social group participation. Social activity as a mediator of character strengths and well- being was also explored. Data were collected from 254 college-age students, ranging from 18 to 24 years of age (M = 20.60). One outlier was removed from the data, ending with 253 total participants, with 67% female (n=169) and 33% male (n=84). Descriptive statistics, frequency statistics, Pearson product-moment correlations, independent samples t-tests, and hierarchical multiple regression were used. Males endorsed higher levels of social activity (M = 24.67, SD = 4.93) than female participants (M = 23.07, SD = 4.01). Additionally, there were statistically significant differences in subjective well- being and endorsement of love scores, with females scoring higher than male participants. Consistent with previous research, results show a moderate positive correlation between subjective well-being and love (r(250) = .467, p < .01), hope (r(250) = .357, p < .01), curiosity (r(250) = .387, p < .01), zest (r(250) = .429, p < .01). Inconsistent with previous research, a significant relationship between social activity and well-being was not found. A positive significant relationship between social group participation and well-being was found r(250) = .197, p < .01 as well as between social group participation and love r(250) = .127, p < .05, curiosity r(250) = .159, p < .05, and zest r(250) = .184, p < .05. No significant relationship was found for hope. Results of the Sobel test suggest that mediation was not present. Implications of these findings as well as limitations and directions for future research are discussed. iv TABLE OF CONTENTS Chapter Page I. INTRODUCTION ......................................................................................................2 II. REVIEW OF LITERATURE ....................................................................................5 The Field of Positive Psychology ............................................................................5 Well-being and positivity prior to positive psychology ....................................6 The VIA Classification of Strengths ........................................................................7 The creation of the VIA ....................................................................................7 How character strengths are defined ................................................................8 How character strengths are used .....................................................................9 Correlates and outcomes among character strengths .....................................10 Depression and anxiety ........................................................................11 Stress and trauma .................................................................................11 Happiness .............................................................................................12 Research on character strengths among college students ...............................12 Subjective Well-being ............................................................................................14 History and conceptualization of subjective well-being ................................14 Differences in happiness and well-being .......................................................15 Well-being theory .................................................................................16 Subjective well-being, health, and longevity .................................................17 Well-being and character strengths ................................................................17 Character strengths with highest correlations to well-being ..........................18 Love .....................................................................................................18 Hope ....................................................................................................18 Zest ......................................................................................................19 Curiosity ..............................................................................................19 Social Activity .......................................................................................................19 Social Activity and Well-being ..............................................................................20 Rationale ................................................................................................................21 Research Questions ................................................................................................23 Hypotheses .............................................................................................................23 v Chapter Page III. METHOD ..............................................................................................................24 Participants .............................................................................................................24 Procedure ...............................................................................................................25 Instruments .............................................................................................................25 Demographic form ........................................................................................25 Social activity ................................................................................................26 Social group participation .............................................................................26 VIA inventory of strengths (VIA-IS) ............................................................26 Satisfaction with life scale (SWLS) ..............................................................27 Data Analysis .........................................................................................................28 IV. RESULTS ..............................................................................................................30
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