Personality, Goal Pursuit, and Wellbeing in Undergraduates

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Education, Schooling

Abstract

Goal engagement skills are critical for college undergraduates who navigate numerous challenges on their path to academic achievement. Goal engagement, or striving towards goal attainment, requires both primary and secondary control strategies (Heckhausen et al., 2010). Primary control is the direct control of one’s environment relating to goals, while secondary control involves changing one’s mindset rather than the environment (Rothbaum et al., 1982). Control strategies promoting goal engagement are associated with favorable outcomes, including lower career anxiety in undergraduates and greater life satisfaction across the lifespan (Daniels et al., 2010; Wrosch et al., 2003). Constructs related to control (e.g., coping) and wellbeing outcomes (e.g., academic stress) are both related to personality traits (Rantanen et al., 2005; Schimmack & Kim., 2020). Big Five personality factors, namely Conscientiousness, Extraversion, and Neuroticism predict subjective wellbeing (e.g., life satisfaction) across several measures (Hayes & Joseph, 2003). There is reason to believe that both personality traits and goal engagement predict positive outcomes in college students; however, few, if any, studies have examined the interaction of personality traits and goal engagement in undergraduates’ wellbeing. The current study examined relationships between goal engagement strategies and personality factors on multiple wellbeing outcomes in undergraduates. We expected goal engagement and positive personality traits (e.g., Conscientiousness and Extraversion) to independently predict fewer health symptoms, depressive symptoms, perceived academic stress, and greater life satisfaction. We expected Neuroticism to have the opposite predictive pattern. Last, personality traits were predicted to moderate the relationship between goal engagement and wellbeing outcomes.
Over 400 students from a public, four-year university participated in an online survey. Goal engagement was measured using the Optimization of Primary and Secondary Control Scale (Heckhausen, 2003). Personality traits were assessed using the Big Five Inventory (Goldberg, 1993). Physical Health Symptoms were reported using the Cohen-Hoberman Inventory of Physical Symptoms (Cohen & Hoberman, 1983). Depressive symptoms were reported using the Center for Epidemiologic Studies Depression Scale (Radloff, 1977). Perceived Academic Stress was reported using the Perceived Stress Scale (Cohen et al., 1983) modified to be specific to the academic domain. Life Satisfaction was reported using the Satisfaction with Life Scale (Diener et al., 1985). Personality traits were strong predictors of wellbeing outcomes, supporting several of our hypotheses. Hypotheses related to Conscientiousness and Neuroticism were fully supported while Extraversion was partially supported (i.e., Extraversion negatively predicted academic stress and positively predicted satisfaction with life). Goal engagement was less consistent in predicting wellbeing outcomes but negatively predicted depressive symptoms and positively predicted life satisfaction. Our hypothesis that personality would moderate the relationship between goal engagement and wellbeing outcomes was not supported. While engaging with and pursuing goals may be important to psychological wellbeing, personality type may be particularly powerful in guiding behaviors important for wellbeing outcomes. Future research could investigate the role of personality-based differences in specific control strategies (e.g., selective control strategies) influencing psychological wellbeing. Finally, these findings can further inform programs promoting adjustment and wellbeing for college students.

Authors

• Kevin Doug Cherry, Humboldt State University
  Presenting Author

• Bernardo Sosa-Rosales, Humboldt State University
  Non-Presenting Author

• Edgar Jimenez-Madora, Humboldt State University
  Non-Presenting Author

• Kiandria Weaver, Humboldt State University
  Non-Presenting Author

• Brandilynn Villarreal, Humboldt State University
  Non-Presenting Author