Dissertation
Investigating student authenticity and its relationship to well-being and flourishing: a quantitative, cross-sectional study at a four-year university
Doctor of Education (Ed.D.), Drexel University
Mar 2022
DOI:
https://doi.org/10.17918/00001020
Abstract
This quantitative, non-experimental study examined the relationship between authenticity and well-being/flourishing in college students at a private, residential 4-year college. For the purposes of this study, authenticity is a tripartite construct comprising an accurate conscious awareness of self, acting congruently with that self, and moderating external influences. The problem addressed by this research focuses on the mental health crisis on college campuses across the country, with anxiety, depression, and stress at much higher rates than ever seen before. Student mental health issues are the primary driver for universities to furnish programs and services focusing on well-being and wellness. Given the lack of research specifically examining the role a residential college setting plays in the relationship between authenticity and flourishing, this study addressed the gap in the literature. Authenticity has been linked to higher rates of mindfulness, vitality, self-esteem, and a host of other positive outcomes. Generally, research has shown a strong correlation between authenticity and well-being. In addition, students who self-report higher well-being tend to have better personal, academic, and professional outcomes. A survey comprising several existing measurements, including the Authenticity Scale, Mental Health Continuum Short Form (MHC-SF), and PERMA Profiler, examined the relationships among authenticity, well-being, and flourishing in college students. Survey results were analyzed, both in aggregate and based on various socio-demographic factors, using descriptive and inferential statistics. Major findings concluded that levels of authenticity varied among respondents but did not differ significantly among many demographic categories. However, women were statistically less authentic than men in all categories. Cultural, social, and environmental factors in college were moderately correlated with authenticity. In addition, authenticity was correlated with well-being and well-being subfactors. Psychological well-being was moderately predictive of authenticity. Results support the notion that well-being and authenticity are linked while establishing the impact cultural, social, and environmental factors have in a residential college setting.
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Details
- Title
- Investigating student authenticity and its relationship to well-being and flourishing
- Creators
- Justin Christopher Smith
- Contributors
- Salvatore Falletta (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 154 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991017495592804721