Students' Psychological Well-Being Interrelations to Spiritual, Cognitive, and Personality Styles

Show simple item record Pekrul, Christopher Pappas, J. Smythe, W. 2009-03-03T20:26:08Z 2009-03-03T20:26:08Z 2008-04
dc.description Poster presented at the 3rd Graduate Students' Research Conference, April 2008. en_US
dc.description.abstract In accordance with contemporary trends of investigating the relationships between spiritual constructs and psychological functioning, the following research examines how individual differences in spiritual well being, personality, mindfulness, gratitude, and self-expansiveness mediate psychological well being (affective states of stress, depression, anxiety) in an undergraduate student sample. Current research supports the buffering effects of spiritual well-being and beliefs on mediating stressful life events, resulting in a decrease in the affective states of anxiety and depression. Consistent with research according to the Five Factor Model of personality, individuals who display greater levels of extraversion experience increased levels of positive affect and mood regulation, whereas increased levels of neuroticism are consistent with stress, depression, and emotional hypersensitivity. Dispositional and acquired mindfulness has been consistently related to positive psychological well-being, with strong inverse relations to constructs of depression, anxiety, angry hostility, and impulsivity. Furthermore, studies examining the role of gratitude in psychological functioning found individuals with higher levels of dispositional gratitude to have lower levels of depression and stress as well as increased life satisfaction. The purpose of this study is to explore how individual differences in personality, cognitive styles, and spiritual well-being mediate the affective states of stress, anxiety, and depression. en_US
dc.language.iso en en_US
dc.publisher University of Regina, Graduate Students' Association en_US
dc.title Students' Psychological Well-Being Interrelations to Spiritual, Cognitive, and Personality Styles en_US
dc.type Other en_US
dc.description.authorstatus Student en_US
dc.description.peerreview no en_US

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