Exploring the Relationship between Educational Attainment, Purpose in Life, and Stress Reactivity

Autor/in	Rusin, Cory
Titel	Exploring the Relationship between Educational Attainment, Purpose in Life, and Stress Reactivity
Quelle	(2023), (110 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Binghamton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3325-4
Schlagwörter	Hochschulschrift; Dissertation; Educational Attainment; Stress Variables; Emotional Response; Relationship; Quality of Life; Goal Orientation; Self Concept; World Views; Adults; Dropouts; Secondary Education; Bachelors Degrees + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsabschluss; Bildungsgut; Emotionales Verhalten; Wechselbeziehung; Lebensqualität; Zielorientierung; Zielvorstellung; Selbstkonzept; World view; Weltanschauung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Sekundarbereich; 'Bachelor''s degrees'; Bachelor-Studiengang
Abstract	Purpose in life has consistently been found to be a key element of positive psychological and physical health outcomes (Burrow & Rainone, 2017; Keyes et al., 2002; Ryff, 1989; Ryff & Singer, 1998; Schmutte & Ryff, 1997; Zika & Chamberlain, 1992; Zilioli et al., 2015). Given the current state of the world, with an ongoing pandemic and a concurrent mental health crisis, the importance of further understanding variables that play a positive role in overall well-being cannot be overstated. At the same time, postsecondary enrollment has declined since the start of the COVID-19 pandemic, and prior research has indicated that education plays an important role in the development of purpose in life (Bundick et al., 2019; Hill et al., 2018; National Student Clearinghouse Research Center, 2022). This study serves two aims: (a) to explore the relationship between purpose in life and each category of education (i.e. no high school diploma; high school diploma or GED; some college and no degree; graduated from a 2-year college or vocational school; graduated from a 4- or 5-year college; completed some graduate school; completed a master's degree; and Ph.D. or other professional degree), and (b) to explore the relationship between the interaction of education level and purpose in life with stress reactivity. The analysis for Aims 1 and 2 both used a multiple regression to (a) determine the relationship between purpose in life and each level of education and (b) determine the interaction effect of purpose in life and each education level on stress reactivity scores. The sample for the study was a national probability sample of U.S. adults (53.3% female) from the Midlife in the United States II (MIDUS II) study. Results for Aim 1 indicated that the only level of education correlated with purpose in life was no high school diploma, which showed a negative relationship. This is contrary to previous research that has found that as education level increases, purpose in life scores increase (Bundick et al., 2019; Hill et al., 2018; Ryff et al., 2004). Results for Aim 2 indicated a significant relationship between the interaction of purpose in life and bachelor's degree level education on stress reactivity. Stress reactivity levels decreased for the bachelor's education category. This understanding may assist in directing future research on the role education plays in supporting purpose in life and purpose development, as well as positive stress response. It also may help post-secondary practitioners utilize further purpose development techniques, such as cultivating purpose as a pedagogy of care. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01