Abstract
College students from diverse ethnic and socioeconomic backgrounds are at risk for poorer academic outcomes and greater psychopathology and it is important to identify factors that are amenable to intervention and enhance college outcomes. Recent literature has entertained happiness as a potential predictor of various success outcomes and it has been suggested that parsing the concept of happiness into hedonia (seeking pleasure and relaxation) and eudaimonia (seeking meaning) may be particularly useful. This study examined the relations between hedonic and eudaimonic motives for action and student outcomes; that is, academic achievement and their negative emotional states, in an ethnically and socioeconomically diverse urban college population. Undergraduate students (N = 119; mean age = 21.24 [SD = 3.16] years; 59.7% female) completed self-reported measures of hedonic and eudaimonic motives for action, and depression, anxiety, and stress. Semester GPA was collected from school records. Hedonic motives for action (“Hedonia”) were not associated with GPA or students’ negative emotional states. Eudaimonic motives for action (“Eudaimonia”), however, were significantly positively associated with GPA, Individuals with high levels of both Hedonia and Eudaimonia (the Full Life) had higher GPAs compared to individuals with low Eudaimonia, but did not differ from students with high Eudaimonia and low Hedonia (Eudaimonic Life). Eudaimonia was also significantly negatively associated with Depression and Stress, and individuals high in Eudaimonia had the lowest levels of both of these outcomes compared to those with low Eudaimonia. Eudaimonic motives may be important for more desirable college outcomes, and interventions that promote development of this domain may hold promise.
Similar content being viewed by others
Notes
In light of the finding that individuals who did not complete the DASS were older than those who did complete the measure, a MANCOVA was run, with three square root transformed DASS subscales as outcome variables, and age as a covariate. No change in findings was observed. Similarly, no changes to the results were observed when controlling for SES.
References
Acee, T. W., & Weinstein, C. E. (2010). Effects of a value-reappraisal intervention on statistics students’ motivation and performance. The Journal of Experimental Education, 78(4), 487–512. https://doi.org/10.1080/00220970903352753.
American College Health Association. (2016). Spring 2016 reference group executive summary. Retrieved from http://www.acha-ncha.org/reports_ACHA-NCHAIIc.html.
Andrews, B., & Wilding, J. M. (2004). The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, 95(4), 509–521. https://doi.org/10.1348/0007126042369802.
Aristotle, (2001). Nichomachean ethics. In R. McKeon (Ed.), The basic works of Aristotle (pp. 928–1112). New York, NY: Modern Library.
Barch, D., Pagliaccio, D., Belden, A., Harms, M. P., Gaffrey, M., Sylvester, C. M., et al. (2016). Effect of hippocampal and amygdala connectivity on the relationship between preschool poverty and school-age depression. American Journal of Psychiatry, 173(6), 625–634.
Bloom, D. E., Hartley, M., & Rosovsky, H. (2007). Beyond private gain: The public benefits of higher education. In J. J. F. Forest & P. G. Altbach (Eds.), International handbook of higher education (Vol. 18, pp. 293–308). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-4012-2_15.
Bresó, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339–355. https://doi.org/10.1007/s10734-010-9334-6.
Broadie, S. (1991). Ethics with aristotle. New York, NY: Oxford University Press.
Cabrera, A. F., Nora, A., & Castañeda, M. B. (1992). The role of finances in the persistence process: A structural model. Research in Higher Education, 33(5), 571–593. https://doi.org/10.1007/bf00973759.
Campbell-Sills, L., & Barlow, D. H. (2007). Incorporating emotion regulation into conceptualizations and treatments of anxiety and mood disorders. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 542–559). New York: Guilford Press.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., et al. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268–274. https://doi.org/10.1037/0022-0663.97.2.268.
Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2013). An examination of the impact of minority status stress and impostor feelings on the mental health of diverse ethnic minority college students. Journal of Multicultural Counseling and Development, 41(2), 82–95. https://doi.org/10.1002/j.2161-1912.2013.00029.x.
Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9(1), 1–11. https://doi.org/10.1007/s10902-006-9018-1.
Delle Fave, A., Brdar, I., Wissing, M. P., Araujo, U., Solano, A. C., Freire, T., et al. (2016). Lay definitions of happiness across nations: The primacy of inner harmony and relational connectedness. Frontiers in psychology, 7, 30. https://doi.org/10.3389/fpsyg.2016.00030.
Douce, L. A., & Keeling, R. P. (2014). A strategic primer on college student mental health. Retrieved from American Council on Education website: http://www.acenet.edu/news-room/Documents/A-Student-Primer-on-College-Mental-Health.pdf.
Dunn, L. B., Iglewicz, A., & Moutier, C. (2008). A conceptual model of medical student well-being: Promoting resilience and preventing burnout. Academic Psychiatry, 32(1), 44–53. https://doi.org/10.1176/appi.ap.32.1.44.
Eisenberg, D., Golberstein, E., & Hunt, J. B. (2009). Mental health and academic success in college. The BE Journal of Economic Analysis & Policy, 9(1), 1–37. https://doi.org/10.2202/1935-1682.2191.
Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and universities: Variation across student subgroups and across campuses. The Journal of Nervous and Mental Disease, 201(1), 60–67. https://doi.org/10.1097/nmd.0b013e31827ab077.
Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first generation students. Retrieved from The Pell Institute for the Study of Opportunity in Higher Education website: http://www.pellinstitute.org/downloads/publications-Moving_Beyond_Access_2008.pdf.
Farruggia, S. P., Han, C., Watson, L., Moss, T. P., & Bottoms, B. L. (2016). Noncognitive factors and college student success. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/1521025116666539.
Field, A. (2009). Discovering statistics using SPSS. London: Sage publications.
Helliwell, J., Layard, R., & Sachs, J. (Eds.). (2015). World happiness report 2015. Retrieved from Sustainable Development Solutions Network website: http://unsdsn.org/wp-content/uploads/2015/04/WHR15.pdf.
Henderson, L. W., Knight, T., & Richardson, B. (2013). An exploration of the well-being benefits of hedonic and eudaimonic behaviour. The Journal of Positive Psychology, 8(4), 322–336. https://doi.org/10.1080/17439760.2013.803596.
Huta, V. (2015). The complementary roles of eudaimonia and hedonia and how they can be pursued in practice. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (2nd ed., pp. 216–246). NJ: Wiley. https://doi.org/10.1002/9781118996874.ch10.
Huta, V. (2016). Eudaimonic and hedonic orientations: Theoretical considerations and research findings. In J. Vittersø (Ed.), Handbook of eudaimonic well-being (pp. 215–231). Cham: Springer. https://doi.org/10.1007/978-3-319-42445-3_15.
Huta, V., & Ryan, R. M. (2010). Pursuing pleasure or virtue: The differential and overlapping well-being benefits of hedonic and eudaimonic motives. Journal of Happiness Studies, 11(6), 735–762. https://doi.org/10.1007/s10902-009-9171-4.
Huta, V., & Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0.
Jeynes, W. H. (2002). The relationship between the consumption of various drugs by adolescents and their academic achievement. The American Journal of Drug and Alcohol Abuse, 28(1), 15–35. https://doi.org/10.1081/ada-120001279.
John-Henderson, N. A., Rheinschmidt, M. L., Mendoza-Denton, R., & Francis, D. D. (2014). Performance and inflammation outcomes predicted by different facets of SES under stereotype threat. Social Psychological and Personality Science, 5(3), 301–309. https://doi.org/10.1177/1948550613494226.
Jury, M., Smeding, A., Stephens, N. M., Nelson, J. E., Aelenei, C., & Darnon, C. (2017). The experience of low-SES students in higher education: Psychological barriers to success and interventions to reduce social-class inequality. Journal of Social Issues, 73(1), 23–41. https://doi.org/10.1111/josi.12202.
Kim-Prieto, C., Diener, E., Tamir, M., Scollon, C., & Diener, M. (2005). Integrating the diverse definitions of happiness: A time-sequential framework of subjective well-being. Journal of Happiness Studies, 6(3), 261–300. https://doi.org/10.1007/s10902-005-7226-8.
Logan, J., Hughes, T., & Logan, B. (2016). Overworked? An observation of the relationship between student employment and academic performance. Journal of College Student Retention: Research, Theory & Practice, 18(3), 250–262. https://doi.org/10.1177/1521025115622777.
Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the depression anxiety and stress scales. Sydney, NSW: Psychology Foundation of Australia.
Lyubomirsky, S., & Della Porta, M. D. (2010). Boosting happiness, buttressing resilience: Results from cognitive and behavioral interventions. In J. W. Reich, A. J. Zautra, & J. S. Hall (Eds.), Handbook of adult resilience (pp. 450–464). New York, NY: Guilford Press.
Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137–155. https://doi.org/10.1023/a:1006824100041.
Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39(7), 1249–1260. https://doi.org/10.1016/j.paid.2005.06.004.
Maslach, C., & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7(1), 63–74. https://doi.org/10.1016/s0962-1849(98)80022-x.
Merrick, A. D., Grieve, A., & Cogan, N. (2016). Psychological impacts of challenging behaviour and motivational orientation in staff supporting individuals with autistic spectrum conditions. Autism. https://doi.org/10.1177/1362361316654857.
Mills, M. J., Fullagar, C. J., & Culbertson, S. S. (2016). Development and implementation of a multifaceted well-being intervention. Journal of Organizational Effectiveness: People and Performance, 3(4), 360–375. https://doi.org/10.1108/joepp-02-2016-0013.
Mirowsky, J., & Ross, C. E. (2003). Education, social status, and health. Hawthorne, NY: Aldine de Gruyter.
Mokrue, K., & Acri, M. C. (2015). Subjective health and health behaviors as predictors of symptoms of depression and anxiety among ethnic minority college students. Social Work in Mental Health, 13(2), 186–200. https://doi.org/10.1080/15332985.2014.911238.
Oishi, S., Graham, J., Kesebir, S., & Galinha, I. C. (2013). Concepts of happiness across time and cultures. Personality and Social Psychology Bulletin, 39(5), 559–577. https://doi.org/10.1177/0146167213480042.
Okun, M. A., Levy, R., Karoly, P., & Ruehlman, L. (2009). Dispositional happiness and college student GPA: Unpacking a null relation. Journal of Research in Personality, 43(4), 711–715. https://doi.org/10.1016/j.jrp.2009.03.010.
Perna, L. W. (2003). The private benefits of higher education: An examination of the earnings premium. Research in Higher Education, 44(4), 451–472. https://doi.org/10.1023/a:1024237016779.
Peterson, C., Park, N., & Seligman, M. E. P. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life. Journal of Happiness Studies, 6(1), 25–41. https://doi.org/10.1007/s10902-004-1278-z.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. https://doi.org/10.1037/0022-3514.57.6.1069.
Santos, V., Paes, F., Pereira, V., Arias-Carrión, O., Silva, A. C., Carta, M. G., et al. (2013). The role of positive emotion and contributions of positive psychology in depression treatment: Systematic review. Clinical Practice and Epidemiology in Mental Health: CP & EMH, 9(1), 221–237. https://doi.org/10.2174/1745017901309010221.
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066x.55.1.5.
Shanafelt, T. D., Boone, S., Tan, L., Dyrbye, L. N., Sotile, W., Satele, D., et al. (2012). Burnout and satisfaction with work-life balance among US physicians relative to the general US population. Archives of Internal Medicine, 172(18), 1377–1385. https://doi.org/10.1001/archinternmed.2012.3199.
Snyder, T. D., de Brey, C., & Dillow, S. A. (2016). Digest of education statistics 2015 (NCES 2016-014). Retrieved from National Center for Education Statistics website: https://nces.ed.gov/pubs2016/2016014.pdf.
Soria, K. M., Stebleton, M. J., & Huesman, R. L. (2013). Class counts: Exploring differences in academic and social integration between working-class and middle/upper-class students at large, public research universities. Journal of College Student Retention, 15(2), 215–242. https://doi.org/10.2190/cs.15.2.e.
Stebleton, M. J., Soria, K. M., & Huesman, R. L. (2014). First-generation students’ sense of belonging, mental health, and use of counseling services at public research universities. Journal of College Counseling, 17(1), 6–20. https://doi.org/10.1002/j.2161-1882.2014.00044.x.
Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943–953. https://doi.org/10.1177/0956797613518349.
Tamir, M. (2016). Why do people regulate their emotions? A taxonomy of motives in emotion regulation. Personality and Social Psychology Review, 20(3), 199–222. https://doi.org/10.1177/1088868315586325.
Telzer, E. H., Fuligni, A. J., Lieberman, M. D., & Galván, A. (2014). Neural sensitivity to eudaimonic and hedonic rewards differentially predict adolescent depressive symptoms over time. Proceedings of the National Academy of Sciences of the United States of America, 111(18), 6600–6605. https://doi.org/10.1073/pnas.1323014111.
U.S. Census Bureau. (2015). U.S. census quick facts. Retrieved from https://www.census.gov/quickfacts/table/PST045216/00.
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. American Association for the Advancement of Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364.
Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64(4), 678–691. https://doi.org/10.1037/0022-3514.64.4.678.
Wechsler, D. (1999). Manual for the Wechsler abbreviated intelligence scale (WASI). San Antonio, TX: The Psychological Corporation.
Whalen, D., Saunders, K., & Shelley, M. (2010). Leveraging what we know to enhance short-term and long-term retention of university students. Journal of College Student Retention: Research, Theory & Practice, 11(3), 407–430. https://doi.org/10.2190/cs.11.3.f.
Wibrowski, C. R., Matthews, W. K., & Kitsantas, A. (2016). The role of a skills learning support program on first-generation college students’ self-regulation, motivation, and academic achievement. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/1521025116629152.
Wohlgemuth, D., Whalen, D., Sullivan, J., Nading, C., Shelley, M., & Wang, Y. (2006). Financial, academic, and environmental influences on the retention and graduation of students. Journal of College Student Retention, 8(4), 457–475. https://doi.org/10.2190/86x6-5vh8-3007-6918.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805.
Acknowledgements
We gratefully acknowledge the research assistants of the O’Neill lab for their assistance in data collection, Georg Matt, Ph.D., for his consultations on statistical analysis, and Jillian Lee Wiggins, Ph.D., for her comments on an early version of the manuscript. We thank the students for participating.
Funding
This publication was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health under Award Number SC2HD086868 (PI: Sarah O’Neill, PhD). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflicts of interest
Rights and permissions
About this article
Cite this article
Kryza-Lacombe, M., Tanzini, E. & O’Neill, S. Hedonic and Eudaimonic Motives: Associations with Academic Achievement and Negative Emotional States Among Urban College Students. J Happiness Stud 20, 1323–1341 (2019). https://doi.org/10.1007/s10902-018-9994-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10902-018-9994-y