Flourishing: Achievement-related correlates of students' well-being

摘要

Keyes (2005) operationalized flourishing as elevated emotional, psychological, and social well-being. The current study predicted that flourishing among undergraduate students (N=397) would have adaptive cognitive and behavioral achievement-related correlates. Results showed that students classified as flourishing (21.4% of the sample), relative to those classified as moderately mentally healthy (59.4%) or as languishing (19.1%), were less likely to adopt an entity view of ability or to procrastinate and were more likely to endorse mastery-approach goals, to report high self-control, and to report high grades. Results are cast in terms of possible accounts of the relationship between well-being and achievement-related functioning.