Cultural stress, daily well-being, and internalizing and externalizing symptoms among Hispanic college students.

The present study was designed to examine the extent to which, in a sample of 873 Hispanic college students, daily levels of, and variability in, well-being would mediate the predictive effects of culturally related stressors (discrimination, negative context of reception, and bicultural stress) on internalizing and externalizing symptoms 11 days later. A 12-day daily diary design was utilized, where reports of cultural stressors were gathered on Day 1, daily well-being reports were gathered on Days 2-11, and outcomes were measured on Day 12 (with controls for Day 1 levels of these same outcomes). Structural equation modeling results indicated that daily means of, and variability in, well-being significantly mediated the predictive effect of Day 1 ethnic/racial discrimination, negative context of reception, and bicultural stress on Day 12 symptoms of anxiety and depression. No effects emerged for externalizing symptoms. When we decomposed the latent well-being variability construct into its component indicators (self-esteem, life satisfaction, psychological well-being/self-acceptance, and eudaimonic well-being), daily variability in life satisfaction and self-acceptance appeared to be primarily responsible for the mediated predictive effects we observed. These results are discussed in terms of implications for further research, for counseling practice, and for the development of more inclusive university practices and policies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

"Now what do I do?": Toward a conceptual understanding of the effects of traumatic events on identity functioning.

INTRODUCTION: Traumas refer to relatively discrete, negatively valanced, events causing physical, economic, spiritual, and/or psychological harm with life-altering impacts. These impacts include widely varied effects on the identity functioning of adolescents/emerging adults. METHODS: The array of possible impacts of traumatic events was considered with particular attention devoted to the identification of variables that may be predictive of particular identity-related outcomes. RESULTS: A taxonomy of possible developmental impacts of traumatic events on identity functioning is developed: (a) identity resilience, (b) identity affirmation, (c) identity delay, (d) identity threat, (e) identity loss, (f) identity alteration, (g) identity replacement, (h) trauma-shaped identity, and (i) trauma-centered identity. A series of 11 propositions regarding the predictors of various developmental impacts is advanced. The propositions involve variables related to the nature of the traumatic event, variables related to the effects of trauma (other than identity-related effects), person-related variables, and variables related to the social context in which the person is functioning. CONCLUSION: These propositions can serve as a research agenda for furthering our understanding of the range of effects of trauma on identity functioning.

Identity in young adulthood: Links with mental health and risky behavior.

The present study was conducted to contribute to our understanding of young adult identity development by deriving latent profiles from intrapersonal and interpersonal indices of identity synthesis and confusion. A sample of 9737 college-attending young adults completed measures of identity, mental health, and health risk behaviors. Four latent profiles emerged: Synthesized (high synthesis, low confusion), Diffused (moderate synthesis, high confusion), Elevated (high synthesis and confusion), and Moderate (moderate synthesis and confusion). The Synthesized profile was associated with the highest well-being and the lowest levels of internalizing, externalizing, and health risks. The Diffused and Elevated profiles were both associated with low well-being and with high internalizing, externalizing, and risky behaviors - with the Elevated profile highest on all of the negative outcomes. The Moderate profile scored intermediately on well-being, internalizing, externalizing, and health risks. These results are discussed in terms of the role of identity within a successful transition to adulthood.

Further reflections on the humanistic psychology-positive psychology divide.

Replies to comments by Morley (see record 2014-01475-010), Serlin (see record 2014-01475-011), Friedman (see record 2014-01475-012), Churchill and Mruk (see record 2014-01475-013), and Schneider (see record 2014-01475-014) on the current author's original article "The humanistic psychology-positive psychology divide: Contrasts in philosophical foundations" (see record 2013-12501-001). The article contrasting humanistic psychology and positive psychology with respect to their ontological, epistemological, and practical philosophical foundations has generated commentaries from leading proponents of varying perspectives within humanistic psychology. There is a great deal of material within those commentaries with which the current author is in full accord. It is worth noting at the outset that no one appears to be challenging the observations (a) that published exchanges between proponents of humanistic and positive psychology have been marked by tension and ambivalence, albeit with occasional efforts at reconciliation and rapprochement; (b) that proponents of the two perspectives differ with respect to the philosophers they most frequently cite in their writings; or (c) that such citations reflect the philosophical assumptions serving as foundations for the theoretical, research, and counseling/therapeutic endeavors of psychologists in both groups. The principal points of concurrence in the critiques published here are that the current underestimates the extent to which mutually supportive, collaborative work can be accomplished across the philosophical divide and that the recommendations the current author has made has advanced serious potential negative consequences for the field. The current author will address these points here in the reply, although space does not permit him to address other substantive points raised by individual commentators.

Meaning in Life in Emerging Adulthood: A Person-Oriented Approach.

The present study investigated naturally occurring profiles based on two dimensions of meaning in life: Presence of Meaning and Search for Meaning. Cluster analysis was used to examine meaning-in-life profiles, and subsequent analyses identified different patterns in psychosocial functioning for each profile. A sample of 8,492 American emerging adults (72.5% women) from 30 colleges and universities completed measures on meaning in life, and positive and negative psychosocial functioning. Results provided support for five meaningful yet distinguishable profiles. A strong generalizability of the cluster solution was found across age, and partial generalizability was found across gender and ethnicity. Furthermore, the five profiles showed specific patterns in relation to positive and negative psychosocial functioning. Specifically, respondents with profiles high on Presence of Meaning showed the most adaptive psychosocial functioning, whereas respondents with profiles where meaning was largely absent showed maladaptive psychosocial functioning. The present study provided additional evidence for prior research concerning the complex relationship between Presence of Meaning and Search for Meaning, and their relation with psychosocial functioning. Our results offer a partial clarification of the nature of the Search for Meaning process by distinguishing between adaptive and maladaptive searching for meaning in life.

Acculturation and well-being among college students from immigrant families.

OBJECTIVE: The present study was designed to ascertain the associations between acculturation and well-being in first-generation and second-generation immigrant college students. Acculturation was operationalized as a multidimensional construct comprised of heritage and American cultural practices, values (individualism and collectivism), and identifications, and well-being was operationalized in terms of subjective, psychological, and eudaimonic components. METHOD: Participants were 2,774 first-generation and second-generation immigrant students (70% women), from 6 ethnic groups and from 30 colleges and universities around the United States. Participants completed measures of heritage and American cultural practices, values, and identifications, as well as of subjective, psychological, and eudaimonic well-being. RESULTS: Findings indicated that individualistic values were positively related to psychological and eudaimonic well-being, and positively, although somewhat less strongly, linked with subjective well-being. American and heritage identifications were both modestly related to psychological and eudaimonic well-being. These findings were consistent across gender, immigrant generation (first versus second), and ethnicity. CONCLUSIONS: Psychological and eudaimonic well-being appear to be inherently individualistic conceptions of happiness, and endorsement of individualistic values appears linked with these forms of well-being. Attachments to a cultural group-the United States, one's country of origin, or both-appear to promote psychological and eudaimonic well-being as well. The present findings suggest that similar strategies can be used to promote well-being for both male and female students, for students from various ethnic backgrounds, and for both first-generation and second-generation immigrant students.

The humanistic psychology-positive psychology divide: contrasts in philosophical foundations.

The relationship between the fields of humanistic and positive psychology has been marked by continued tension and ambivalence. This tension can be traced to extensive differences in the philosophical grounding characterizing the two perspectives within psychology. These differences exist with respect to (a) ontology, including the ways in which human nature is conceptualized regarding human potentials and well-being; (b) epistemology, specifically, the choice of research strategies for the empirical study of these concepts; and (c) practical philosophy, particularly the goals and strategies adopted when conducting therapy or undertaking counseling interventions. Because of this philosophical divide, adherents of the two perspectives may best be advised to pursue separately their shared desire to understand and promote human potentials and well-being.

Good Choices, Poor Choices: Relationship Between the Quality of Identity Commitments and Psychosocial Functioning.

Research indicates making identity commitments on the part of emerging adults is associated with a wide range of psychosocial benefits. Data from a large research collaborative were used to evaluate hypotheses drawn from eudaimonic identity theory that the benefits of commitment are attributable to the quality of the commitments held. Findings from a study with 9,650 students attending 30 colleges and universities replicated previous research indicating the benefits of identity commitments with respect to subjective well-being, psychological well-being, self-esteem, an internal locus of control; and reduced likelihood of symptoms of general anxiety, social anxiety, and depression. However, when a measure of the quality of identity commitments was added to the analyses, results indicated that commitment quality accounted almost entirely for the associations of identity commitments with psychosocial functioning. Identity commitments of low quality were found to be associated with psychological costs rather than benefits. Implications for helping emerging adults distinguish better identity choices are discussed.

Acculturation and Well-Being Among College Students From Immigrant Families.

OBJECTIVE: The present study was designed to ascertain the associations between acculturation and well-being in first-generation and second-generation immigrant college students. Acculturation was operationalized as a multidimensional construct comprised of heritage and American cultural practices, values (individualism and collectivism), and identifications, and well-being was operationalized in terms of subjective, psychological, and eudaimonic components. METHOD: Participants were 2,774 first-generation and second-generation immigrant students (70% women), from 6 ethnic groups and from 30 colleges and universities around the United States. Participants completed measures of heritage and American cultural practices, values, and identifications, as well as of subjective, psychological, and eudaimonic well-being. RESULTS: Findings indicated that individualistic values were positively related to psychological and eudaimonic well-being, and positively, although somewhat less strongly, linked with subjective well-being. American and heritage identifications were both modestly related to psychological and eudaimonic well-being. These findings were consistent across gender, immigrant generation (first versus second), and ethnicity. CONCLUSIONS: Psychological and eudaimonic well-being appear to be inherently individualistic conceptions of happiness, and endorsement of individualistic values appears linked with these forms of well-being. Attachments to a cultural group-the United States, one's country of origin, or both-appear to promote psychological and eudaimonic well-being as well. The present findings suggest that similar strategies can be used to promote well-being for both male and female students, for students from various ethnic backgrounds, and for both first-generation and second-generation immigrant students. © 2012 Wiley Periodicals, Inc. J. Clin. Psychol. 00:1-21, 2012.

Examining the light and dark sides of emerging adults' identity: a study of identity status differences in positive and negative psychosocial functioning.

Identity is a critical developmental task during the transition to adulthood in Western societies. The purpose of the present study was to evaluate an empirically based, cluster-analytic identity status model, to examine whether all four of Marcia's identity statuses (diffusion, foreclosure, moratorium, and achievement) would emerge empirically, and to identify different patterns of identity formation among American college-attending emerging adults. An ethnically diverse sample of 9,034 emerging-adult students (73% female; mean age 19.73 years) from 30 U.S. universities completed measures of identity exploration (ruminative, in breadth, and in depth) and commitment (commitment making and identification with commitment), identity synthesis and confusion, positive and negative psychosocial functioning, and health-compromising behaviors. The identity status cluster solution that emerged provided an adequate fit to the data and included all four of Marcia's original identity statuses, along with Carefree Diffusion and Undifferentiated statuses. Results provided evidence for concurrent validity, construct validity, and practical applicability of these statuses. Implications for identity research are discussed.

The Association of Well-Being with Health Risk Behaviors in College-Attending Young Adults.

The present study investigated the associations of well-being with engagement in illicit drug use, sexual risk taking, and impaired driving in a sample of 9,515 students from 30 U.S. colleges and universities. Participants completed measures of subjective well-being, psychological well-being, and eudaimonic well-being, and indicated how many times in the past 30 days that they had engaged in several illicit drug use, sexual risk, and impaired driving behaviors. Findings indicated that well-being was negatively associated with incidence of illicit drug use and some sexual risk behaviors, but not with incidence of drunk/drugged driving or riding with an impaired driver. Well-being was negatively related to frequency of casual sex, sex while drunk/high, drunk/drugged driving, and riding with an impaired driver. Associations of well-being were strongest for more dangerous types of drug use and sexual behavior and for riding with an impaired driver. Results are discussed in terms of implications for research and intervention development.

The Questionnaire for Eudaimonic Well-Being: Psychometric properties, demographic comparisons, and evidence of validity.

The Questionnaire for Eudaimonic Well-Being (QEWB) was developed to measure well-being in a manner consistent with how it is conceptualized in eudaimonist philosophy. Aspects of eudaimonic well-being assessed by the QEWB include self-discovery, perceived development of one's best potentials, a sense of purpose and meaning in life, intense involvement in activities, investment of significant effort, and enjoyment of activities as personally expressive. The QEWB was administered to two large, ethnically diverse samples of college students drawn from multiple sites across the United States. A three-part evaluation of the instrument was conducted: (1) evaluating psychometric properties, (2) comparing QEWB scores across gender, age, ethnicity, family income, and family structure, and (3) assessing the convergent, discriminant, construct, and incremental validity of the QEWB. Six hypotheses relating QEWB scores to identity formation, personality traits, and positive and negative psychological functioning were evaluated. The internal consistency of the scale was high and results of independent CFAs indicated that the QEWB items patterned onto a common factor. The distribution of scores approximated a normal curve. Demographic variables were found to predict only small proportions of QEWB score variability. Support for the hypotheses tested provides evidence for the validity of the QEWB as an instrument for assessing eudaimonic well-being. Implications for theory and future research directions are discussed.

On the importance of distinguishing hedonia and eudaimonia when contemplating the hedonic treadmill.

Comments on the article by E. Diener, R. E. Lucas, and C. N. Scollon which provided a revision of the adaptation theory of well-being. The current author suggests that consideration of the emerging distinction between hedonic and eudaimonic well-being was missing from the original article and is worthy of scholarly attention.

Predicting the subjective experience of intrinsic motivation: the roles of self-determination, the balance of challenges and skills, and self-realization values.

A series of studies was conducted to investigate the contributions of self-determination, perceived competence, and self-realization values to the subjective experience of intrinsic motivation. Using varying sets of instructions in these studies, college undergraduates generated and subsequently evaluated panels of identity-related activities. Three measures of the subjective experience of intrinsic motivation were used as outcome variables: (a) interest, (b) flow experiences, and (c) feelings of personal expressiveness. These subjective experience measures were strongly intercorrelated. Across studies, self-determination was found to be strongly associated with all of the subjective experience measures. In contrast, self-realization values made larger contributions to flow experiences and to personal expressiveness than to interest. Perceived competence, although significantly correlated with all subjective experience measures, played a considerably smaller role in the prediction of intrinsic motivation.