Date of Award
2025
Document Type
Thesis
Degree Name
Bachelors
Department
Social Sciences
First Advisor
Barton, Michelle
Area of Concentration
Psychology with Rhetoric and Writing
Abstract
College students are a focus of many studies on well-being and academic performance. This is because they must navigate a newfound independence juggling many responsibilities while consistently submitting assignments for their classes. Most often these assignments involve writing, a notable struggle for those new to taking care of their mental health. The current study conducted a self-affirmation intervention to investigate the effects on college student eudaimonic well-being, hedonic well-being, and writing self-efficacy. Sixteen students participated in a three-week intervention involving two surveys and three writing tasks. The selfaffirmation group completed values-affirmation writing tasks and the control group completed a writing task about their week. The study utilized descriptive statistics to discover the relationship between the writing tasks and the dependent variables. The results showed no substantial differences between the control group and experimental group between pretest and posttest analysis. The study suggests that future research on writing self-efficacy might have the potential to be affected by a self-affirmation intervention given a longer intervention period.
Recommended Citation
Swanson, Sonja, "THE POWER WITHIN: AN EXPLORATION OF SELF-AFFIRMATION INTERVENTIONS
AND THEIR EFFECTS ON THE WELL-BEING AND WRITING SELF-EFFICACY OF COLLEGE
STUDENTS" (2025). Theses & ETDs. 6722.
https://digitalcommons.ncf.edu/theses_etds/6722