Students’ Mindset and Subjective Well-being during the Period of “Emerging Adulthood”

Abstract

In the current paper the interrelation between students' mindset and subjective well-being during the period of “emerging adulthood” is investigated.The relevance of the research is determined by high intellectual and psycho-emotional loads to the referent group, especially in the context of distance learning, which threatens the students' well-being.A sample of the study includes college students, bachelors, masters, and postgraduates.We assumed that a growth in mindset is correlated with a high level of students' well-being.We also tested the hypothesis about age differences in the level of students' well-being in the period of emerging adulthood.The sample consisted of 317 respondents aged from 16 to 30 years (M=22.6, SD=4.97), 232 are female and 85 are male.We used “The Satisfaction with Life Scale”, “The Personal Well-being Index-Adult”, “The Warwick-Edinburgh Mental Well-being Scale”, and “The Mindset Questionnaire”.The results of the study demonstrate significant correlations between mindset and all types of well-being.At the same time, the lowest indicators of the well-being are in the bachelors' group, and the highest are in the college students' group.The results of the study may be used in training programs to improve the level of students' subjective well-being.

Keywords

• subjective well-being
• mindset
• emerging adulthood
• students