Date of Graduation
Spring 2024
Degree
Master of Science in Psychology
Department
Psychology
Committee Chair
Adena Young
Abstract
Definitions and measurements of academic well-being vary widely across the literature. Consequently, research has failed to identify the factors that comprise and promote academic well-being. An initial effort to reconceptualize academic well-being within the PERMA framework (i.e., positive emotions, engagement, relationships, meaning, and accomplishments) proved promising, but a five-factor solution failed to arise, and items generally were not specific to educational contexts. The present study aimed to overcome shortcomings of this prior attempt by developing a psychometrically sound measure of academic well-being and evaluating the predictive and convergent validity of the proposed measure (A-PERMA). A-PERMA demonstrated adequate to good reliability statistics and significantly predicted both GPA and, negatively, school burnout. However, a five-factor solution, once more, failed to arise and fit statistics were generally less than adequate.
Keywords
academic well-being, PERMA, academic achievement, school burnout, scale development
Subject Categories
Quantitative Psychology | School Psychology
Copyright
© Evan A. Reichard
Recommended Citation
Reichard, Evan A., "A PERMA-Framework Informed Measure of Academic Well-Being" (2024). MSU Graduate Theses/Dissertations. 3942.
https://bearworks.missouristate.edu/theses/3942
