Abstract
This study examined the relationship of goal-related components of cybernetic, behavioral, and experiential self-regulations to psychological well-being under two types of conditions, the pursuit of intrinsic goals in general and specific intrinsic goals for the academic term. In an online survey, undergraduates (N = 186) completed global measures of psychological well-being, behavioral and experiential self-regulations, and rated themselves on goal-related self-regulatory components. Correlations indicated that most of the cybernetic, behavioral and experiential self-regulatory variables were associated with each other and with well-being. In terms of the goal-related self-regulatory components, when pursuing intrinsic goals more generally, the experiential self-regulatory component of enjoyment of the activity predicted well-being. However, when pursuing intrinsic term goals, the cybernetic self-regulatory component of perceived goal progress and the behavioral self-regulatory component of self-reinforcement for goal progress predicted well-being. The findings extend theoretical conceptualizations of psychological well-being by integrating compatibilities between cybernetic, behavioral, experiential self-regulatory processes and motivational conditions.
Highlights
The present study examined the relationships of behavioral and experiential self-regulatory components to psychological well-being under proximal and distal goal conditions
Means for all established scales, that is, the Self-Reinforcing Subscale, the Mental Health Inventory-5 (MHI-5), the 6-item Rosenberg Self-Esteem Scale, and the Positive Affect (PA) and Negative Affect (NA) scales of the Positive and Negative Affect Schedule (PANAS) were within one standard deviation of those found in university samples (Mezo, 2009; Ogunyemi & Mabekoje, 2007; Rosenberg, 1979; Watson et al, 1988)
Our results were consistent with predictions from construal-level theory that compatibilities between selfregulatory processes and goal conditions would be related to psychological well-being
Summary
The present study examined the relationships of behavioral and experiential self-regulatory components to psychological well-being under proximal and distal goal conditions. Both experiential and cognitive-behavioral processes have been proposed to account for the antecedents of psychological wellbeing in theories of motivation and self-regulation (Sheldon & Elliot, 1999; Sheldon & Kasser, 1995, 1998). The present study makes use of construal-level theory (CLT; Liberman & Trope, 1998; Trope & Liberman, 2010; Trope, Liberman, & Wakslak, 2007) to examine these relationships under proximal and distal goal conditions. Under distal goal conditions, we proposed that core aspects of motives would be activated which would be compatible with experiential self-regulation
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