Personal Growth among University Students: The Effects of Savoring Art, Self-Efficacy, Subjective Well-Being, and Learner Characteristics

This study explores implications on students’ sense of personal growth by focusing on the students’ learner characteristics (learning disabilities, weekly learning/working hours, and parenthood) and personal characteristics: savoring art, self-efficacy, and subjective well-being. The sample consisted of 351 students from Israel, the USA, Canada, and the UK (M = 27.95, SD = 8.82) of which 91 were males and 260 were females. An ordinary least squares (OLS) regression analysis was conducted to test the effects of learner and personal characteristics on personal growth. The model was conducted in two discrete steps. In the first step, demographic variables that had a significant effect on the dependent variable in the preliminary analysis were inserted into the model. In the second step, to test the effects of the theoretical variables above and beyond the effects of the demographic variables, savoring art, self-efficacy, and subjective well-being were added as subsequent independent variables. Results indicate significant positive effects for savoring art, self-efficacy, and subjective well-being on personal growth, with no significant effects for any learner characteristics. The results also suggest that personal growth should be explored as a potentially fostered quality among students. Suggestions for follow-up studies and the study limitations appear in the discussion.