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Subjective well-being trajectories in an online graduate program: A five-year multi-cohort study of course-embedded
Suzhen Duan1, Scot McNary1, Chi-Jia Hsieh2
1Department of Learning Technologies, Design and School Library Media, College of Education, Towson University, Towson, Maryland, USA.
Abstract:
Objective: This study examined subjective well-being (SWB) patterns among online graduate students across 10 cohorts (2020-2024) that included course-embedded Best Possible Self (BPS) activity, focusing on (1) SWB's cohort-level and temporal variation and (2) associations between personality traits and within-semester change. Methods: 374 students across 5 years in a Midwestern university's online master's program completed surveys at the beginning and end of an 8-week semester. Using repeated-measures ANOVA and linear mixed-effects regression models, we examine cohort-level patterns and individual differences in within-semester change. Results: SWB demonstrated multidimensional patterns across cohorts. Life satisfaction increased modestly, negative affect decreased, whereas positive affect declined. Ingenuity facet of Openness to Experience was associated with differences in affective change. Conclusion: Findings suggest SWB's cognitive and affective components may follow distinct trajectories in online graduate education. Highlighting the importance of longitudinal, multidimensional approaches to understanding well-being in virtual learning environments underscores the need for controlled research examining course-embedded reflective activities.
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