2012 presentation - existential and psychological health as products of intrinsic goal attainment
DESCRIPTION
Stauner, N. (2012). Existential and psychological health as products of intrinsic goal attainment. Presented in the Proseminar for Current Research in Personality Psychology, April 19, University of California, Riverside.TRANSCRIPT
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Existential and Psychological Health as Products of Intrinsic Goal Attainment
Nick StaunerPersonality Assessment Lab
University of California, Riverside
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Outline
Intro: existential & psychological well-being (WB)Hypothesis: goal attainment boosts all kinds of
WBMethod: two-part self-report internet surveyResults: multiple regression (IV=attainment;
DV=∆WB)A. Exclusion criteria
B. Main effects of attainment on well-beingC. Other main effects, interactions, and moderators
Recap summary
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Existential well-being
Meaning in life*
• Subjective clarity & significance of one’s own life1. “I understand my life’s meaning.”2. “My life has a clear sense of purpose.”3. “I have a good sense of what makes my
life meaningful.”4. “I have discovered a satisfying life
purpose.”5. “My life has no clear purpose.”
*Steger, Frazier, Oishi, & Kaler, 2006
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Psychological well-being
Meaning in life*
• Subjective clarity & significance of one’s own life
Psychological well-being (PWB)†
• Multidimensional theory of well-being
*Steger et al., 2006 †Ryff, 1989; Ryff & Keyes, 1995
1. Environmental mastery2. Self-acceptance3. Purpose
4. Autonomy5. Positive relations6. Personal growth
• Parenthood paradox • Guerrilla warfare!
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Meaning vs. subjective well-being*
• Parenthood paradox†
◦Decreases positive affect◦Changes life’s meaning (?)
*Baumeister, 1991 †Lyubomirsky & Boehm, 2010
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Meaning vs. subjective well-being*
• Parenthood paradox†
◦Decreases positive affect◦Changes life’s meaning (?)
• Guerrilla warfare!◦Not the most pleasant
lifestyle one could choose…◦Not for the weak of conviction!
*Baumeister, 1991 †Lyubomirsky & Boehm, 2010
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Goals as sources of meaning
“The degree and kind of meaning a person finds in life derives from the emotionally compelling qualities of the person’s goal pursuits.”*
“Goals appear to be prime constituents of the meaning-making process…Goals are an important source of personal meaning…Goals are used to construct meaning.”†
*Klinger, 1998 †Emmons, 1999
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Effect of goal attainment on SWB
Attainment increases subjective well-being*
• Predicts concurrent and future changes• Short and long-term
Progress increases vitality, self-actualization†
• May increase psychological well-being! (p < .10)*Brunstein, 1993; Sheldon & Kasser, 1998; Sheldon &
Elliot, 1999†Sheldon, Kasser, Smith, & Share, 2002
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Autonomy vs. controlledness*
Self-rated reasons for pursuing a goal+2 Intrinsic
◦ Fun, enjoyment, and interest in the experience
+1 Identified◦ Belief in value and importance of the goal
-1 Introjected◦ “Ought” feeling to avoid shame, guilt, or anxiety
-2 Extrinsic◦ Reward, praise, or approval from others
Main effect on SWB & attainment interaction
*Sheldon & Kasser, 1995, 1998, 2001; Sheldon, Ryan, Deci, & Kasser, 2004
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Intrinsic vs. extrinsic content*
Goal’s self-rated help toward “possible futures”
Intrinsic+ Having many close and caring relationships+ Being fulfilled and having a very meaningful life+ Helping to make the world a better place
Extrinsic- Being known and/or admired by many people- Looking good and appearing attractive to others- Getting a lucrative job and lots of nice possessions
Main effect on SWB & attainment interaction
*Sheldon & Kasser, 1995, 1998, 2001; Sheldon, Ryan, Deci, & Kasser, 2004
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Depth of meaning*
Ordinal categorization of sources of meaning
1. Hedonistic pleasure & comfort2. Personal potential, growth, creativity,
& self-actualization3. Service to others and commitment to a
larger societal or political cause4. Transcend individuality and encompass
cosmic meaning and ultimate purpose
*Reker & Wong, 1988; Reker, 2000
deep
shall
ow
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Hypotheses
1. Goal attainment boosts psychological well-being and meaning in life.
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Hypotheses
1. Goal attainment boosts psychological well-being and meaning in life.
2. Effects are stronger from goals that are: A. Autonomously motivated
◦ More enjoyable, important, & meaningful◦ Less obligatory or extrinsically rewarded
B. Intrinsically oriented and deeply meaningful
◦ More prosocial & self-transcendent◦ Less materialistic or self-indulgent
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Subjective Well-Being & Meaning
Positive and Negative Affect Schedule*
• Amount of 20 emotions in past few weeks◦ E.g., “Strong,” “Afraid,” rated 1 – 5
Satisfaction with Life Scale†
• 5 cognitive evaluations of global life satisfaction◦ E.g., “I am satisfied with my life,” rated 1 – 7
Meaning in Life Questionnaire‡ – Presence• 5 cognitive evaluations of global life
meaning◦ E.g., “My life has no clear purpose,” rated 1 – 7*Watson, Tellegen, & Clark, 1988
†Diener, Emmons, Larsen, & Griffin, 1985; ‡Steger et al., 2006
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Subjective Well-Being & Meaning
Positive and Negative Affect Schedule*
• Amount of 20 emotions in past few weeks◦ E.g., “Strong,” “Afraid,” rated 1 – 5
Satisfaction with Life Scale†
• 5 cognitive evaluations of global life satisfaction◦ E.g., “I am satisfied with my life,” rated 1 – 7
Meaning in Life Questionnaire‡ – Presence• 5 cognitive evaluations of global life
meaning◦ E.g., “My life has no clear purpose,” rated 1 – 7*Watson, Tellegen, & Clark, 1988
†Diener, Emmons, Larsen, & Griffin, 1985; ‡Steger et al., 2006
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Psychological Well-Being*
6 subscales of 9 items each, rated 1 – 6 (forced)
1. Environmental mastery(-) “I often feel overwhelmed by my responsibilities.”
2. Self-acceptance(+) “In general, I feel confident and positive about myself.”
3. Purpose(-) “My daily activities often seem trivial and unimportant to me.”
4. Autonomy(-) “I tend to be influenced by people with strong opinions.”
5. Positive relations(+) “I know I can trust my friends, and they know they can trust me.”
6. Personal growth(-) “I am not interested in activities that will expand my horizons.”
*Springer & Hauser, 2006; Ryff, 1989; Ryff & Keyes, 1995
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Procedure
Time 1: 75-min. survey at quarter’s beginning• Well-being measured• Goals listed and rated• Lots of other personality measures…*
Time 2: 45-min. follow-up at quarter’s end
Well-being measured againTime 1 goals embedded & rated retrospectively
*Stay tuned for many more results in the future!
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Goal assessment
List 10 goals and why they’re being pursued• E.g., “Save money for a conference.”
◦ Why? “Because the hotel is expensive!”
“Categorize your goals” task (8 categories)
Goal ratings* (mostly scaled 1 – 4)Time 1: intrinsic, identified, introjected, extrinsic
pressure, extrinsic reward, etc….Time 2: progress + success = “attainment”
*List is not comprehensive; excludes those without hypotheses.
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Participants
407 undergraduates at UC Riverside• Young adults (M = 19.6 | SD = 2.3 | range = {17 – 44} )• 69% female (282 females, 125 males)• Ethnically diverse & representative of UCR population
42% East Asian 27% Hispanic or Latino 14% European 6% African 5% Western or South Asian 5%
multiracial
• Religion: mostly Christian, unaffiliated, or unknown51% Christian 22% atheist/agnostic/no affiliation 15% missing 8% Buddhist 2% Muslim 1% Hindu 2% other
• 43% freshmen, 24% sophomores, 24% juniors, 8% seniors, 6 others
• 89% full-timers (Mean credits = 13 | SD = 4)• 58% single (238 singles | 159 spoken for | 12 it’s-complicateds)• 29% working: mean hrs. = 15, SD = 9
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Family income bracket frequencies
<$50K <$75K <$100K <$125K >$125K0
40
80
120
160
200 185
79
49 4051
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Exclusion criteria
Attrition• 11.5% (47 didn’t return for time 2)
Completion time• 12.5% (45 excluded)
Inter-item invariance: • 20% (63 partially excluded)
Applied before performing any other analyses
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Main effects of goal attainment*
Multiple regression to predict well-being change• Predictors = time 1 well-being & time 2 attainment• Dependent = time 2 well-being
Subjective well-being (SWB)SWB = Life Satisfaction + Positive Affect - Negative Affect
Predictor β pTime 1 SWB .64 < 2 x 10-16
Attainment .17 < .0002
• Successful replication of the goal attainment boost†
*All df = {266 – 276} †Sheldon & Elliot, 1999
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Main effects of goal attainment*
Multiple regression to predict well-being change• Predictors = time 1 well-being & time 2 attainment• Dependent = time 2 well-being
Subjective well-being: Attainment β = .17, p < .001
Psychological well-being: β = .10, p < .005• Environmental mastery = .18 | Self-acceptance = .15• Positive relations = .08 |Personal growth = .10• Insignificant: Autonomy = .06 | Purpose = .05
Meaning in life: β = .10, p < .03
*
*Whitney, 2006
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Main effects of goal attainment*
Multiple regression to predict well-being change• Predictors = time 1 well-being & time 2 attainment• Dependent = time 2 well-being
Subjective well-being: Attainment β = .17, p < .001Psychological well-being (PWB)
Predictor β pTime 1 PWB .80 < 2 x 10-16
Attainment .10 < .004
• Successful replication†
*All df = {266 – 276}
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Main effects of goal attainment*
Multiple regression to predict well-being change• Predictors = time 1 well-being & time 2 attainment• Dependent = time 2 well-being
Subjective well-being: Attainment β = .17, p < .001Psychological well-being: Attain. β = .10, p < .004Meaning in life
Predictor β pTime 1 Meaning .69 < 2 x 10-16
Attainment .10 < .03
• Successful replication†
*All df = {266 – 276}
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Multiple regression to predict well-being change• Predictors = time 1 well-being & time 2 attainment• Dependent = time 2 well-being
Subjective well-being: Attainment β = .17, p < .001
Psychological well-being: Attain. β = .10, p < .004Meaning in life: Attainment β = .10, p < .03
Predictor β p
Hypothesis 1:Attainment .10 < .03• Successful replication†
Main effects of goal attainment*
*All df = {266 – 276}
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Main effects of goal attainment*
Predictor β p
Psychological well-being .10< .004Environmental mastery .18 < .000008Self-acceptance .15< .0002Positive relations .08 < .04Personal growth .10 < .04Autonomy .06 .11Purpose .05 .22
*All df = {266 – 276}
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Well-being composite
Well-being unidimensional at the subscale level
◦ Most subscale correlations > .50 in magnitude◦ Parallel analysis and scree plot indicate one
factor
• Composite well-being change from attainment: ◦ β = .12, p < .002
• Used in all results presented henceforth
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Correlations of well-being indices*
Time 1 index NA SWLS
ML-P
EM SA Purp.
PR PG Auto.
Positive Affect -.15 .52 .55 .50 .60 .61 .47 .44 .37
Negative Affect (NA) -.29 -.24
-.54
-.44 -.29
-.40
-.21 -.31
Life Satisfaction (SWLS) .57 .59 .71 .46 .56 .23 .34Meaning in Life (ML-P) .51 .61 .64 .46 .34 .46Environmental Mastery (EM) .76 .60 .62 .42 .52Self-Acceptance (SA) .62 .64 .40 .51Purpose (Purp.) .47 .62 .49Positive Relations (PR) .40 .36Personal growth (PG) .46Autonomy (Auto.)
*N = 290. All ps < .02. Time 1 only. |r| > .50 = green; |r| < .30 = red
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Correlations of well-being indices*
Time 2 index NA SWLS
ML-P
EM SA Purp.
PR PG Auto.
Positive Affect -.14 .42 .47 .53 .55 .51 .45 .38 .36
Negative Affect (NA) -.29 -.21
-.46
-.39 -.31
-.40
-.22 -.27
Life Satisfaction (SWLS) .47 .61 .68 .44 .55 .31 .37Meaning in Life (ML-P) .52 .55 .62 .45 .45 .42Environmental Mastery (EM) .77 .62 .66 .51 .56Self-Acceptance (SA) .68 .69 .49 .56Purpose (Purp.) .54 .67 .59Positive Relations (PR) .53 .46Personal growth (PG) .54Autonomy (Auto.)
*N = 270. All ps < .03. Time 2 only. |r| > .50 = green; |r| < .30 = red
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Well-being composite
Well-being unidimensional at the subscale level
◦ Most subscale correlations > .50 in magnitude◦ Parallel analysis and scree plot indicate one factor
• Composite well-being change from attainment: ◦ β = .12, p < .002
• Used in all results presented henceforth◦ Parallel analysis and scree plot indicate one factor
• Composite well-being change from attainment: ◦ β = .12, p < .002
• Used in all results presented henceforth
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Time 1 parallel analysis scree plot*
Factors
Eig
en
valu
es
*N = 290
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Time 2 parallel analysis scree plot*
Factors
Eig
en
valu
es
*N = 270
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Well-being composite
Well-being unidimensional at the subscale level
◦ Most subscale correlations > .50 in magnitude◦ Parallel analysis and scree plot indicate one factor
• Standardized and summed 3 types of well-being:1. Subjective well-being (SWLS + PA - NA)2. Psychological well-being (sum of 6 subscales)3. Presence of meaning in life
• T2 composite well-being from T1 & attainment: ◦ Attainment β = .12, p < .002
• Used in all results presented henceforth
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Moderation by goal content
*Objective judge coding in progress for validation purposes.
Self-categorized type*
Attainment β
p df
1. Health
.15 <.001
197
2. Academic
.11 <.004
272
3.
Social Relationships
.10 <.01 269
4. Affect Control
.11 <.02 163
5. Organization
.13 <.03 99
6.
Moral and Religious
.06 .21 136
7. Independence
.05 .26 186
8. Material Wealth
-.03 .57 172
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Main effects of goal characteristics
Predicting T2 well-being from T1 well-being and…
Extrinsic reward: β = -.09, p < .02◦ “Are you pursuing this goal because you hope to gain some
material possession or reward (e.g., a car, money, a high-paying job, a better place to live, etc.), or to avoid losing a material possession?”
Probability of success: β = .11, p < .02◦ “What are your chances of succeeding in this goal?”
Importance*: β = .09, p < .05◦ “Do you pursue this goal because you really believe it’s an
important goal to have?”
Investment*: β = .09, p < .05◦ “How willing are you to invest time, money, or effort to achieve
this goal?”
*Distributions of importance & investment are negatively skewed.
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Effect of self-rated goal importance on well-being change
Ch
an
ge i
n w
ell
-bein
g
Importance (β = .09, p = .04, n = 183)
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Effect of self-rated goal investment on well-being change
Ch
an
ge i
n w
ell
-bein
g
Investment (β = .09, p = .04, n = 202)
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Main effect of time frame
β = .08, p < .03• “What is your time frame for accomplishing
this goal?”
Interpret cautiously• Some extreme goals may fit both
extremes!
5 4 3 2 1Enduring life
goal or guiding value
Next few years
Next few months
Short term Day-to-day goal
(e.g., “make the most of life”)
(more than 1 year)
(less than 1 year)
(less than 1 month)
(e.g., “take out the trash”)
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Interactions with goal characteristics*
Extrinsic pressure x attainment: β = -.09, p < .05• “Do you pursue this goal because someone else
wants you to, or because the situation demands it?”
Intrinsic x attainment: β = -.06, p < .06• “Do you pursue this goal because someone else
wants you to, or because the situation demands it?”
Attainability x attainment: β = -.07, p < .05• “What are your chances of succeeding in this goal?”
*All df = {183 – 265}
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Standardized effects of goal attainment & extrinsic motivation on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 183)
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Standardized effects of goal attainment & extrinsic motivation on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 183)
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Standardized effects of goal attainment & extrinsic motivation on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 183)
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Interactions with goal characteristics*
Extrinsic pressure x attainment: β = -.09, p < .05• “Do you pursue this goal because someone else
wants you to, or because the situation demands it?”
Intrinsic x attainment: β = -.06, p < .06• “Do you pursue this goal for the fun and
enjoyment that it provides you?”
Attainability x attainment: β = -.07, p < .05• “What are your chances of succeeding in this
goal?”
*All df = {183 – 265}
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Standardized effects of goal attainment & intrinsic motivation on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 265)
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Standardized effects of goal attainment & intrinsic motivation on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 265)
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Standardized effects of goal attainment & intrinsic motivation on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 265)
50
Interactions with goal characteristics*
Extrinsic pressure x attainment: β = -.09, p < .05• “Do you pursue this goal because someone else
wants you to, or because the situation demands it?”
Intrinsic x attainment: β = -.06, p < .06• “Do you pursue this goal for the fun and
enjoyment that it provides you?”
Attainability x attainment: β = -.07, p < .05• “What are your chances of succeeding in this
goal?”
*All df = {183 – 265}
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Standardized effects of goal attainment & attainability on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 220)
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Standardized effects of goal attainment & attainability on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 220)
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Standardized effects of goal attainment & attainability on well-being change
Ch
an
ge i
n w
ell
-bein
g
Attainment (df = 220)
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Conclusions
Goal attainment boosts meaning & PWB• Hypothesis 1 confirmed!
Goal attainment effect on well-being is moderated by goal content and motivation• Hypothesis 2 partially supported
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Theoretical implications
The goal attainment process builds and links positive, existential, and motive psychology
Mixed evidence for/against moderator theories• Autonomy/controlledness of motivation*
• Intrinsic/extrinsic goal orientation* • Depth of meaning†*Sheldon & Kasser, 1995, 1998, 2001; Sheldon, Ryan, Deci, &
Kasser, 2004†Reker & Wong, 1988; Reker, 2000
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Limitations & recommendations
Limitations• Short time span• Difficulty distinguishing existential from affective well-
being• Subjectivity of goal ratings & categorizations• N too small to split by goal content or religious affiliations
Recommendations• Experimental goal interventions* to reinforce causal
claims• Behavioral logs & health outcomes to assess effect
objectively
*E.g., Sheldon, Kasser, Smith, & Share, 2002
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PHIN
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Planned analyses
Objective criteria of goal categories, depth of meaning, value concordance, coherence & conflict
Attainment interactions with goal content & personality traits
Exploration of quadratic effects
Multilevel modeling of differences among goals• Meaning, attainment, & self-determination at the goal
level• Person-level differences in ratings as dependent variable
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Meaning vs. PWB-Purpose
1. I understand my life’s meaning2.My life has a clear sense of
purpose3. I have a good sense of what makes
my life meaningful4. I have discovered a satisfying life
purpose5. My life has no clear purpose
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Meaning vs. PWB-Purpose
1. I enjoy making plans for the future and working to make them a reality
2. My daily activities often seem trivial and unimportant to me3. I am an active person in carrying out the plans I set for myself4. I tend to focus on the present, because the future nearly always
brings me problems5. I don’t have a good sense of what it is I am trying to accomplish
in life6. I sometimes feel as if I’ve done all there is to do in life7. I used to set goals for myself, but that now seems like a waste of
time8. Some people wander aimlessly through life but I am not one of
them9. I live life one day at a time and don’t really think about the future