Jurnal Psikologi Pendidikan & Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling Volume 11 Nomor 2 December 2025.
Hal 117-123 p-ISSN: 2443-2202 e-ISSN: 2477-2518 Homepage: http://ojs.
id/index.
php/JPPK DOI: https://doi.
org/10.
26858/jpkk.
The influence of hope and meaning on life as predictors of flourishing among higher education students Elwas Berdha Krismona* Guidance and Counseling.
Universitas Sebelas Maret.
Indonesia Email: elwas@staff.
Lilla Maturizka Ayu Asfarina Guidance and Counseling.
Universitas Sebelas Maret.
Indonesia Email: lilla.
asfarina@staff.
Citra Tectona Suryawati Guidance and Counseling.
Universitas Sebelas Maret.
Indonesia Email: citratectonas@staff.
Fiqri Syahril Guidance and Counseling.
Universitas Negeri Makassar.
Indonesia Email: Fiqri.
syahril@unm.
Anisah Muflihatul Latifah Guidance and Counseling.
Universitas Sebelas Maret.
Indonesia Email: anisalatifaa3@student.
Nurul Oktafia Guidance and Counseling.
Universitas Sebelas Maret.
Indonesia Email: oktafianurul@student.
*) Correspondent author (Received: 29-07-2025.
revised: 14-08-2025.
accepted: 1-08-2025.
published: 30-12-2.
Abstract: This study aims to investigate the influence of hope and the meaning of life on the flourishing of university students in education departments.
Flourishing is individuals positive mental state to balance negative and positive aspects and recognize their strengths.
For students of education departments, flourishing is essential to ensure that they are prepared to possess motivation and commitment as educators.
The study utilized quantitative approach with a correlational method.
multiple linear regression test was conducted to see the influence of hope and meaning of life on student flourishing, showing a significant value of 0,000, which means that hope and meaning of life influence student flourishing.
Keywords: flourishing.
meaning of life.
students of education departments.
Abstrak: Penelitian bertujuan untuk melihat pengaruh harapan dan makna hidup terhadap flourishing mahasiswa jurusan pendidikan.
Flourishing merupakan kondisi mental individu yang positif dalam diri individu sehingga ia memiliki kemampuan dalam menyeimbangkan aspek negatif maupun positif dan mengenali kekuatannya Bagi mahasiswa jurusan pendidikan, flourishing dibutuhkan agar mereka siap memiliki motivasi dan komitmen sebagai seorang pendidik.
Penelitian menggunakan pendekatan kuantitatif dengan metode korelasional.
Uji regresi linier berganda yang digunakan untuk melihat pengaruh harapan dan makna hidup terhadap flourishing mahasiswa menunjukkan nilai sig.
0,000 yang berarti harapan dan makna hidup memiliki pengaruh terhadap flourishing mahasiswa.
Kata kunci: flourishing.
makna hidup.
mahasiswa pendidikan.
Copyright A 2025 Universitas Negeri Makassar.
This is an open access article under the CC BY-NC-ND license .
ttp://creativecommons.
org/licenses/by-nc-nd/4.
0/).
Krismona.
Asfarina.
Suryawati.
Syahril.
Latifah.
Oktafiah The InfluenceAiC118
INTRODUCTION
College students are in the transition period of adolescence to adulthood.
There are various challenges, pressures, and setbacks that arise in this period, hindering them from achieving an optimal level of well-being.
Various demands, including increased academic workloads, heightened self-expectations, and growing expectations from parents and the surrounding environment, may potentially make students more susceptible to stress or depression.
Descriptive analysis conducted by Setyanto .
involving 227 college students as respondents showed that 26,9% experienced mild depression, 18,5% experienced moderate depression, and 9,3% experienced severe or extreme depression.
In addition, 86,8% of it, or 197 students, experienced anxiety in the high Higher education students across different academic programs naturally exhibit varying levels of stress and depression.
Especially for students in education departments, the levels of stress tend to be high.
A study conducted by SP .
found that 85% of university students in education departments experienced high levels of academic stress.
Academic programs whose students exhibit very high levels of academic stress are Primary School Teacher Education.
Educational Technology.
Early Childhood Teacher Education, and Community Education.
Meanwhile, those categorized as high are Special Education.
Educational Management, and Guidance and Counseling.
Moreover, a study by Ellis .
showed that 200 university students majoring in Educational Sciences at Pattimura University exhibited considerable stress in completing their coursework.
Drawing on data regarding stress and depression levels among students, this study will explore the influence of hope and meaning in life on the flourishing of students in education Flourishing is a concept in positive psychology introduced by Martin Seligman.
Flourishing is defined as a condition in which an individual has a high level of well-being (Seligman, 2.
This concept posits that individuals who attain a high level of well-being are not only free from mental disorders but also exhibit positive attitudes and demonstrate healthy psychological functioning across various aspects of life (Sekarini et al.
, 2.
Flourishing is a refined positive psychology concept of authentic happiness, comprising five dimensions known as PERMA.
The PERMA dimensions consist of positive emotion, engagement, accomplishment/achievement.
The concept is also defined by Huppert and So .
as a combination of positive feelings and effective functioning, which together lead to a well progressed life experience.
Flourishing enables individuals to achieve their life goals while also appreciating every process of their daily experiences.
Flourishing can be enhanced by some factors including hope and meaning in life.
Individuals who possess hope tend to strive for certain achievements.
This aligns with one of the accomplishment or Accomplishment or achievement significantly shapes personal development and the quality of an individualAos flourishing, as two types of achievement goals may affect the process of attaining flourishing: spiritual fulfillment and worldly accomplishments.
Hope was conceptualized by Snyder et al.
as an individual cognitive process in pursuing goals through pathways thinking and agency thinking.
Styre et al.
, .
redefined hope as the capacity to pursue desired goals by utilizing oneAos abilities and the potential Meanwhile, the meaning of life was first articulated by Frankl, .
as a driving force that enables individuals to develop themselves, improving their quality of life.
Meaning in life is also one of the dimensions within the concept of flourishing, representing an optimal state in which individuals experience comprehensive happiness and well-being.
By having a strong sense of meaning in life, individuals tend to reach high well-being easier.
According to King & Hicks .
, meaning in life is a subjective feeling in of logical, purposeful, meaningful, and impactful life.
Moreover.
Seligman .
defined meaning in life as a sense of interconnection and contribution that something has a bigger meaning than it is in in visible sense.
Based on the phenomenon of high stress levels among university students and the relationship between hope and meaning of life with individual well-being, this study was considered as important to conduct.
This study will explore the influence of hope and meaning in life on the flourishing of education major students as an effort to understand the factors that can comprehensively enhance their wellbeing.
By understanding the role of hope and 119 | Jurnal Psikologi Pendidikan & Konseling Vol.
11 No.
2 December 2025 meaning in life, it is expected to develop an effective intervention strategy to help university students cope with academic and emotional pressures, enabling them to achieve a better quality of life and higher levels of happiness.
METHOD
This study employed a quantitative approach using a descriptive design.
In regard to data collection and analysis, quantitative approach is defined as a systematic and objective method that involves the use of numerical data to collect and analyze information validly and reliably about a particular phenomenon or issue (Creswell, 2.
This correlational study was conducted to identify the relationship between meaning in life and hope with students' The population of this study is active students of education departments from various universities in Indonesia, with the sample size as determined by the requirements of statistical Flourishing was measured using the Indonesian version of the Diener Flourishing Scale (Nurcahyo & Valentina, 2.
The Flourishing Scale is a psychological assessment consisting of 8 brief statements that measure respondents' perception level of success in some key areas, which are relationships, self-esteem, purpose, and optimism.
The scale yields a score reflecting an individual's mental well-being.
The respondents' level of hope was measured using the Indonesian Hope Scale (Asiah et al.
, 2.
The Hope Scale is an assessment consisting of 12 items designed to measure the level of hope held by an individual.
Furthermore, the scale is divided into two subscales based on Snyder's cognitive model of hope, agency and pathways thinking.
From the 12 items, 4 of them constitute the Agency subscale and the other 4 constitute the Pathways The remaining 4 items serve as fillers.
Each item is supposed to be answered using an 8-point Likert scale, ranging from Definitely False to Definitely True.
To measure the respondents' level of meaning in life, the researcher used the Meaning of Life Scale (Ifdil et al.
, 2.
Data were collected through an online survey by distributing questionnaires to respondents who met the criteria of being registered students in the education departments.
By following research principles such as confidentiality and participant consent, a total of 521 education major students across Indonesia participated as the respondents of this study.
The data analysis technique employed multiple linear regression to examine the influence of the Hope variable (X.
and the Meaning of Life variable (X.
on the Flourishing variable (Y).
RESULTS AND DISCUSSION
The data were obtained from the instruments distributed to 521 students of education departments.
The instruments used in this study were of the Flourishing Scale, the Hope Scale, and the Meaning of Life Scale.
Results of the data analysis can be seen in Table1.
Table 1.
Description of Students' Flourishing.
Hope, and Meaning in Life Variable Mean Median Mode Flourishing Hope Meaning in Life Table 1 shows that the mean scores for flourishing, hope, and meaning in life are 44, 71, and 56, respectively.
These values indicate that, on average, the studentsAo flourishing is in the low category, hope is in the moderate category, and meaning is in life in the high category.
To examine the influence of hope and Std.
Deviation 5,83 8,05 6,13 meaning in life on students' flourishing, prerequisite tests consisted of normality test and multicollinearity test were conducted The normality test was conducted using the Kolmogorov-Smirnov test to determine whether the data for the three variables under study were normally Krismona.
Asfarina.
Suryawati.
Syahril.
Latifah.
Oktafiah The InfluenceAiC120 Table 2.
Results of Normality Test One-Sample Kolmogorov-Smirnov Test Normal Parametersa,b Unstandardized Residual 0,0000000 4,34579392 0,037 0,029 -0,037 0,037 0,092c Mean Std.
Deviation Absolute Positive Negative Most Extreme Differences Test Statistic Asymp.
Sig.
-taile.
Test distribution is Normal.
Calculated from data.
Lilliefors Significance Correction.
As shown in Table 2, it is evident that the Sig .
-taile.
significance value is 0,092, bigger than 0,05 baseline.
This indicates that the data are normally distributed.
The second prerequisite test was the multicollinearity test, conducted to determine the correlation among the independent variables.
Table 3.
Result of Multicollinearity Test Coefficientsa Standardized Coefficients Beta Model (Constan.
Hope
Meaning in Life
3,958
0,273
0,364
1,926
0,029
0,038
0,375
0,384
Sig.
2,055
9,452
9,683
0,040
0,000
0,000
Collinearity Statistics Tolerance VIF
0,671
0,671
1,490
1,490
Dependent Variable:
Flourishing Based on Table 3, it is shown that the VIF value for hope and meaning in life similar which 490, and it less than 10 baseline.
It means that the three variables do not show any After conducting the prerequisite tests, multiple linear regression analysis using SPSS was performed to examine the influence of hope and meaning in life on students' flourishing.
The result of the data analysis can be seen in Tables 4, 5, and 6.
Table 4.
Result of Multiple Linear Regression Test on the Influence of Hope and Meaning in Life on Flourishing Coefficientsa Standardized Coefficients Beta Model (Constan.
Hope
Meaning in Life
4,118
0,275
0,358
1,931
0,029
0,038
0,380
0,377
Sig.
2,132
9,576
9,482
0,033
0,000
0,000
Dependent Variable:
Flourishing Based on Table 4, it can be seen that the significance values for hope and meaning in life are 0,000, which is less than 0,05 baseline, indicating that hope and meaning in life have an 121 | Jurnal Psikologi Pendidikan & Konseling Vol.
11 No.
2 December 2025 influence on students' flourishing.
Table 5.
Result of F-Test ANOVAa Model Regression Residual Total Sum of Squares 7967,001 9720,523 17687,524 Mean Square 3983,501 18,765 212,278 Sig.
0,000b Dependent Variable:
Flourishing Predictors:
(Constan.
Meaning in Life.
Hope Table 5 shows that the F-test significance value is 0,000, which is below 0,05 baseline, indicating that hope (X.
and meaning in life (X.
simultaneously affect flourishing Table 6.
Coefficient of Determination Values of Hope and Meaning in Life Variables on the Flourishing Variable Model Summary Model Predictors:
(Constan.
Meaning in Life.
Hope 0,671a R Square 0,450 The result of R-square or coefficient of determination value is 0,450, or 45%.
This value indicates that hope (X.
and meaning in life (X.
collectively influence flourishing (Y) by 45%, while the remaining 55% is affected by other variables not examined in this study.
The concept of flourishing is described as a positive mental state within an individual, enabling them to balance both negative and positive aspects and recognize their strengths (Destalia et al.
, 2024.
Mariana et al.
, 2.
The flourishing concept developed by Seligman encompasses five aspects known as PERMA, an acronym for Positive Emotion.
Engagement.
Relationships.
Meaning, and Accomplishment or Achievement.
These aspects are influenced by several factors, such as social support from friends and family, positive life events, and personality (Du Plooy et al.
, 2019.
SchotanusDijkstra et al.
, 2.
Hope is an ability for an individual to motivate themselves and achieve their goals (Snyder, 2.
An individual must possess hope in order to have the desire to achieve their goals (Montolalu et al.
, 2.
Individuals who are hopeful, resilient, optimistic, and efficacious develop positive emotions from happiness.
Adjusted R Square 0,448 Std.
Error of the Estimate 4,332 enabling them to achieve an optimal state of flourishing (Khodarahimi, 2013.
Kuanr et al.
Meanwhile, meaning of life is defined as individualAos subjective evaluation of their life, characterized by coherence, purpose, and essence (Steger, 2.
As a fundamental drive of human in achieving a meaningful and valuable life, the meaning of life can serve as both motivation and a guide to help individuals attain sense of purpose in life (Aiwani et al.
Flourishing is related to hope and meaning in life.
An individual is said to flourish if they possess some factors, which are positive emotions, emotional stability, hopefulness, and positive relationships, resilience, self-esteem, and a sense of meaning (Schotanus-Dijkstra et al.
, 2.
This is in line with the result presented in Table 4, which indicates that both hope and meaning in life influence flourishing.
University students, as individuals in the transition from adolescence to early adulthood, with its demands and challenges Hope and meaning in life are considered as predictors of students' flourishing.
having hope allows them to Krismona.
Asfarina.
Suryawati.
Syahril.
Latifah.
Oktafiah The InfluenceAiC122 experience more positive emotions, which (Khodarahimi, 2.
Educators are then expected to also have the state of flourishing enabling them stay motivated, remain committed to teaching, and overcome challenges in the instructional process (Mariana et al.
, 2023.
Yulisinta et al.
, 2.
the other hand, for education departments students who are expected to be educators in the future, flourishing is a crucial condition to have.
Flourishing allows students of education departments to maintain a positive mental state, ensuring that upon graduation, they are prepared to become educators who are motivated and committed to the teaching process.
CONCLUSSION AND SUGGESTIONS
Based on the results of the multiple linear regression analysis involving 521 respondents from students of education departments, it can be concluded that hope and meaning in life have a simultaneous effect on the flourishing of these Hope and meaning in life are individualAos capacity to foster positive emotions which influences a personAos level of flourishing.
Flourishing is a condition in which individuals possess a positive mental state, enabling them to balance negative and positive aspects in their life and to recognize their strengths.
This condition needs to be developed among students in education departments, so that they held the motivation and commitment required for teaching and learning related work upon This study may provide a basis for future Hope and meaning in life, as predictors of university studentsAo flourishing state, are expected to receive attention and consideration, in order to facilitate further interventions to enhance the flourishing of students in education REFERENCES