In the current study savoring art, self-efficacy, and subjective well-being, were measured among students as possible predictors of personal growth. Although studies have shown correlations between subjective well-being, self-efficacy, and savoring art, no study has examined the relationship between these characteristics and personal growth among students, taking into account students’ characteristics such as diagnosis of learning disabilities or ADHD, and time spent learning versus the time devoted to paid work. Thus, the aim of this study is twofold. First, to explore the predictive association between students’ characteristics and personal growth. Second, to provide evidence regarding the relationship between personal characteristics (e.g. subjective well-being, self-efficacy, and savoring art) and students’ personal growth.

Studies were done over the years in an attempt to profile an effective learner, by examining learning strategies, best applied for a certain goal (Chamot, 2014), or focusing on teaching strategies and flexibility in adapting them to the need of the times (Vaizman, 2022). Psychological aspects of the learner were examined in an attempt to point to desired qualities and conduct while facing academic challenges (Vaizman & Harpaz, 2022). This study places personal growth in the focus in the attempt to fill the gap around self-improvement characteristics of an effective learner.

Personal growth refers to an evaluation of the self in the search for continuing growth, attaching life's meaning to personal development (Ryff, 1995), involving an active and intentional action towards its fulfillment (Robitschek, 1998). Though personal growth was linked to the Big-5 (Schmutte & Ryff, 1997), studies most commonly explored its effect on other variables, and rarely was the way to achieve it examined. The need for a continuing growth and for the consumption of art are close in nature, and considering the implications of COVID-19 on art consumption, performances, and well-being, this study focused on savoring art as a possible predictor of personal growth, a quality presumably less effected during social distancing than art consumption, and therefore measurable despite changes in social conditions.

The positive connection between personal growth and savoring art was pointed to before (Lee et al., 2021). Savoring art, unlike art consumption, is the joy and appreciation one has towards art (ibid.). leaning on selected items from the openness to experience scale, (DeYoung et al., 2007), Lee et al. (2021) coined the term savoring art, and also found a positive connection between it and subjective well-being. This connection is consistent with the positive relation between openness to experience and well-being (Strickhouser et al., 2017).

Additional two personal characteristics were examined: self-efficacy – a key quality in learning strategies, and subjective well-being, which was shown to be affected by COVID-19 (Foa et al., 2020). Subjective well-being estimates a person's satisfaction with their life (Seligman, 2002), leaning on their personal, cognitive, and affective, evaluation of it (Diener, 1994). Both subjective well-being and self-efficacy are personal characteristics that were previously associated with achievements and success (Bandura, 1997). Self-efficacy is considered a key quality in coping with challenges and sustaining an academic course (Pajares & Urdan, 2006). Defined as one's belief in their ability to successfully complete a task (Bandura, 1997), self-efficacy is considered among a person's coping resources while facing challenges and is associated with active approaches toward achieving a goal (Van den Brande et al., 2016). Self-efficacy was linked to academic success (Roick & Ringeisen, 2017), to other coping resources like grit and help-seeking orientation (Vaizman & Harpaz, 2022) as well as to well-being (Karademas, 2006).

The sample consisted of 351 participants between the age of 18 and 62 (M = 27.95, SD = 8.82), 91 males and 260 females, 183 were from Anglophonic countries (USA, Canada, and the UK) and 168 were Israeli participants. Testing for sample differences in both groups it was found that the Israelis were older (Israeli’s M = 31.49, SD = 9.55; Anglophonic’ M = 24.68, SD = 6.59) (t(293.59)=-7.70, p < .001, Cohen’s d = 0.83). No difference in Gender was found (χ2(1)=.11, p = .74). Moreover, Israelis reported more LD and/or ADHD (24.4%) than Anglophonic participants (10.4%) (χ2(1)=12.15, p < .001). Furthermore, Israelis reported studying for shorter periods of time per week (less than 9 hours (62.5%)) in comparison to Anglophonic participants (less than 9 hours (36.1%)). Anglophonic participants, on the other hand, reported studying for longer periods of time per week (10-19 hours (41.6%) and more than 20 hours (22.3%)) than the Israelis (10-19 hours (26.8%) and more than 20 hours (10.7%)) (χ2(4)=25.64, p < .001). Weekly hours spent working exhibited an opposite pattern, with Anglophonic participants reporting fewer hours of work (e.g. less than 5 hours (50.3%) in comparison to Israelis (less than 5 hours - 14.9%)) while Israelis reported more weekly work hours (e.g. more than 20 hours - 60.7%) in comparison to the Anglophonic (more than 20 hours - 24.6%) (χ2(4)=61.47, p < .001). All participants answered the following questionnaires: Background Questionnaire included a diagnosis of LD or ADHD, study time, and payment employment per week. Savoring Art Questionnaire Lee et al., (2021), to measure enjoyment of art in daily life, a six-items scale running on 7-point Likert-scale, the higher score indicates stronger art savoring. Cronbach’s α=0.71. New General Self-Efficacy Scale (Chen et al., 2001) – an eight-items scale running on a 5-point Likert-scale. The higher score represents high self-efficacy. Cronbach’s α=0.91. The Satisfaction with Life Scale (Diener et al., 1985) as a measure of subjective well-being. It’s a five-items scale running on a 7-point Likert-scale. The higher score represents high subjective well-being. Cronbach’s α=0.90. Personal Growth measured by sub-scale from Ryff and Keyes (1995). It’s a 3-items scale on a 5-point Likert-scale. The higher score represents stronger personal growth. Cronbach’s α=0.70. All the participants answered the questioners online, filled out an informed consent form prior to participating in the study, in which the purpose of the study was explained and anonymity was guaranteed.

Results Initially, to account for sample differences of the demographic variables in personal growth, a moderation analysis was conducted, using the PROCESS addon to SPSS. Results indicated a main effect for sample (b= .23,se= .08,p= .004,95%CI [.07,.39]), the Israelis had higher personal growth than the Anglophonic sample. However, no main effect was found for age (b= -.01,se= .01,p= .19,95%CI [-.02,.003]), or for gender (F(1,346)=.02,p=.89,η^2=.00). Moreover, no main effect was found for LD and/or ADHD on personal growth (F(1,347)=.68,p=.41,η^2=.00), or for learning hours (F(4,341)=.43,p=.79,η^2=.01) and working hours (F(4,341)=1.27,p=.28,η^2=.02). Moreover, no significant interactions were found between these variables and sample. Secondly, Pearson correlation coefficients indicate positive correlations between personal growth and savoring art (r=.32;p<.001), self-efficacy (r=.48;p<.001), and subjective well-being (r=.36;p<.001). Lastly, a hierarchical ordinary least-squares (OLS) regression was conducted, to test the effects of IVs on personal growth. In the first step the sample (Israeli vs. Anglophonic) was inserted into the model since it was found to have a significant effect on the DV. In the second step, savoring art, self-efficacy, and subjective well-being were added as subsequent IVs. The results indicated that the step 1 accounted for 1.9% of the variance in personal growth (R^2=.019) and that the model was significant (F(2,347)=3.34, p = .04). Furthermore, the second step accounted for 32% of the variance in personal growth (R^2=.321) and the model was significant (F(5,344)=32.53, p < .001). Importantly, the difference between the models was also significant and accounted for approximately 30% of the variance (ΔR^2=.30,ΔF(3,344)=51.03,p<.001). The model coefficients indicated significant positive effects for savoring art, self-efficacy, and subjective well-being with no significant effects for sample. In conclusion, in order to cultivate personal growth among students with diverse background populations, universities should invest in cultivating the students' savoring art, self-efficacy, and well-being.

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