The goal doesn’t matter, but having one does: exploring the links between character strengths, the broaden and build hypothesis, and cognitive flexibility

This thesis aimed to address three key questions. Firstly, do character strengths enable people to broaden and build (Fredrickson, 2001)? Secondly, can the operation of The Broaden and Build Hypothesis extend to include cognitive flexibility (CF; i.e., rather than lower level cognition; memory, attention etc.)? Thirdly, do simple character strengths-based interventions (character strengths general, and hope-specific) impact on cognitive flexibility? A mixed method approach was adopted to address these questions. Seven studies were conducted using both laboratory-based experiments and a naturalistic diary study methodology. A character strengths pseudo-intervention and novel hope-based goal-oriented intervention were designed and implemented, and their impact evaluated on three non-traditional measures of cognitive flexibility. Overall, evidence supported extension of the Broaden and Build Hypothesis, and subsequent impact on complex CF, via goal-oriented intervention use. Efficacy of goal-oriented intervention was supported by both qualitative and quantitative data. Quantitatively, hope was reliably increased and negativity decreased after reflecting on an achieved goal. Moreover, participants who reflected on goals were found to perform better on fluency tasks (i.e., Alternative Uses Task; Guildford et al, 1977), and predictive relationships were found between increased hope, and optimality measures within the Adaptive Choice Task (Irons & Leber, 2015). Qualitatively, goal-reflection was considered to be an enjoyable activity (e.g., participants indicating continuing the activity post-study), enhancing wellbeing as determined by participants. Notably here, adoption of a mixed methods approach highlighted differences between qualitative and quantitative data strands, and improved holistic perspective enabled by their convergence. Implications of the findings include discussion around conceptualization of cognitive flexibility and operation of goal-oriented interventions, with future work suggested for the exploration of goal- setting and motivation, and potential distinction between simple and complex cognitive flexibility