Relationship of Momentary Volition to Occupational Experience and Life Perspective in Undergraduate Students.

Our lives are comprised of moment-to-moment activities and experiences. According to the Model of Human Occupation, our occupational experiences can be affected by volition, which consists of personal causation, values, and interests. This study investigated how momentary volition could affect activity satisfaction and mind-wandering while performing occupations. This study also examined the relationship of momentary volition with overall life perspectives on life satisfaction and life balance. Undergraduate students participated in this cross-sectional study. The experience sampling method (ESM), which repeatedly collects real-time data in everyday life, was applied in this study to measure students' momentary states such as activity, volition, activity satisfaction, and mind-wandering. After completing the ESM, participants' life satisfaction and life balance were measured using the Satisfaction With Life Scale (SWLS) and the Life Balance Inventory (LBI), respectively. Forty-two participants and 1092 sampling data points were included in the analysis. At the event level, regression analysis was performed to identify volition elements to contribute to activity satisfaction and mind-wandering. At the personal level, correlation analysis was used to determine the relationship of momentary volition to life satisfaction and life balance. Momentary personal causation, values, and interests contributed to activity satisfaction. Mind-wandering was predicted negatively by interests but positively by personal causation. Momentary interests were positively correlated with SWLS and LBI scores. This study demonstrated that momentary volition was associated with activity satisfaction and engagement, as well as life satisfaction and balance in undergraduate students. Momentary volition, especially interests, contributed to positive occupational experiences and life perspectives. This study suggests that occupational therapy practitioners need to consider momentary interests to provide occupation-centered interventions for undergraduate students.