The effect of the Enneagram on psychological well-being and unconditional self-acceptance of young adults

Abstract

This quasi-experimental study investigated whether the knowledge of the Enneagram system affects unconditional self-acceptance and psychological well-being of university students who have been attending university for at least a year. It also measured the correlation between the total scores on the psychological well-being instrument and unconditional self-acceptance questionnaire. A two-group design was employed, wherein a control and an experimental group completed a pre-and two post-tests on psychological well-being and unconditional self-acceptance. The randomly selected experimental group received three weekly educational sessions on the Enneagram system. Results show that the knowledge of the Enneagram personality system does not have a significant effect on psychological well-being. Due to a small sample size and violation of the assumptions required to conduct an ANCOVA it was not possible to determine if the knowledge of the Enneagram affects unconditional self-acceptance. Findings indicate also a low to moderate positive correlation between the Unconditional self-acceptance questionnaire Chamberlain and Haaga (2001a) and Ryff Psychological Well-Being Scale (1989). Recommendations include using a larger sample, changing the number of educational sessions or their format, and using an additional test to measure irrational thoughts. Therefore, in a future study it may be favorable that the intervention be an integral part of a family and consumer sciences university course. Finally, despite the results of this study there are some indicators that suggest the Enneagram system be taught in schools and ix university to help prepare students to be more conscious of how marketing agencies may manipulate such knowledge to their advantage.

Unconditional Self-Acceptance and Perfectionistic Cognitions as Predictors of Psychological Well-Being

“…In our review of the previous literature, no study was found which addressed the predictive roles of unconditional self-acceptance, perfectionistic cognitions and perceived income level together. To our knowledge, only Godin (2010) investigated the relationship between psychological well-being, knowledge of the Enneagram system and unconditional self-acceptance. As a result, she concluded that there was no association between psychological well-being and knowledge of the Enneagram system but there was a low positive correlation between psychological well-being and unconditional self-acceptance.…”

The Enneagram: A systematic review of the literature and directions for future research

“…The results from quantitative studies have been mixed. Some studies reported positive effects on variables such as self‐consciousness, communication competence, interpersonal relationships (Lee, 2015), anxiety, and self‐esteem (Rasta et al, 2012), but other studies reported no significant effects of Enneagram interventions on variables such as ego development (Daniels et al, 2018), psychological well‐being, and unconditional self‐acceptance (Godin, 2010).…”

The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology

“…Despite the high relevance for unconditional acceptance in educational settings there is a lack of studies on interventions aimed to increase the unconditional acceptance applied to teachers. Only articles applied to children, adolescents (Bernard et al, 2013), and students (Godin, 2010) has been identified so far.…”