No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The benefits of passion and absorption in activities: Engaged living in adolescents and its role in psychological well-being
Abstract
Across five studies and three samples of early and late adolescents from suburban areas (N = 2198), this research provides a theoretical and empirical examination of a new construct, engaged living, which consists of social integration and absorption. Engaged living, as we define it, is having a passion to help others and be completely immersed in activities. The development and psychometric properties of The Engaged Living in Youth Scale (ELYS) are described. Cross-sectional and longitudinal data, including self and other reports, then show that the ELYS is related to a variety of attributes, well-being, and academic achievement outcomes. Overall, the pattern of associations indicates that youth high in engaged living tend to be more grateful, hopeful, happier (via self, peer, and teacher reports), prosocial, and report elevated life satisfaction, positive affect, and self-esteem and higher grade point averages. Higher scorers also tend to be less depressed, envious, antisocial, and delinquent.
... Furthermore, positive outlook, strong self-esteem, confidence in one's ability to cope with adversity, and strong social cohesion can all be conceptualized as mental health and wellbeing traits [6]. By connecting these important societal-level impacts and mental health traits, a relationship can be seen between social environments and positive mental health (MH "Altruism") 11 adolescentor teen or youth or "young adult" or "emerging adult" 19 13 AND 18 4 altruis 12 10 OR 11 20 "social participation" 5 "help others" or prosocial 13 9 AND 12 21 9 OR 20 6 (MH "Service Learning") 14 (MH "Mental Health") 22 12 AND 18 AND 21 7 "service learning" 15 (MH "Psychological Well-Being") OR (MH "Wellness") 23 22 not 19 8 "community service" 16 "mental health" or wellness or wellbeing or resilience or fulfillment or "social anxiety" or contribution 2. 3 ...
... Greene, et al. [20], found that peers who were caregivers showed increased optimism and positive coping, compared to non-caregiver peers. Three other studies found that prosocial behavior was associated with satisfaction [21] and a higher level of general life satisfaction [22,23]. ...
... Personal traits in youths, such as willingness to help others [155], moral identity [156], self-efficacy [126], character strengths [157], resilience [106,108,158,159], gratitude [22,83,160], derived pleasure [111], self-perception [161], values [162], coherence [163,164], low-toneutral achievement [165], personal experience with voluntary activities [45] and female gender [166] were prominent factors in expressing prosocial attitudes [126]. In terms of spiritual and religious perspectives, youths with spiritual striving, a religious worldview [167] and high rates of religious orientation [31] appeared to be more involved with helping others. ...
Background: Mental health during a person’s adolescence plays a key role in setting the stage for their mental health over the rest of their life. Hence, initiatives that promote adolescents’ wellbeing are an important public health goal. Helping others can take a variety of forms, and the literature suggests that helping others can positively impact a person’s wellbeing. However, there is a lack of data that synthesizes the impact of helping others on adolescents’ wellbeing. Therefore, this review aims to synthesize the available evidence related to helping others and to youth wellbeing. Methods: A scoping review search was undertaken with no date restrictions. CINAHL, Medline and PyschINFO, were searched for studies that analyzed the relationship between helping others and youth mental health. Results: Data from 213 papers were included in the scoping review. Three main themes were observed: (1) the relationship between helping others and mental health outcomes among youths (positive and negative); (2) factors associated with youth engagement in prosocial behavior (facilitators and barriers); (3) the impact of interventions related to helping others, and to youth mental health (positive and negative). Conclusions: An overwhelmingly positive relationship exists between youth prosocial behavior and its influence on youth mental health.
... Engaged living, proposed by Froh et al. (2010) is defined as being passionate about helping others and being connected with others (social integration), and being completely immersed in activities (absorption). Masten (2001) suggested that living an engaged life would be beneficial in helping youths avoid poor choices that result in delinquent behaviors and thus increase their resilience to addictive behavior. ...
... Absorption, as a positive predictor of emotional and psychological well-being (Philippe et al., 2009;Froh et al., 2010;Rivkin et al., 2018), would be a protective factor against PIU. People tend to experience flow and positive emotions when highly absorbed in activities with higher general positive affect and lower negative affect (Hernández et al., 2019), and fewer relational conflicts (Séguin-Lévesque et al., 2003). ...
... Engaged living, considered as a predictor of PIU, was assessed using the Engaged Living in Youth Scale (Froh et al., 2010). The ELYS is a 15-item measure of positive psychological functioning using a Likert type scale ranging from 1 (definitely not like me) to 6 (exactly like me). ...
The present study explored heterogeneity in the association between engaged living (i.e., social integration and absorption) and problematic Internet use (PIU). This study included 641 adolescents from four junior-senior high schools of Guangzhou, China. Besides the standard linear regression analysis, mixture regression analysis was conducted to detect certain subgroups of adolescents, based on their divergent association between engaged living and PIU. Sex, age, and psychological need were further compared among the latent subgroups. The results showed that a mixture regression model could account for more variance of PIU than a traditional linear regression model, and identified three subgroups based on their class-specific regression of PIU to engaged living. For the High-PIU class, lower social integration and higher absorption were associated with increased PIU; for the Medium-PIU class, only high social integration was linked with the increase of PIU. For the Low-PIU class, no relation between engaged living and PIU were found. Additionally, being male or having a lower level of satisfied psychological needs increased the link between engaged living and PIU. The results indicated a heterogeneous relationship between engaged living and PIU among adolescents, and prevention or intervention programs should be tailored specifically to subgroups with moderate or high levels of PIU and to those with lower levels of psychological needs’ satisfaction, as identified by the mixture regression model.
... A deficit in personal values in life may hinder connecting to other individuals and consequently increase feelings of loneliness (Caputo, 2015;Ho, Cheung, & Cheung, 2010). On the other hand, people who are engaged in meaningful or valued activities experience increased levels of positive affect and decreased levels of negative affect (Froh, Kashdan, et al., 2010), which are associated with reduced feelings of loneliness (Ditcheva, Vrshek-Schallhorn, & Batista, 2018). In addition, engaged living is associated with decreased psychological distress (Trindade, Ferreira, Pinto-Gouveia, & Nooren, 2016) that might be evident in the form of loneliness. ...
... In addition, results revealed that engaged living partly mediates the association between gratitude and loneliness in middle-aged and older adults when it is included as a single mediator. As with psychological flexibility, prior research supports the positive association between gratitude and engaged living (Drageset et al., 2015;Froh, Emmons, Card, Bono, & Wilson, 2011) and the negative association between engaged living and loneliness (Froh, Kashdan, et al., 2010;Tam & Chan, 2019). When including engaged living as a second mediator next to psychological flexibility, the association between engaged living and loneliness disappears because psychological flexibility is fully mediating the association between trait gratitude and loneliness. ...
... The broaden-and-build theory (Fredrickson, 2004) as mentioned earlier posits that gratitude can motivate people to broaden their life perspective that can embolden people to clarify personal values and promote engagement in meaningful or valued life activities, which may lead to a decrease in negative affect, and an increase in positive affect (Froh, Kashdan, et al., 2010), life satisfaction and happiness (Van Oyen-Witvliet, Richie, Root-Luna, & Van Tongeren, 2018) and might mitigate or prevent loneliness in adults over 40 years. The present study indicates that trait gratitude as a positive characteristic adds to the psychological flexibility as a personal resource to handle challenges in later life; trait gratitude supports the personal resources necessary to act in a flexible way and thereby alleviating social isolation. ...
Objectives: The aim of the present study was to investigate the association between trait gratitude and loneliness in a Dutch population sample of adults over 40 years. In addition, the mediating role of psychological flexibility and engaged living between trait gratitude and loneliness was assessed.
Method: A total sample of 163 adults of which 65 men (40%) and 98 women (60%) between 41 and 92 years (Mage = 66, SDage = 12) participated in this study. Data from the Loneliness Questionnaire, Flexibility Index Test, Engaged Living Scale and the Short Gratitude, Resentment, and Appreciation Test were used. Mediation analysis was performed.
Results: Analysis showed a negative association between trait gratitude and loneliness. In addition, after adjusting for the demographic variables age, gender and educational level, the association between trait gratitude and loneliness was fully mediated by psychological flexibility, and partially mediated by engaged living.
Conclusion: This study endorses the importance of trait gratitude and psychological flexibility in relation to experiencing loneliness. Further research is needed to replicate these findings in a more diverse sample and to investigate the causal relationships between these constructs. It would also be interesting to further investigate the role of different age groups and goal (dis)engagement strategies in this relation.
... Predpokladali sme, že jednotlivé dimenzie EPOCH sa budú líšiť v sile vzťahov s testovanými konštruktmi v závislosti od príbuznosti konceptov (napr. sociálna opora bude silnejšie spojená so zapojením v sociálnych vzťahoch a šťastím ako so zaujatím a vytrvalosťou, s ktorými budú silnejšie asociovaná sociálna opora od učiteľov (Da nielsen et al., 2009); pozitívny postoj k životu a radosť zo života budú najsilnejšie korelovať s optimizmom a šťastím (Ben-Zur, 2003); vzhľadom na pozitívny vzťah nádeje s na cieľ orientovaným správaním a pozornosťou bude nádej najsilnejšie ko relovať so zaujatím, vytrvalosťou a optimizmom (Froh, et al., 2010); vnútorná moti vácia k učeniu, t. j. motivácia vyvierajúca z jednotlivcovho vnútra, s cieľom získať intristické hodnoty (vedomosti, kompetencie, potešenie z úspechu) bude vykazovať najsilnejšie vzťahy s vytrvalosťou a zaujatím činnosťou (Deci, Ryan, 2000)). ...
... U vysokoškolských študentov bolo zaujatie činnosťou najsilnejšie spojené so sebaocenením a nádejou, vytrvalosť s nádejou a radosťou zo života. Výsledky potvrdili, že študenti zaujatí aktivitami a schopnosťou vytrvať vo svojom úsilí vo väčšej miere zažívajú pozitívne emócie, sú optimistickejší a sebavedomejší ohľadom svojich cieľov (Froh et al., 2010). ...
Objectives. The aim of the study was to verify factor structure, reliability and validity of the Slovak version of the EPOCH measure of adolescent well-being. The questionnaire is grounded in Seligman´s theory of human flourishing and assesses 5 positive psychological characteristics (Engagement, Perseverance, Optimism, Connectedness, and Happiness) that might foster optimal functioning in adulthood.
Sample and settings. Factorial validity and reliability was evaluated within the sample of 1009 respondents (M=16.79, SD=2.10) and also in partial samples of boys and girls and respondents in early+middle and late adolescence. Validity was tested in four partial samples, gathered during one academic year as a part of a research project.
Statistical analysis. To verify factor structure the confirmatory factor analysis (WLSVM) was conducted, to evaluate reliability and validity Cronbach coefficient alpha and Pearson correlation coefficients were calculated.
Results. The Slovak version of the EPOCH measure demonstrated adequate levels of validity and reliability in primary, high school and university students. The five-factor structure reported by the author fit the data well and was equivalent for both genders and age groups.
Limits. Additional studies with representative samples of primary, high, and university students, and verifying predictive validity are needed to further validate the measure.
... Overall, empirical research has shown that harmonious passion comprises positive outcomes such as enhanced psychological well-being, positive emotions (Philippe, Vallerand, Houlfort, Lavigne, & Donahue, 2010), higher levels of flow (Carpentier, Mageau, & Vallerand, 2012;Lavigne, Forest, & Crevier-Braud, 2012;Vallerand et al., 2003), positive affect over time (Froh et al., 2010;Vallerand et al., 2003), higher self-esteem (Froh et al., 2010), increased performance , and creativity (Liu, Chen, & Yao, 2011). On the other hand, obsessive passion leads to outcomes such as negative affect over time, rigid persistence, shame, anxiety (Vallerand et al., 2003, burnout , and higher conflict with other life contexts (Carbonneau, Vallerand, Fernet, & Guay, 2008;Vallerand et al., 2010). ...
... Overall, empirical research has shown that harmonious passion comprises positive outcomes such as enhanced psychological well-being, positive emotions (Philippe, Vallerand, Houlfort, Lavigne, & Donahue, 2010), higher levels of flow (Carpentier, Mageau, & Vallerand, 2012;Lavigne, Forest, & Crevier-Braud, 2012;Vallerand et al., 2003), positive affect over time (Froh et al., 2010;Vallerand et al., 2003), higher self-esteem (Froh et al., 2010), increased performance , and creativity (Liu, Chen, & Yao, 2011). On the other hand, obsessive passion leads to outcomes such as negative affect over time, rigid persistence, shame, anxiety (Vallerand et al., 2003, burnout , and higher conflict with other life contexts (Carbonneau, Vallerand, Fernet, & Guay, 2008;Vallerand et al., 2010). ...
Passion is defined as a strong inclination toward an activity that people like, that they find important and in which they invest time and energy, such as working or playing football. Since a specific measure to assess levels of passion in the workplace is lacking in Spain, the aim of this study was to adapt and validate the Passion scale (Vallerand et al., 2003) into Spanish. After translating it from English to Spanish using the forward-backward translation method, it was given to a sample of 548 Spanish workers. Exploratory factor analyses were conducted to test the replicability of the scale. The results confirmed the expected two-factor structure through internal replication using exploratory factor analysis. Criterion-related validity was tested by correlating both obsessive and harmonious passion to work engagement. With regard to internal consistency, adequate Alpha coefficients were obtained for both factors.
... Employees who reported the combination of a positive psychological workplace climate and high engagement were also more likely to benefit from a broadened allocation of psychological resources (Shuck & Reio, 2014). Furthermore, it is theorized that people high in engaged living would be zealous about altruism, civic engagement, physical activity, and experience the associated actions as self-concordant (Froh et al., 2010). These behaviors are also strongly related with ones' PWB . ...
... These behaviors are also strongly related with ones' PWB . Thus, being engaged with life may help adults to cultivate healthy social emotional development, a sense of purpose, achievement and psychological healthiness (Froh et al., 2010). ...
The purpose of the study was two-fold: to examine the socio-demographic and psychological predictors of well-being and formulate a socio-culturally sound approach explaining the meaning and experience of psychological well-being among Ethiopian adults. Ryan and Deci’s Self-Determination Theory was duly considered as a theoretical framework of the study. The study followed a sequential explanatory mixed method design. Both quantitative and qualitative data were obtained, via scales and open-ended questionnaires, from 438 civil servants working in Addis Ababa. 30 interviews were also conducted to gain further information. An in-depth analysis of the reliability and validity of instruments was made before employing them to the main study. The results showed that adults were better off in both their scores of psychological and subjective well-being. Besides, adults’ well-being was found to be quite a function of their gender, age, marital status, educational level and household income. Males had a healthier psychological well-being status than females, where as females were better in their subjective well-being. A significant difference in psychological well-being was also observed between emerging and young adults, in favor of the young; and between cohabitated and married adults, married being advantageous. A significant difference in subjective well-being measures was also noticed among single, cohabitated and married adults, in favor of the married adults in all measures. The finding revealed that happiness level of adults decrease as their educational status increases while the reverse is true to psychological well-being. Besides, as adults’ household income boosts, so do their psychological well-being and satisfaction in life. The regression analysis also produced significant independent contributions of household income to overall well-being of adults. As such, subjective well-being was significantly predicted by dummy variable of sex and marital status. Likewise, the agreeableness, conscientiousness, neuroticism and openness dimensions of personality were notable significant predictors of adults’ psychological well-being where as extraversion and agreeableness were significant predictors of their subjective well-being. Religiosity was also a significant predictor of adults’ psychological well-being. Besides, adults’ well-being was significantly predicted by the interaction between conscientiousness and religiosity. From goal pursuit dimensions, attainment of extrinsic life goals was a significant predictor of both psychological and subjective well-being. Importance and attainment of intrinsic life goals also significantly predicts adults’ psychological well-being. Finally, the subjective well-being of adults was significantly predicted by environmental mastery, positive relations with others, self-acceptance and overall psychological well-being scores of adults. The thematic analysis identified five major categories of themes, which are essential in explaining the psychological well-being of Ethiopian adults. These were; socio-cultural harmony, social cohesion, security, competence and accomplishment, and the self. Detailed discussion on the rational for including these themes was made and appropriate implications were proposed. Researchers are encouraged to expand the findings of this research and in turn develop a suitable approach taping the psychological well-being of adults living in countries like Ethiopia.
... Someone who is passionate about helping others, also known as engaged living, will see beneficial effects for both themselves and, hopefully, society (Froh et al., 2010). There is some evidence that simply having your existing passions emphasized and reinforced can lead to an increase in prosocial feelings and behaviors (Thomaes et al., 2012). ...
Is creativity good, bad, or neutral? Although creative outcomes can serve malevolent purposes, we argue the underlying processes that support creative expression—what we call here the Creativity Ethos—lean toward the good in human nature. The dimensions of this Ethos can be metaphorically grouped under three main colors, Blue, Yellow and Red, related to cognition and personality, socioemotional interactions, and motivation, respectively. Blue processes are flexibility and openness, Yellow processes are perspective-taking and compassion, and Red processes are passion and inspiration. In the end, a well-developed Creativity Ethos can be compared to a rainbow that showcases how different colors valorize each other; further, they can all be enhanced through co-creation, leading to emergent changes in the world. However, there are also cases in which these components are underdeveloped, which may lead to less benevolent outcomes via profiles we call the “idle activist,” “selfish CEO,” and the “potential fanatic.” We end with reflections on why discussions of the Creativity Ethos are important not only for positive and humanistic psychology, but for any discipline, including Possibility Studies, interested in developing wise and humanizing forms of creativity.
... The cognitive component refers to the evaluation of life overall (e.g., satisfaction with life) or specific life domains (Diener et al., 1985). Earlier evidence in this area shows that engagement is related to satisfaction with life (Ampofo, 2021;Froh et al., 2010;Gusy et al., 2019). For example, longitudinal research has established that work-related indicators of well-being (i.e., burnout and work engagement) spillover and generalize to context-free well-being (i.e., depressive symptoms and life satisfaction). ...
This study investigates the psychometric properties of the Spanish version of the Utrecht General Engagement Scale (UGES). This measure extends the study of engagement, a popular concept in work and organizational literature, to daily activities among Spanish-speaking adults. We collected data from 284 individuals living in Puerto Rico using an online questionnaire. The confirmatory factor analysis results showed that a one-factor model of the UGES presents the best model fit. The UGES was positively related to satisfaction with life, positive affect, and subjective health, and negatively correlated to negative affect, stress, anxiety, and depression. This result supports the validity of the UGES-Spanish version as a measure of well-being, contributing to expediting the research of general engagement in daily activities.
... It isn't easy to de ne escapism scienti cally at present. This refers to individuals who engage in certain activities to escape daily demands or to avoid critical self-evaluation [23]. A two-dimensional model of escapism shares three essential characteristics. ...
This research was conducted to determine the validity and reliability of the Persian version of the self-escapism scale among Iranian girl adolescents aged 14–18. A cross-sectional study was conducted between January 2021 and August 2021 among Iranian girl adolescents. Five hundred sixty-six adolescents (340 girls and 226 boys) were selected using a convenience sampling method. The participants completed The Escapism Scale, Erikson Psychosocial Stage Inventory (EPSI), Satisfaction with Life Scale (SWLS), Hope Scale (AHS), Smartphone Addiction Scale-Short Version (SASSV), and General Self-efficacy (GSE). The Escapism Scale's validity and reliability were examined as construct validity based on the confirmatory factor analysis (CFA), reliability using Cronbach’s alpha, and divergent and convergent validity. Results of the CFA indicated that a two-factor model provides a good fit for the data: sb X ² = 179.99 ( p < 0.01); SRMR = 0.07; RMR = 0.56, CFI = 0.91; NFI = 0.89; IFI = 0.91; NFI = 0.89; GFI = 0.93; AGFI = 0.90, RMSEA = 0.076). Cronbach’s alpha coefficient for the self-escapism was 0.73. There was a significant relationship between self-escapism with identity confusion (r = 0.164, P < 0.01) and identity coherence (P < 0.01, r = 29). The finding showed a significant negative relationship between self-escapism with AHS (r=-0.31), SWLS (r=-0.34), and GHS (r=-0.33). There was a significant positive relationship between self-escapism and SAS-SV (r = 0.19). Also, the findings have shown a relationship between self-escapism and gender. This scale has been recommended to assess self-escapism in Iranian adolescents and psychological evaluations.
... Engagement refers to being interested, curious, concentrated in an activity and persisting on achieving a goal. High levels of engagement, conceptualized as "flow" are associated with various benefits on children's well-being, including higher self-esteem and lower pessimism (Hunter & Csikszentmihalyi, 2003), increased school enjoyment, happiness and less behavior problems (Froh et al., 2010). In addition to positive outcomes for well-being, engagement is associated with learning and educational attainment. ...
... Moreover, low engaged living may hamper emotional wellness by heightening psychological distress, dysphoric mood, and affective symptoms [24]. The potential cumulative effects of low engaged living include life dissatisfaction, discontentment, and suicide [25]. ...
Purpose
The present study aimed to investigate how the interpersonal (experienced discrimination) and intrapersonal (anticipated stigma and internalized stigma) manifestations of psychiatric stigma may affect engaged living and life satisfaction among people with mental illness. In this study, we developed and evaluated a conceptual model to clarify how experienced discrimination may lead to anticipated stigma and internalized stigma and thereby impede engaged living and reduce life satisfaction.
Methods
A total of 205 Hong Kong Chinese people with mental illness completed standardized questionnaire measures of experienced discrimination, anticipated stigma, internalized stigma, engaged living, and life satisfaction. The associations among these variables were analyzed using path analyses and bootstrap analyses.
Results
Path analyses showed that experienced discrimination was related to higher levels of anticipated stigma and internalized stigma, which were, in turn, linked to lesser engaged living and consequently lower life satisfaction. Bootstrap analyses further revealed that experienced discrimination had significant indirect effects on life satisfaction via anticipated stigma and engaged living and via internalized stigma and engaged living.
Conclusions
Theoretically, our study uncovers how the interpersonal and intrapersonal manifestations of psychiatric stigma may adversely affect engaged living and life satisfaction among people with mental illness. Practically, our study points to the importance of developing and implementing stigma-related interventions at societal and individual levels in order to enable people with mental illness to live fulfilling and satisfying lives.
... According to Norrish et al. (2013), positive engagement is referred to as being highly interested in living the life, curiosity, and absorption, and working toward goals with determination and vitality. Positive engagement is associated with well-being, learning, and the achievement of important goals (Froh et al., 2010;. ...
The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study
seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the
Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from
seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion,
(2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive
accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships
were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship.
Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added
components of the existing PERMA model can trigger further research in positive education studies.
... Engaged living. One SEHS-S subscale measured engaged living, which comprises three psychological strengths derived from positive psychology (i.e., optimism, zest, and gratitude), describing a person's adjustment to and passion for life (Froh et al., 2010;Renshaw et al., 2014). Engaged living has significant correlations with positive mental health . ...
Social support is empirically linked to improved adolescent psychological and academic functioning. This study explored typologies characterized by family, peer, and school support among students in early (Grade 7; n = 27,399) and late (Grade 11; n = 27,984) adolescence. We assessed how each latent profile related to key aspects of psychological and academic functioning and the moderation of gender in these associations. Three convergent profiles (i.e., High, Moderate, and Low Support) and two divergent profiles (i.e., Minimum Peer Support and Minimum Family Support) were found in both grade levels, with psychological and academic functioning differentiated by the profiles. The Minimum Peer Support and Minimum Family Support profiles showed the lowest functioning in all domains across grade levels. The High Support profile showed the highest psychological health and academic performance. Gender moderation was observed in the associations between social support profiles and psychological functioning and was more prominent among 7th graders than 11th graders. Findings suggest that social support's impact is determined by combinations of various support sources, age, and gender. The social support profiles and their associations with students' characteristics and outcomes may inform practitioners in supporting vulnerable groups and planning interventions.
... Positive engagement aims to promote complete immersion in activities by understanding the nature of engagement, the pathways to it, and the effect it has on health and well-being (Norrish, 2015). In addition to appreciating well-being, engagement is beneficial for accomplishment and achievement (Froh et al., 2010). ...
Positive Psychology is applied to broaden the learning of a second language, whose application in schools is referred to as Positive Education. The PERMA model (Positive emotions, Engagement, Relationships, Meaning, and Accomplishment) proposed by Seligman provides a way for positive education to flourish and open up a new perspective for Chinese scholars in different fields. Hence, the main focus of this study was to explore the effect of PERMA on students’ English listening and speaking competency in the Chinese context. This study used a quasi-experimental and a mixed method research design, which included developing a curriculum of PERMA in English speaking and listening, teaching intervention, and a speaking and listening competence test. A total of 240 students studying the same course from six classes, specializing in arts and science, participated in the teaching experiment with the same study level. A total of 110 students in the control group (CG) were taught using traditional teaching methods and the remaining 130 in the experimental group (EG) were subjected to a PERMA intervention for 14 weeks. The results of a one-way ANCOVA indicated a significant improvement in English listening and speaking proficiency of those in the experimental group due to the intervention of PERMA. The outcome of qualitative study conducted by semi-structured interview revealed that students had made progress in English pronunciation, oral expression in their speaking competency. They could also keep up with the speed of audio script and they understood key sentences and details in the listening process. The study pedagogically implicated that whole school approach, including the changes of curriculum, teaching skills, teacher education, and community involvement, should be explored for a new framework of Positive Language Education.
... According to Norrish et al. (2013), positive engagement is referred to as being highly interested in living the life, curiosity, and absorption, and working toward goals with determination and vitality. Positive engagement is associated with well-being, learning, and the achievement of important goals (Froh et al., 2010;. ...
The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study
seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the
Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from
seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion,
(2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive
accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships
were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship.
Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added
components of the existing PERMA model can trigger further research in positive education studies.
... According to Norrish et al. (2013), positive engagement is referred to as being highly interested in living the life, curiosity, and absorption, and working toward goals with determination and vitality. Positive engagement is associated with well-being, learning, and the achievement of important goals (Froh et al., 2010;. ...
The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.
... Firstly, ACT targets change through values and value-based processes, seeking and finding purpose in life and acting on those values, which has been suggested to promote adolescent well-being and to buffer against pitfalls in youth (Hill, Burrow, & Sumner, 2013). Adolescents who actively engage in purpose seeking seem to be more meaningfully engaged in what they are doing (Froh et al., 2010), demonstrate more passion for what they do, and are less likely to be depressed (e.g., DuRant, Cadenhead, Pendergrast, Slavens, & Linder, 1994). In addition, they are less likely to drink alcohol and use drugs (e.g., Kinnier, Metha, Okey, & Keim, 1994;Minehan, Newcomb, & Galaif, 2000), and are more likely to be less violent (DuRant et al., 1994). ...
Purpose
Mental health problems affect 10-20% of adolescents worldwide. Prevention and early interventions for promoting adolescent mental health are therefore warranted. The aim of this randomized controlled trial was to examine the effects of a 5-week web-intervention (Youth COMPASS) based on the principles of Acceptance and Commitment Therapy on adolescents’ depressive symptoms, life satisfaction and psychological flexibility.
Methods
The sample comprised 243 adolescents at the age of 15-16 years (51%females) from 15 lower secondary schools. Participants were randomly assigned to three groups of which two groups received an ACT-based online-intervention including support via WhatsApp. The two ACT interventions + WhatsApp contact differed from each other regarding the amount of personal support (iACT + two face-to-face sessions vs iACT with no face-to-face sessions). These two iACT interventions were compared to no intervention (control). Adolescents’ psychological wellbeing was measured pre and post intervention using the Depression Scale (DEPS), Satisfaction with Life Scale (SWLS), and Avoidance and Fusion Questionnaire for Youth (ATQ-Y).
Results
Adolescents showing more avoidance of unpleasant thoughts and feelings, and cognitive fusion reported more depressive symptoms and a lower level of satisfaction with life. This association was stronger among girls than boys. The iACT online-intervention + WhapApp contact with two face-to-face meeting or without them decreased adolescents’ depressive symptoms and increased life satisfaction among those who had completed more than half of the program (d = 0.20). No significant effect was obtained for avoidance (psychological flexibility). The iACT intervention including face-to-face contact showed different effects on girls and boys in regards to depression symptoms and psychological flexibility skills.
Conclusions
Findings showed that the ACT-based web-intervention for adolescents could be a viable early intervention for preventing mental health problems in adolescents and for promoting adolescent wellbeing. Our findings call for further studies investigation whether girls and boys benefit of different type online interventions.
... According to Lerner (2004), mutually beneficial interactions between the individual and society as a whole undergird a democratic society in which both thrive as they improve their various capacities to make meaningful contributions. Others identify a key outcome of ideal personal development as "making culturally appropriate contributions to self and society" (Seligman & Csikszentmihalyi, 2000) or as leading an engaged life with passion for what one is doing and with social integration that assists and feels connected with others (Froh et al., 2010). Similarly, Bundick and colleagues (2010) define thriving as "a dynamic and purposeful process of individual ← → context interactions over time, through which the person and his/her environment are mutually enhanced" (p. ...
To grasp human flourishing and thriving, we must understand joy. However, no theoretical models explain the complexity of joy as a fruit of the Spirit, nor fully account for its impact on human life. We suggest that joy is best conceptualized as a virtue, a psychological habit, comprised of characteristic adaptations and given meaning by transcendent narrative identity (McAdams & Pals, 2006). Thus joy involves knowing, feeling, and enacting what matters most. Developmental science and Christian theological approaches to teleology inform the ultimate ends to which joy is aimed. They suggest that telos, the purpose or goal of development, may be understood as a dynamic process that perpetuates human and social thriving and involves (1) the growing self, (2) mutually beneficial relationships, and (3) evolving moral guidelines that ensure an ongoing fit and flourishing of self and society (King et al., in press; Schnitker et al., 2019). We synthesize developmental psychology, virtue science, and theology to propose a definition and framework for understanding the development of joy through thriving. In order to promote scholarship on joy and to elucidate its transformative nature, we discuss joy in light of suffering, justice, and eschatology and identify issues for research.
... According to Lerner (2004), mutually beneficial interactions between the individual and society as a whole undergird a democratic society in which both thrive as they improve their various capacities to make meaningful contributions. Others identify a key outcome of ideal personal development as "making culturally appropriate contributions to self and society" (Seligman & Csikszentmihalyi, 2000) or as leading an engaged life with passion for what one is doing and with social integration that assists and feels connected with others (Froh et al., 2010). Similarly, Bundick and colleagues (2010) define thriving as "a dynamic and purposeful process of individual ← → context interactions over time, through which the person and his/her environment are mutually enhanced" (p. ...
The most specific psychological literature associates joy with goodness; however, psychological science has no clear means to distinguish one good thing from another or to decipher the degree of goodness required to designate joy beyond subjective or conventional opinion. In order to provide a framework for a science of joy that identifies both the psychological processes that comprise joy and a means of understanding and operationalizing goodness, I conceptualize joy as a virtue of knowing, feeling, and doing what matters most and propose a teleological framework to conceptualize goodness. Such a multidimensional understanding of joy informed by characteristic adaptations given meaning by a transcendent narrative identity and a developmental, contextual telos of the reciprocating self sheds light on the potential power of joy as a psychological phenomenon favorable for sustained positive affect that is animating and expansive, yet simultaneously has moral and spiritual heft to guide people in lives worth living.
... the course of the writing conditions, we used LIWC ( Pennebaker, Booth, & Francis, 2007), which identifies words that match dictionaries and calculates the percentage of those words compared to the overall number of words participants used for that response. The following LIWC language categories were tested: positive emotion, negative emotion, social, religious, insight, and gratitude using a gratitude dictionary ( Witvliet et al., 2010). ...
Gratitude is the appreciation of a gift received; happiness is the enjoyment of a present good; and hope is the desire for a valued future. Two studies investigated gratitude as a predictor of hope and happiness. In Study 1, hierarchical regressions (N = 181) revealed that trait gratitude exceeded other constructs (forgivingness, patience, self-control) in predicting trait hope and happiness. In Study 2, we experimentally tested the impact of a gratitude-related writing intervention on state hope and happiness. Participants (N = 153) first wrote about a current, meaningful, hoped-for outcome and completed state hope and happiness measures. Participants were randomly assigned to either (a) gratefully remember a past hope that had been fulfilled or (b) a control condition. The grateful remembering condition (vs. control) prompted significant increases in state hope and happiness, commending grateful remembering as a practice that can bolster present happiness and hope for the future.
... Such approaches emphasize optimal development rather than simply normative functioning. Consequently, living with purpose (Damon et al., 2003;Keyes, 2007); regulated goal pursuit (Ryan & Deci, 2000); growing in the "5 C's" of competency, confidence, character, connection, compassion (Lerner et al., in press); and engaged living (Froh et al., 2010) are hallmarks of psychological approaches that focus on flourishing and thriving. ...
While positive psychology has considered a social science perspective of optimal development and living, a pressing question for the integration of psychology and theology is to consider what Christian theology suggests is essential for humans to thrive. Recognizing that God's purposeful action in creation has a telos, that is, a goal or purpose for humankind, propels Christian psychologists to investigate a theology of thriving in order to more fully grasp what God has intended for humanity. In this essay we argue that the Christian faith uniquely contributes multiple perspectives to our understanding of human thriving and flourishing that are central to psychological inquiry and are unique contributions to positive psychology. Specifically, the doctrines of creation and imago Dei broaden and deepen our understanding of thriving by providing a teleological perspective.
... Gratitude might be one perceptual lens through which school bonds form, and it might foster a desire for achieving academic success and participating in extracurricular activities-both of which increase student engagement. Gratitude might be a facilitator of student engagement in the following ways: academically (grateful youth report higher GPAs; , behaviorally (grateful youth are more prosocial) , cognitively (grateful youth report more meaning in life) (Froh, Kashdan et al., 2010), and affectively (grateful youth report more positive emotions) . Given gratitude's proposed contributions to student engagement, an important question to ask is: Do school-based curricula exist to teach youth how to become more grateful? ...
A body of research has emerged during the past three decades focusing on how students engage in the schooling process and the broader positive developmental outcomes associated with high levels of engagement and lower involvement in high-risk behaviors. This chapter suggests that gratitude might offer a unique contribution for understanding how affective engagement and positive relationships could enhance student school bonding and thereby student social-emotional and academic outcomes.
... They argued that people flourish by developing and living out of specific signature character strengths (see also . Froh et al. (2010) take a different approach by focusing on the importance of engaged living, which is defined as 'having a passion to help others and be completely immersed in activities' (p. 311). ...
The amount of psychological literature focusing on human thriving and flourishing has grown in recent years, but this topic is currently subject to much conceptual ambiguity. Evolutionary psychology, though often not included in discussions on optimal human development, provides a framework that benefits considerations of human thriving. Humans exhibit a high degree of niche construction by which they alter their environment, in turn affecting their offspring. Such niche construction is enabled by unique human capacities, but these same capacities are then required to ‘mind the gap’ between human nature and the altered environmental niche. As such, thriving may in part be understood as the ability of the individual to navigate difficulties resulting from a mismatch between their nature and niche. Three unique features of the human species that are used to both create and navigate this gap are considered as they relate to the existing literature on human thriving.
... I bambini che sperimentano relazioni positive a scuola si impegnano di più e hanno risultati migliori. Le competenze sociali dei bambini verso i pari sono correlate positivamente con la realizzazione personale, il successo scolastico ), l'autostima (Bandura, 1986) e il raggiungimento degli obiettivi (Froh et al., 2010, Hunter e Csikszentmihalyi, 2003. Suldo et al. (2011a;2011b) hanno dimostrato che gli studenti che stanno meglio a scuola fanno meno assenze, anche a distanza di un anno dalla prima rilevazione. ...
Research in measuring and monitoring children’s wellbeing has been growing in recent decades (Ben-Arieh and Goerge, 2001; Land, Lamb, et al., 2001). Positive psychology (Seligman and Csikszentmihalyi, 2000) recognizes school as one of the main educational agencies. Researches are focused on the conditions that contribute to the optimal functioning (flourishing) of people, groups and institutions, even in the school context (Oades, Robinson, et al., 2011; Seligman, 2011). The present research explores the relations between school and global well-being in children specifically to their reading and writing abilities. 87 children, aged from 7 to 10 years, who are attending primary school, took part to the study. A quantitative methodology (questionnaires) was used to investigate the children's global well-being (Comprehensive Inventory of Thriving, Su, Tay and Diener, 2014), the well-being in school (Questionario sul Benessere Scolastico, Tobia and Marzocchi, 2015) and further tasks to assess children’s reading and writing abilities (MT, Cornoldi e Colpo, 2007; CEO, Bozzo, Pesenti, et al., 2003); the draw and write technique (Williams et al., 1989) was used to investigate the experience of well-being in order to allow children to freely represent their experience compaired to self-report measures. The results show interesting relations between: global well-being, school well-being and reading and writing abilities, according to the research hypotheses.
This chapter introduces positive education as an innovative educational paradigm targeting students' traditional learning skills and well-being. By fostering crucial components of well-being, like the PERMA well-being model, positive education employs effective positive activities and practical exercises to directly promote student flourishing. Supported by strong empirical evidence, the effectiveness of positive education is underscored. The chapter also discusses the development of a unique positive education model, “6+2,” specifically tailored for China, which incorporates the positive-self module, the physical and mental health regulation system, and the character strength and virtue cultivation system into the PERMA framework. Furthermore, the chapter reviews existing literature on positive education and positive psychological interventions implemented within school contexts. This comprehensive examination contributes to the growing body of knowledge on the implementation and impact of positive education in educational settings.
THEORETICAL BACKGROUND – There are several approaches to the concept of materialism, i.e. material values in philosophy, psychology, and theology. In this paper, we examine Richins and Dawson’s notion of materialism, which encompasses the beliefs and attitudes that fundamentally determine an individual’s consumer behavior and the associated Material Values Scale.
GOALS – In this paper, we examine the Hungarian adaptation of the Material Values Scale and analyze its construct and convergent validity and reliability using classical and modern test theory.
METHODS – Our sample consisted of 1,326 respondents (male: 236 and female: 1,090; mean age: 37.00 years, SD = 12.38), who completed the Material Values Scale, the Sense of Coherence Scale, the Perceived Peer Support Questionnaire, the Work–Family Conflict Questionnaire, and answered a question on religiosity. The survey was an online interface.
RESULTS – Both factor analyses and an examination of the item response curves show that the validity of the reverse items of the questionnaire is questionable, as respondents have different attitudes towards these items. They form a separate factor in the factor structure. In addition, the items do not discriminate well between respondents at different scale levels, and there is a high propensity to agree with them (low difficulty parameter). Considering the results, the reverse items can be discarded, and the three subscales of the questionnaire, as well as the total score of the material values, can be interpreted without them ((χ2 (115) = 368.45, p ≤ 0.001; RMSEA [90% CI] = 0.058 [0.052–0.065]; CFI = 0.908; TLI = 0.878; SRMR = 0.051)). The reliability of the scales and the overall questionnaire is good (Global factor ω = 0.861; Possession as success ω = 0.797; Centrality of possession ω = 0.700; Possession as a source of happiness ω = 0.777). Convergent validity with the constructs tested is negligible (Kendall’s τ = -0.272– 0.202, p ≤ 0.01). In addition, taking into account certain demographic factors, Possession as success (F(3, 674) = 11.882; p ≤ 0.001; η2 = 0.051) and Centrality of possession (F(3, 674) = 10.148; p ≤ 0.001; η2 = 0.041) differentiate well across generations. For younger people, the central element that defines success in life is possession. The Possession as a source of happiness dimension (F(3, 586) = 7.881; p ≤ 0.001; η2 = 0.039) differentiates religious people from less religious people.
CONCLUSIONS – A content analysis of the items of the Material Values Scale suggests that the reverse items may not fit the structure for several reasons. On the one hand, the wording of these items makes them more difficult to understand for the respondents. On the other hand, their content is more complex, and there is a tendency to compare with the outside world. Lastly, their content reflects post-material values that trigger socially desirable processes in the respondent that encourage consent. An investigation of these findings from the point of view of the conception of materialism is strongly recommended for the future.
Keywords: factor structure, reverse items, confirmatory factor analysis, psychometric analysis, Material Values Scale
“Where Your Treasure Is, There Will Your Heart Be.” An Exploration of the Construct of Materialism and the Hungarian Adaptation of the Material Values Scale. THEORETICAL BACKGROUND – There are several approaches to the concept of materialism, i.e. materia
Para abarcar o florescimento e a prosperidade humana, devemos entender a alegria. Entretanto, nenhum modelo teórico explica a complexidade da alegria como fruto do Espírito, nem explica plenamente seu impacto na vida humana. Sugerimos que a alegria é melhor conceituada como uma virtude, um hábito psicológico, composto de adaptações características e que oferece sentido por uma identidade narrativa transcendente. Assim, a alegria envolve conhecer, sentir e adotar o que é mais importante. A ciência do desenvolvimento e as abordagens teológicas cristãs da teleologia informam os fins últimos aos quais a alegria é dirigida. Elas sugerem que telos, o propósito ou objetivo do desenvolvimento, pode ser entendido como um processo dinâmico que perpetua a prosperidade humana e social e envolve (1) o self crescente, (2) relações mutuamente benéficas, e (3) diretrizes morais em evolução que garantam um contínuo ajuste e florescimento de si mesmo e da sociedade. Nós unimos a psicologia do desenvolvimento, a ciência da virtude e a teologia para propor uma definição e um paradigma para entender o desenvolvimento da alegria através do florescimento. A fim de promover a investigação sobre a alegria e para elucidar sua natureza transformadora, discutimos a alegria à luz do discipulado, vocação, sofrimento, justiça e escatologia e identificamos questões para pesquisa.
Purpose
This investigation purports to study if gratitude interventions lead to an increase in overall wellbeing among Indian youth during the coronavirus lockdown. Second, to examine if a cumulative effect of two gratitude interventions on wellbeing is greater than a single gratitude intervention.
Method
Participants (N = 80) were randomly allocated to the experimental and control groups (n = 40 each).
Result
It was found that after administering a single gratitude intervention there was a significant increase in mental health, happiness, and gratitude and a decrease in depression, anxiety, and stress in the experimental group. Moreover, after administering two gratitude interventions together, a greater increase was seen in these variables as compared to the administration of a single gratitude intervention. There was no significant change in the control group in both cases.
Conclusion
In summary, online gratitude interventions lead to increase in happiness and mental health and decrease in depression, anxiety, and stress even during crises such as the coronavirus pandemic. Moreover, the cumulative effect of two gratitude interventions is more than a single gratitude intervention. It is suggested that these gratitude interventions should be included in providing mental health care even when clients are not able to meet counselors in physical settings.
Background and objectives:
Promoting positive child and youth health and development requires clear definitions and comprehensive measures of child and youth thriving. The study's objectives were to identify the scope, range, and gaps in definitions and measures of thriving for children or youth (birth through young adult).
Methods:
Systematic searches of Pubmed, PsycInfo, Health and Psychosocial Instruments, Education Resources Information Center, and Scopus were conducted for articles that included definitions, conceptual frameworks, or measures of child and youth thriving. Inclusion criteria were that the articles: (1) provided a new definition or measure of child thriving, flourishing, or well-being; (2) focused on normally developing children 0 to 24 years old; and (3) were published between 2009 and 2022 in an English language peer-reviewed journal. Studies were categorized by child age, study type, population, and community-identified domains of thriving.
Results:
Of the 14 920 articles identified, 113 met inclusion criteria: 34 unique definitions or frameworks, 66 validated measures, and 12 articles presenting both a framework and measure. One-third of the articles focused on early childhood (0-5 years old); 47% on middle childhood (6-11 years old); 72% on adolescence (12-17 years old), and 22% on young adults (18-24 years old).
Conclusions:
Current child thriving definitions, frameworks, and measures could be expanded in their coverage of age and key domains, such as racial equity and safety. Additional frameworks and measures focused on early childhood (0-5 years) and assessing thriving over time are needed.
p class="abstrak"> Sedekah adalah salah satu hal baik yang dianjurkan oleh Islam. Dengan anjuran untuk berzakat dalam Islam menjadikan kita sebagai manusia untuk berzakat. Disarankan dalam Islam juga terdapat hadits yang menguatkan bagi kita manusia untuk melaksanakan sedekah. Oleh karena itu, dalam penelitian ini kami mengangkat sedekah sebagai bahan yang akan kami teliti dan pelajari. Dengan ditemukannya fakta tentang kurangnya santri dalam berzakat, maka kami melakukan upaya untuk mengatasinya yaitu dengan cara ODOT (Satu Hari Seribu) atau seribu hari yang nantinya dapat digunakan untuk bersedekah kepada yang membutuhkan. Hal ini bertujuan untuk meningkatkan sedekah kepada siswa sekolah dasar. Target peserta kami dalam penelitian ini adalah siswa kelas 6 SD karena di kelas 6 SD ditemukan materi yang sesuai dengan sedekah. Metode yang akan kami gunakan untuk melakukan penelitian ini adalah dengan melakukan wawancara dan menyebarkan link angket kepada siswa kelas 6 SD. Kami berharap ini akan meningkatkan keinginan siswa untuk berdonasi dan memudahkan siswa untuk menabung untuk amal. </p
Mystical experiences are often described as being among the most profound and meaningful events of a person’s life. Their occurrence, while a normal but uncommon phenomenon, is reliably occasioned by psychedelic substances under the appropriate conditions, although care is needed around the context of usage to help ensure safe and beneficial experiences. The occurrence of mystical experiences in psychedelic sessions is a key mediator of the sustained psychological benefits reported in both healthy and clinical populations. Certain factors including set and setting, drug dosage, trait absorption, drug type, intention and states of surrender and acceptance all predict or influence the occurrence of mystical experiences. Various additional factors may further contribute to the occurrence and intensity of mystical experiences and enhance their long-term benefits, including music, meditation and spiritual practices and nature-based settings. This review examines these factors and considers how they might be optimised to increase the chances of a mystical experience occurring, while also considering factors that are negatively associated with mystical experiences with suggestions on how these might be mitigated where applicable. Finally, potential future research avenues for furthering our knowledge of psychedelic mystical experiences and how their benefits might be enhanced is suggested. Maximising the potential for the occurrence of mystical experiences is an important aspect of the beneficial application of psychedelics.
Rationale
Positive mental health is a critical component of overall mental health, but our understanding of the potential drivers of positive mental health is lacking. Participation in the arts may contribute to positive mental health through the mechanism of flow, a mental state of becoming completely engrossed in an enjoyable activity. Participation in performing arts specifically may be especially predictive of positive mental health due to its collective nature.
Objective and methods
This study uses the Population Study of Income Dynamics (PSID) Transition to Adulthood Sample (N = 5657 person-years) to investigate whether participation in performing arts predicts positive mental health in young adults in the US through adjusted least squares and individual-level fixed-effects linear regression models across three waves of data per individual. Additionally, the study investigates different levels of participation to establish a dose response and employs stratified analyses by race/ethnicity, income, and gender.
Results
Results show that, compared to no participation, participating in the performing arts every day is associated with an increase in positive mental health of a 0.315 effect size [p < 0.001]. White and higher income individuals are more likely to participate in the arts than people of color and lower income individuals. Yet, the association between performing arts and positive mental health is similar, if not greater, for people of color than it is for White individuals.
Conclusion
This study shows strong associations between frequent performing arts participation and positive mental health and suggests that more resources should be allocated to performing arts access for young adults from diverse backgrounds.
Until recently, escapism was generally seen as a negative phenomenon, due to its common conceptualization as an escape from reality; however, with the new model a more positive approach, distinguishing between self-suppression and self-expansion, began. In our study, we looked into the mechanisms underlying both components of escapism, where a sample of 147 students individually chose their escapist activity. Building on the two-dimensional conceptualization of escapism, we assumed that self-suppression would be associated with higher levels of self-alienation, while escapism as self-expansion would be related to higher levels of dispositional mindfulness and indirectly to a tendency to achieve flow. Results confirmed that self-suppression escapism and self-alienation share a positive correlation, with later also being a significant predictor of self-suppression escapism. However, contrary to our prediction, self-expansion escapism is not associated with dispositional mindfulness, nor does it represent a significant moderator in the relationship between self-expansion and flow. This study has extended the current understanding of escapist activities' complex nature in relation to psychological factors. Moreover, we contributed to the currently still sparse knowledge of escapism, and shed light on its positive side, which certainly exists, since escapism can lead not only to suppression of self but also to its enrichment and expansion.
A theory is proposed to explain how religion/spirituality (R/S) is related to positive youth development and thriving. The concept of telos is employed to define thriving as continued growth through strength-based living that leads to contributing to one’s communities and living out one’s ethical ideals. Virtue development is proposed as a primary process by which R/S promotes thriving. Virtues are defined as hybrid personality units emerging when characteristic adaptations are given meaning by a transcendent narrative identity. R/S contributes to virtue formation through the ideological, social, and transcendent contexts embedded within religion by providing opportunities to grow both the characteristic adaptations and transcendent narrative identities necessary for virtue formation in youth and, ultimately, thriving. Implications for future research are discussed.
Frankl (1963) suggested that we each have a uniqueness that is irreplaceable. Just as no two people have the same set of fingerprints, no two people have exactly the same set of strengths, talents, passions and experiences. Therefore, each person can make a distinct contribution to this world. Each of us has a unique purpose for our lives. People who live their purpose enjoy greater health, life satisfaction and overall well-being (Kashdan & McKnight, 2009). However, many people are not living their purpose – and worse yet, they aren’t sure what their purpose is. In desperate search for purpose, they are miserable (Steger, 2008). Among this group are Generation X women who have “everything” – more education, successful careers and their own homes - and yet many feel empty inside. Despite achieving more objective success, women today are significantly more depressed than women were 30 years ago (Stevenson & Wolfers, 2009). Perhaps women are looking in the wrong places for their own happiness. Positive psychology, the scientific study of well-being finds that meaning is one of the critical aspects of human flourishing (Seligman, 2002, 2011). Akin to Maslow’s (1943) hierarchy of human needs, the highest need is living beyond oneself toward a greater good – a fate to which one is called. This calling is our life purpose and when living our purpose, we flourish. The first half of this document reviews existing literature on meaning and purpose, describes the value of purpose, and the consequences when one is “stuck” searching for their purpose. The second half offers a research-based positive psychology program for finding one’s purpose. As such, this work offers tremendous opportunity to empower women, enhance their lives and that of those around them. Moreover, as purpose necessarily supports a greater good, with more people living their purpose, society flourishes.
Peace of mind (PoM) has been associated with positive psychological and well-being outcomes. However, it seems that limited research has been done to assess the role of PoM in the educational setting. The present study addressed this gap through examining the association of PoM with academic engagement via a cross-sectional (Study 1) and a two-wave cross-lagged study (Study 2) in the Philippine setting. Results of hierarchical regression in Study 1 revealed that PoM was positively associated academic engagement even after controlling for relevant demographic variables, positive affect, and life satisfaction. In Study 2, results of the cross-lagged structural equation modeling showed that Time 1 PoM was associated with higher extent of Time 2 academic engagement even after controlling for autoregressor effects, Time 1 positive affect, and Time 1 life satisfaction. Theoretical and practical implications are discussed.
Gratitude, the experience of appreciating the positive aspects in life, has been associated with increased subjective wellbeing (SWB). This paper proposes two causal frameworks (i.e., a cognitive and a psycho-social framework) that highlight the possible mechanisms by which gratitude influences SWB. This paper provides support for these two frameworks by reviewing research conducted to date on the relationship between the experience of gratitude and SWB, in terms of reduced symptoms of psychopathology, better interpersonal relationships, and improved physical health. In addition, the promising potential of gratitude interventions to improve SWB in healthy individuals and those with symptoms of psychopathology are reviewed. While gratitude interventions represent a relatively new approach, the limited evidence suggests that they may eventually provide an effective form of intervention that can be used to complement current therapy aprroaches for improving SWB. Therefore its potential application in clinical populations and the underlying mechanisms that might be driving the positive effects of gratitude interventions in improving SWB deserve further research attention.
How do researchers define passion? What are the outcomes of passion? What variables ignite passion? To answer these questions, we performed a systematic review of studies within the context of education. After conducting a search in major electronic databases, we presented the primary findings of 13 articles from 2004 to 2013. This review indicates that the most shared features of passion´s conceptualization are dedication, persistence, identification with and love for the activity. Passion research in education revealed a diversity of consequences, such as engagement, creativity, the subject’s election or mastery goals, and a diversity of promoters, such as positive relationships, supportive context or an innovative cognitive style. An understanding of passion is important in fostering students’ adjustment and knowledge. We conclude this review with some theoretical and methodological suggestions for future research.
Meaning in life is a powerful predictor of both motivation and wellbeing. Perhaps no other motivating force is greater than to possess a calling and believe that one is destined to fulfil a specific life role, regardless of sacrifice, with an attitude that in doing so, his or her effort will make a meaningful contribution to the greater good. This chapter describes a series of studies investigating calling in childrearing, a previously unexplored domain of calling. In a series of four studies utilising qualitative and quantitative methods, the applicability and the function of calling will be described. Over 800 participants contributed data that led to the development of a three-factor, 11-item scale that measured calling in childrearing. This chapter will describe the associations that exist between a parent’s perceived calling in childrearing and a range of important wellbeing and parenting variables, including authoritative parenting style, importance of parenting, pleasure of parenting, parenting satisfaction, presence of meaning in life, satisfaction with life, savouring, and positive affect. This chapter will also briefly explore research that considered how parental sense of calling is related to wellbeing in early adolescence. Calling appears to be a salient and useful construct in childrearing, demonstrates consistency in function across domains, and is related to optimal parent and child wellbeing.
Group differences in engagement have been found by gender as well as race and ethnicity, among other individual-level variables. Studies using the experience sampling method (ESM) in particular have found an “engagement–achievement paradox” in which students from low SES communities and African American students have reported higher levels of engagement in school despite underachieving relative to their peers. This may be attributed, in part, to the decline in engagement white students and those from high SES communities experience when in school compared to the home and public context. Research shows that the obsessive focus on achievement within a culture of competition can have deleterious effects on engagement and authentic interest in learning. Theories of social reproduction postulate that schools, especially their most competitive features, are mechanisms for reproducing class advantage from one generation to the next, thus stabilizing the socioeconomic status quo through time. However, research suggests that a focus on competitive success in school is frequently accompanied by an undermining of meaningful forms of engagement in learning.
Two motivational models were tested with a focus on affective outcomes from identity-defining activities, namely the dualistic model of passion and the two-dimensional model of escapism. A path model was tested with two dimensions of escapism intentions, namely self-expansion and self-suppression, placed as potential mediating variables on the effects of har-monious and obsessive passion on positive and negative affect. The model fitted the data well, thereby explaining affective outcomes from engagement in recreational sport activities, with one path predicting positive affect (harmonious passion -> self-expansion -> positive affect) and one predicting negative affect (obsessive passion -> self-suppression -> negative affect). Escapism dimensions partially mediated the effects from passion toward affective outcomes. The findings illustrate the relevance of passion and escapism in explaining affective outcomes from engagement in identity-defining activities.
This chapter explains the methodology undergirding many of the studies on which this book is based. Those studies examine students’ engagement from moment to moment while in educational contexts with the experience sampling method, or ESM. Respondents of these studies carried a paging device (usually a programmable wristwatch), which signals them at random moments throughout the day. Each time they were signaled, they completed a brief questionnaire in which they answered open-ended and scaled questions about the day and time of the signal, their activities and thoughts, as well as the cognitive, affective, and motivational qualities of their experience. To study engagement, my colleagues and I analyzed ESM reports occurring while in schools exclusively, and especially while in classrooms, from the Sloan Study of Youth and Social Development (SSYSD), a nationally representative study conducted at the University of Chicago. On average, high school students report being less engaged while in classrooms than in almost any other setting in which they spend significant time. Students felt significantly more engaged, however, given certain perceptions of both instruction and themselves. Concentration, attentiveness, and overall engagement were significantly enhanced, for example, when instruction was perceived as challenging, relevant, and appropriately challenging and when students perceived themselves to be active, in control, and competent. Students were also significantly more engaged in group and individual work than while listening to a lecture or watching TV or a video. Students in our sample were also significantly more engaged in their nonacademic courses than in their academic ones.
This comprehensive yet brief overview of the adolescent human brain discusses how the brain develops during this critical period of life and how that development impacts decision-making and risk-taking behavior in the adolescent. This originated as a white paper requested by the Canadian government for a specific group looking to understand adolescent brain development in the context of adolescent behavior. The paper was not made available to the Canadian government outside of the specific task force that requested it nor to the general public. The authors have since decided that having put so much effort into concisely summarizing research on adolescent brain development, it would be a useful addition to researchers in psychology generally. The original paper has since been updated and revised considerably.
The performance of five methods for determining the number of components to retain (Horn's parallel analysis, Velicer's minimum average partial [MAP], Cattell's scree test, Bartlett's chi-square test, and Kaiser's eigenvalue greater than 1.0 rule) was investigated across seven systematically varied conditions (sample size, number of variables, number of components, component saturation, equal or unequal numbers of variables per component, and the presence or absence of unique and complex variables). We generated five sample correlation matrices at each of two sample sizes from the 48 known population correlation matrices representing six levels of component pattern complexity. The performance of the parallel analysis and MAP methods was generally the best across all situations. The scree test was generally accurate but variable. Bartlett's chi-square test was less accurate and more variable than the scree test. Kaiser's method tended to severely overestimate the number of components. We discuss recommendations concerning the conditions under which each of the methods are accurate, along with the most effective and useful methods combinations.
In recent years, a number of studies have used the material values scale (MVS) developed by Richins and Dawson (1992) to examine materialism as a facet of consumer behavior. This research examines the MVS in light of the accumulated evidence concerning this measure. A review of published studies reportinginformation about the scale and analysis of 15 raw data sets that contain the MVS and other measures revealed that the MVS performs well in terms of reliability and empirical usefulness, but the dimensional structure proposed by Richins and Dawson is not always evident in the data. This article proposes a 15-item measure of the MVS that has better dimension properties than the original version. It also reports the development of a short version of the MVS. Scale lengths of nine, six, and three items were investigated. Results indicate that the nine-item version possesses acceptable psychometric properties when used to measure materialism at a general level. This article also describes a psychometric approach for developing shorter versions of extant multiitem measures.
Self-esteem refers to the value or worth, both positive and negative that people associate with themselves. Rosenberg Self-esteem scale (RSES) is a brief and unidimensional measure of global self-esteem. A survey was conducted in 123, Form two students, aged 12-13 from King George V, Seremban, using 10-item Rosenberg Self-esteem scale (RSES). The questions had been translated into the Malay language and back translated into English. Exploratory factor analysis revealed two constructs of: (i) positively worded (items 1, 2, 4, 7, 9, 10) and, (ii) negatively worded items (3, 5, 6 and 9). Items 8 (I wish I could have more respect for myself) shows inverse correlation in the positively worded construct. This sentence could have been said differently in the Malaysian context. Cronbach's alpha is 0.8. Overall, the Malay version of Rosenberg Self-Esteem scale (m-RSES) is a valid and reliable tool for assessing self-esteem in the Seremban school children.
The Satisfaction With Life Scale (SWLS) was developed to assess satisfaction with the respondent’s life as a whole. The scale does not assess satisfaction with life domains such as health or finances but allows subjects to integrate and weight these domains in whatever way they choose. Normative data are presented for the scale, which shows good convergent validity with other scales and with other types of assessments of subjective well-being. Life satisfaction as assessed by the SWLS shows a degree of temporal stability (e.g., 54 for 4 years), yet the SWLS has shown sufficient sensitivity to be potentially valuable to detect change in life satisfaction during the course of clinical intervention. Further, the scale shows discriminant validity from emotional well-being measures. The SWLS is recommended as a complement to scales that focus on psychopathology or emotional well-being because it assesses an individuals’ conscious evaluative judgment of his or her life by using the person’s own criteria.
The performance of four rules for determining the number of components to retain (Kaiser's eigenvalue greater than unity, Cattell's SCREE, Bartlett's test, and Velicer's MAP) was investigated across four systematically varied factors (sample size, number of variables, number of components, and component saturation). Ten sample correlation matrices were generated from each of 48 known population correlation matrices representing the combinations of conditions. The performance of the SCREE and MAP rules was generally the best across all situations. Bartlett's test was generally adequate except when the number of variables was close to the sample size. Kaiser's rule tended to severely overestimate the number of components.
This study used variable- and person-centered data analytic techniques to examine how early adolescents' academic motivation and social-emotional functioning were associated with their self-reported cognitive and behavioral engagement in the middle school classroom. Regression results showed that both motivational and mental health constructs contributed to the prediction of individual differences in classroom engagement. Person-centered analyses revealed between group variation in classroom engagement as a function of differing patterns of motivation and mental health among different subgroups of adolescents. Convergent and complementary information on these subgroups was provided by using two different grouping approaches. Findings are discussed in terms of broad patterns of promise or problems during early adolescence.
What constitutes enjoyment of life? Optimal Experience offers a comprehensive survey of theoretical and empirical investigations of the 'flow' experience, a desirable or optimal state of consciousness that enhances a person's psychic state. The authors show the diverse contexts and circumstances in which flow is reported in different cultures, and describe its positive emotional impacts. They reflect on ways in which the ability to experience flow affects work satisfaction, academic success, and the overall quality of life
In four studies, the authors examined the correlates of the disposition toward gratitude. Study 1 revealed that self-ratings and observer ratings of the grateful disposition are associated with positive affect and well-being prosocial behaviors and traits, and religiousness/spirituality. Study 2 replicated these findings in a large nonstudent sample. Study 3 yielded similar results to Studies 1 and 2 and provided evidence that gratitude is negatively associated with envy and materialistic attitudes. Study 4 yielded evidence that these associations persist after controlling for Extraversion/positive affectivity, Neuroticism/negative affectivity, and Agreeableness. The development of the Gratitude Questionnaire, a unidimensional measure with good psychometric properties, is also described.
This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative is essential for adults in our society and will become more important in the 21st century, yet adolescents have few opportunities to learn it. Their typical experiences during schoolwork and unstructured leisure do not reflect conditions for learning initiative. The context best suited to the development of initiative appears to be that of structured voluntary activities, such as sports, arts, and participation in organizations, in which youths experience the rare combination of intrinsic motivation in combination with deep attention. An incomplete body of outcome research suggests that such activities are associated with positive development, but the developmental processes involved are only beginning to be understood. One promising approach has recorded language use and has found that adolescents participating in effective organizations acquire a new operating language that appears to correspond to the development of initiative.
Information Technology (IT) and Operational Technology (OT) are converging as integration from the real-time to the enterprise gains ground across many industries. This paper focuses on accelerating the convergence of IT and OT to deliver increased safety, efficiency and productivity in the petroleum industry resulting from harmonizing processes, aligning technologies and enhancing governance.
We start by contextually defining IT vs. OT to highlight key attributes of these capabilities as information technology vs. digital capability used in process operations. With this context and differentiating attributes of our industry, we discuss the need and present means to align business strategy, process capabilities, technical disciplines, work processes, and organizational models to achieve value in convergence – specifically, business and operational change management needed to realize better decision support through improved visibility, discovery, predictability and optimization.
After presenting a structured approach to assess maturity and plan for convergance within the framework of existing and new digital oilfiled initiatives, we propose a way forward as a change management process. We conclude our discussion by presenting a recent example to highlight collaboration across the ecosystem to foster integration across disciplines, and enable utilization of internal and external expertise.
A sample of 1,803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from Grade 8 through Grade 12; the classifications were academically successful school completers (''resilient'' students), school completers with poorer academic performance (nonresilient completers), and noncompleters (dropouts). Groups were compared in terms of psychological characteristics and measures of ''school engagement.'' Large, significant differences were found among groups on engagement behaviors, even after background and psychological characteristics were controlled statistically The findings support the hypothesis that student engagement is an important component of academic resilience. Furthermore, they provide information for designing interventions to improve the educational prognoses of students at risk.
The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity. The most surprising conclusion emerging from studies of these children is the ordinariness of resilience. An examination of converging findings from variable-focused and person-focused investigations of these phenomena suggests that resilience is common and that it usually arises from the normative functions of human adaptational systems, with the greatest threats to human development being those that compromise these protective systems. The conclusion that resilience is made of ordinary rather than extraordinary processes offers a more positive outlook on human development and adaptation, as well as direction for policy and practice aimed at enhancing the development of children at risk for problems and psychopathology. The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity.
This chapter describes flow, the experience of complete absorption in the present moment, and the experiential approach to positive psychology that it represents. We summarize the model of optimal experience and development that is associated with the concept of flow, and describe several ways of measuring flow, giving particular attention to the experience sampling method. We review some of the recent research concerning the outcomes and dynamics of flow, its conditions at school and work, and interventions that have been employed to foster flow. Finally, we identify some of the promising directions for flow research moving into the future.
Relying on the theoretical model of [Lyubomirsky et al. 2005, Review of General Psychology, 9, pp. 111-131], the present study investigated the relationship between personality, number of friends, best friendship quality and happiness among 423 young adults (n = 300 women). The main interest was to examine whether friendship contributed to happiness while controlling for personality. Friendship variables accounted for 58% of the variance in happiness. Results revealed that friendship quality predicted happiness above and beyond the influence of personality and number of friends, but friendship conflict was not a significant predictor. Additional analyses revealed that the companionship and self-validation features of friendship quality were predictive of happiness while controlling for gender and personality. The findings were discussed in the light of theory and empirical research and suggestions were made for future research.
Social connectedness and its relationship with anxiety, self-esteem, and social identity was explored in the lives of women. Social connectedness was negatively related to trait anxiety and made a larger unique contribution to trait anxiety than social support or collective self-esteem. Women with high connectedness also reported greater social identification in high, as compared with low, cohesion conditions. Women with low connectedness exhibited no difference in either condition. Social connectedness was also positively related to state self-esteem across both conditions but did not have an effect on state anxiety. Future research in gender and cultural differences, self-evaluation process, and intervention strategies are discussed in light of the findings.
Over the years, various psychologists have issued calls for greater attention to a science of positive psychology, which focuses on studying conditions that promote optimal human and societal development. Recent calls (e.g., McCullough and Snyder, 2000; Seligman and Csikszentmihalyi, 2000) have furthered interest in studies of the nature and determinants of the good life. Such a science, along with the creation of prevention and intervention programs informed by the expanded scientific framework, is expected to improve the quality of life for all individuals, not just individuals who are at risk or who already demonstrate psychopathological conditions. To contrast with the previous emphasis on psychopathology, the development of a positive psychology requires constructs and measures that reflect the full range of human functioning, incorporating indicators of high levels of wellness as well as psychopathological functioning. This article discusses one such construct, life satisfaction, that has been studied extensively in adulthood (see Diener et al., 1999), but which has only recently gained attention with children and adolescents (see Bender, 1997; Huebner, 1997). This article reviews life satisfaction assessment research with children and adolescents, specifically with regard to construct validity. In doing so, the following areas are addressed: models of life satisfaction; convergent validity; discriminant validity; relationships with other well-being measures; relationships with external, environmental circumstances; relationships with demographic variables; cultural factors; group differences on life satisfaction measures; predictive relationships; and stability of life satisfaction reports. Conclusions regarding the validity of the life satisfaction construct are formulated. Recommendations for future research are also discussed.
R.M. Lerner, Foreword: Promoting Positive Youth Development Through Community and After-School Programs. Part 1. Social and Cultural Perspectives. J.L. Mahoney, R.W. Larson, J.S. Eccles, H. Lord, Organized Activities as Development Contexts for Children and Adolescents. D.A. Kleiber, G.M. Powell, Historical Change in Leisure Activities During After-School Hours. D.W. Osgood, A.L. Anderson, J.N. Shaffer, Unstructured Leisure in the After-School Hours. D.M. Casey, M.N. Ripke, A.C. Huston, Activity Participation and the Well-Being of Children and Adolescents in the Context of Welfare Reform. S. Pedersen, E. Seidman, Contexts and Correlates of Out-of-School Activity Participation Among Low-Income Urban Adolescents. F.A. Villarruel, M. Montero-Sieburth, C. Dunbar, C.W. Outley, Dorothy, There Is No Yellow Brick Road: The Paradox of Community Youth Development Approaches for Latino and African American Urban Youth. B. Kirshner, J. O'Donoghue, M. McLaughlin, Youth-Adult Research Collaboration: Bringing Youth Voice to the Research Process. Part 2. Developmental Processes and Outcomes. R. Larson, D. Hansen, K. Walker, Everybody's Gotta Give: Development of Initiative and Teamwork Within a Youth Program. B.L. Barber, M.R. Stone, J.E. Hunt, J.S. Eccles, Benefits of Activity Participation: The Roles of Identity Affirmation and Peer Group Norm Sharing. H. Stattin, M. Kerr, J. Mahoney, A. Persson, D. Magnusson, Explaining Why a Leisure Context Is Bad for Some Girls and Not for Others. J.E. Jacobs, M.K. Vernon, J.S. Eccles, Activity Choices in Middle Childhood: The Roles of Gender, Self-Beliefs, and Parents' Influence. S.A. O'Neill, Youth Music Engagement in Diverse Contexts. T.K. Scanlan, M.L. Babkes, L.A. Scanlan, Participation in Sport: A Developmental Glimpse at Emotion. J.L. Duda, N. Ntoumanis, After-School Sport for Children: Implications of a Task-Involving Motivational Climate. H. McIntosh, E. Metz, J. Youniss, Community Service and Identity Formation in Adolescents. J.S. Eccles, The Present and Future of Research on Activity Settings as Developmental Contexts. Part 3. Integrating Research, Practice, and Policy. K. Pittman, J. Tolman, N. Yohalem, Developing a Comprehensive Agenda for the Out-of-School Hours: Lessons and Challenges Across Cities. J. Walker, M. Marczak, D. Blyth, L. Borden, Designing Youth Development Programs: Toward a Theory of Developmental Intentionality. J. Rhodes, R. Spencer, Someone to Watch Over Me: Mentoring Programs in the After-School Lives of Children and Adolescents. D.L. Vandell, L. Shumow, J. Posner, After-School Programs for Low-Income Children: Differences in Program Quality. S.A. Gerstenblith, D.A. Soule, D.C. Gottfredson, S. Lu, M.A. Kellstrom, S.C. Womer, S.L. Bryner, After-School Programs, Antisocial Behavior, and Positive Youth Development: An Exploration of the Relationship Between Program Implementation and Changes in Youth Behavior. J. Quinn, Building Effective Practices and Policies for Out-of-School Time.
Adolescents' supportive relationships with parents, teachers, and peers were examined in relation to motivation at school (school- and class-related interest, academic goal orientations, and social goal pursuit). On the basis of 167 sixth-grade students, relations of perceived support from parents, teachers, and peers to student motivation differed depending on the source of support and motivational outcome: Peer support was a positive predictor of prosocial goal pursuit, teacher support was a positive predictor of both types of interest and of social responsibility goal pursuit, and parent support was a positive predictor of school-related interest and goal orientations. Perceived support from parents and peers also was related to interest in school indirectly by way of negative relations with emotional distress. Pursuit of social responsibility goals and school- and class-related interest in 6th grade partly explained positive relations between social support in 6th grade and classroom grades 1 year later Continued research on the social origins of classroom motivation in early adolescence is needed.
Measures of social desirability, achievement motivation and attribution of academic outcomes were administered to 415 Form Five students (201 men and 214 women) in secondary schools and a teachers' training college. The aim was to find out how the need to appear socially desirable correlated with the need to achieve and the attribution of academic outcomes for Nigerian students. Three patterns of relationship were discernible. Firstly, for men, there was a non-significant inverse relationship between the need to appear socially desirable and the attribution of academic outcomes, whereas, for women, the relationship was positive and significant, indicating that women appear to have a stronger need to attribute academic outcomes in ways that make them appear socially desirable. Another interpretation is that the need to appear socially desirable may tend to enhance the acceptance of personal responsibility for academic outcomes for men more than women. Secondly, the relationship between the need to appear socially desirable and the need to achieve was negative and significant for both men and women, indicating that both sexes seem to possess a need to achieve in socially desirable directions, even though the two needs develop inversely. Evidence from the literature points to the fact that such inverse development involving social desirability tends to be healthier for personality and behaviour. Thirdly, the correlation between attribution of academic outcomes and the need to achieve was non-significant for men but significant for women, indicating that the manner of attributing responsibility for academic outcomes is predictive of achievement motivation for women but not for men.
This article reports the development and validation of a scale to measure global life satisfaction, the Satisfaction With Life Scale (SWLS). Among the various components of subjective well-being, the SWLS is narrowly focused to assess global life satisfaction and does not tap related constructs such as positive affect or loneliness. The SWLS is shown to have favorable psychometric properties, including high internal consistency and high temporal reliability. Scores on the SWLS correlate moderately to highly with other measures of subjective well-being, and correlate predictably with specific personality characteristics. It is noted that the SWLS is suited for use with different age groups, and other potential uses of the scale are discussed.
The proposal of five dimensions of social well-being, social integration, social contribution, social coherence, social actualization, and social acceptance, is theoretically substantiated. The theoretical structure, constructure, construct validity, and the social structural sources of the dimensions of social well-being are investigated in two studies. Item and confirmatory factor analyses in both studies corroborate the theoretical model of social well-being. The new scales correlate convergently with measures of anomie, generativity, perceived social constraints, community involvement and neighborhood quality. The new scales correlate discriminantly with measures of dysphoria, global well-being, physical health and optimism. Multivariate analyses in both studies substantiate the claim that social well-being is an achievement, facilitated by educational attainment and age. The state and direction of the study of adult functioning are discussed.
The present study focused on differences in self-esteem trajectory in early adolescence rather than on average change across all children. Longitudinal data from 128 adolescents were obtained over a 2-year period that encompassed the transition from elementary school to junior high school. Cluster analysis revealed four markedly divergent self-esteem trajectories: consistently high (35%), chronically low (13%), steeply declining (21%), and small increase (31%). Attempts to predict trajectories were only partially successful. Peer social support was the strongest predictor, but its relation to self-esteem appears more circumscribed than had been thought. The discussion considers differences in the experience of early adolescence, as well as implications for the design and evaluation of preventive intervention.
The SWLS consists of 5-items that require a ratingon a 7-point Likert scale. Administration is rarely morethan a minute or 2 and can be completed by interview(including phone) or paper and pencil response. The in-strumentshouldnotbecompletedbyaproxyansweringfortheperson.Itemsofthe SWLSaresummedtocreatea total score that can range from 5 to 35.The SWLS is in the public domain. Permission isnot needed to use it. Further information regardingthe use and interpretation of the SWLS can be foundat the author’s Web site http://internal.psychology.illinois.edu/∼ediener/SWLS.html. The Web site alsoincludes links to translations of the scale into 27languages.
Because leisure activities are often viewed as optional, their value to people with disabilities may not be recognized. This study explored the benefits of leisure activities for eight young people who are blind. These activities provided them with supportive relationships, a desirable identity, experiences of power and control, and experiences of social justice. They enabled the young people we studied to thrive despite adversity.
Being preoccupied with the pursuit of money, wealth, and material possessions arguably fails as a strategy to increase pleasure and meaning in life. However, little is known about the mechanisms that explain the inverse relation between materialism and well-being. The current study tested the hypothesis that experiential avoidance mediates associations between materialistic values and diminished emotional well-being, meaning in life, self-determination, and gratitude. Results indicated that people with stronger materialistic values reported more negative emotions and less relatedness, autonomy, competence, gratitude, and meaning in life. As expected, experiential avoidance fully mediated associations between materialistic values and each dimension of well-being. Emotional disturbances such as social anxiety and depressive symptoms failed to account for these findings after accounting for shared variance with experiential avoidance. The results are discussed in the context of alternative, more fulfilling routes to well-being.
The psychometric properties of a children's life satisfaction measure (MSLSS; Huebner, 1994) were assessed with a middle school sample of 291 students. Similar to findings with elementary school students, the MSLSS demonstrated preliminary evidence of reliability and validity for research purposes. The results of confirmatory factor analyses supported the five satisfaction domains identified in previous research with younger students, along with a single higher-order general life satisfaction factor. Relationships among life satisfaction domains, demographic variables, and social desirability responses were discussed. Potential uses of the MSLSS and future research needs were also discussed.
This article is concerned with measures of fit of a model. Two types of error involved in fitting a model are considered. The first is error of approximation which involves the fit of the model, with optimally chosen but unknown parameter values, to the population covariance matrix. The second is overall error which involves the fit of the model, with parameter values estimated from the sample, to the population covariance matrix. Measures of the two types of error are proposed and point and interval estimates of the measures are suggested. These measures take the number of parameters in the model into account in order to avoid penalizing parsimonious models. Practical difficulties associated with the usual tests of exact fit or a model are discussed and a test of “close fit” of a model is suggested.
This study assessed the levels and demographic correlates of adolescents' perceptions of their overall life satisfaction and satisfaction with five specific domains of their lives (i.e. family, friends, school, self, living environment). Data were collected from 5545 students in public high schools in South Carolina, USA as part of the Youth Risk Behavior Survey of the Center for Disease Control. Similar to findings in studies of adults, the results revealed that most adolescents reported positive levels of life satisfaction, both with respect to global and domain-specific life satisfaction. Global and family reports were not related to gender, race or grade level. Although not large, some race and gender effects were suggested for the other specific domains. Relative to the other satisfaction domains, these adolescents reported most dissatisfaction with their school experiences. Implications for future research, theory and practice related to adolescent well-being were discussed.