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Morrison, Diane. "Promoting positive well-being in primary school age children." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10076/.
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Lin, Bing C. "Do Recovery Experiences during Lunch Breaks Impact Worker Well-Being?" Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245903545.
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Noad, Rupert Francis. "The importance of positive cognitive processes in psychological well-being." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273324.
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Van, Dusen John Patrick. "Relationships amongst Gratitude, Well-Being and Depression." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1403109455.
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Jones, Kelly. "A positive future-focused intervention to increase individuals' subjective well-being." Thesis, Royal Holloway, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521899.
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Moe, Krista. "FACTORS INFLUENCING WOMEN’S PSYCHOLOGICAL WELL-BEING WITHIN A POSITIVE FUNCTIONING FRAMEWORK." UKnowledge, 2012. http://uknowledge.uky.edu/edp_etds/3.
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Women suffer a high prevalence rate of several mental disorders. National U.S. data (N = 9,282) shows that 23.4% of women meet the criteria for an anxiety disorder, 8.6% for depression, and 11.6% for a mood disorder (Kessler et al., 2005). Compared to men, women are two times more likely to be depressed (Lewinsohn, Rhode, Seeley, & Baldwin, 2001) and two to three times more likely to suffer from anxiety disorders such as panic disorders, phobias, obsessive compulsive disorders, and Posttraumatic Stress (Kessler et al., 2005). Due to experiencing a high number of mental disorders, women’s psychological well-being (PWB) has been questioned (OWH, 2009).
Considerable research describes the negative influence psychological distress has on women’s lives, but little is understood of what constitutes PWB. Ryff (1989) proposed that existing models of mental health too often focus on illness and disorders, neglecting important aspects of positive functioning. This study was based on Ryff’s (1989) conceptualization that improved PWB would reflect the perception of functioning well in life (Ryff, 1989).
The purpose of the present study was to identify factors important in women’s PWB. Factors included: age, household income, education, marital status, race/ethnicity, perceived social support, psychological distress, and PWB. The design of the study was a secondary data analysis based on an existing study, “The Psychological Well-Being of Women Pre- and Post- a Breast Cancer Diagnosis.” Women recalled for a diagnostic mammogram, but not diagnosed, were included in the study (N = 2,746). Measures used included: a demographic questionnaire, Scales of psychological well-being (Ryff, 1989); Depression, Anxiety, and Stress Scales (Lovibond & Lovibond, 1995); and a Visual Analog Scale of Perceived Social Support. Findings showed that income, education, and perceived social support showed statistically significant different PWB scores in the positive direction. Married women scored higher PWB scores than women of other types of marital status, but neither age nor race/ethnicity showed differences in outcome scores. Psychological distress and PWB were strongly and inversely correlated, suggesting that the constructs are more directly related than previously identified. Implications for therapeutic practice and future research are discussed.
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Cheung, Hung-kei, and 張鴻驥. "The role of positive emotions in well-being : an exploratory study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209541.
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The broaden-and-build theory holds that positive emotions broadens our moment-to-moment thought-action repertoire which then triggers a upward spiral of building our personal resources in the long run. Under this theoretical framework, the current study examined 1.) whether retrieval of episodic memories involving positive and negative emotions is related to experience of emotions in daily life; and 2.) the role of positive emotions in well-being and personal resources. A total of 40 participants (11 male and 29 female) from the University of Hong Kong took part in the current study. They were asked to recall events in which they experienced positive and negative emotions respectively, and then filled in a set of questionnaires measuring their experience of positive and negative emotions, general well-being, and variables of personal resources. The results of the current study did not support retrieval of emotional episodic memories as a valid and reliable assessment of daily emotion experience. On the other hand, the results coming from regression analyses using psychometric measures suggested that experience of positive emotions predicted better well-being and more adaptive personal resources (i.e. higher level of optimism and more adaptive coping styles), while experience of negative emotions predicted poorer well-bring and more maladaptive personal resources (i.e. lower level of optimism and less adaptive coping styles). Preliminary evidence seemed to support the broaden-and-build theory. Limitations and future directions were discussed towards the end of this paper.published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
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Downey, Laura. "Well-being Technologies: Meditation Using Virtual Worlds." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/65.
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In a technologically overloaded world, is it possible to use technology to support well-being activities and enhance human flourishing? Proponents of positive technology and positive computing are striving to answer yes to that question. However, the impact of technology on well-being remains unresolved. Positive technology combines technology and positive psychology. Positive psychology focuses on well-being and the science of human flourishing. Positive computing includes an emphasis on designing with well-being in mind as a way to support human potential. User experience (UX) is critical to positive technology and positive computing. UX researchers and practitioners are advocating for experience-driven design and third wave human-computer interaction (HCI) that focuses on multi-dimensional, interpretive, situated, and phenomenological aspects. Third-wave HCI goes beyond cognition to include emotions, values, culture, and experience. This research investigated technology-supported meditation in a three-dimensional (3D) virtual world from a positive technology perspective to examine how technology can support engagement, self-empowerment, and well-being. Designing and evaluating technology for well-being support is complex and challenging. Further, although virtual worlds have been used in positive technology applications, little research exists that illuminates the experience of user engagement in virtual worlds. In this formative exploratory study, experienced meditators (N = 12) interacted with a virtual meditation world titled Sanctuarium that was developed for this research. Using a third wave HCI approach, both quantitative and qualitative data were collected to understand the nature of engagement with a virtual world and the experiential aspects of technology-supported meditation. Results supported using virtual worlds to produce restorative natural environments. Participants overwhelmingly reacted positively to the islandscape including both visual and sound elements. Findings indicated that Sanctuarium facilitated the meditation experience, similar to guided meditation – although participants remarked on the uniqueness of the experience. Aspects of facilitation centered on the concepts of non-distraction, focus, and simplicity of design and instructions. Participants also identified Sanctuarium as a good tool for helping those new to meditation. Meditators described positive effects of their meditation experience during interviews and also rated their experience as positive using the scale titled Effects of Meditation During Meditation. Phenomenological analysis provided a rich description of the nature of engagement while meditating with Sanctuarium. Meditators also rated engagement as high via an adapted User Engagement Scale. This interdisciplinary work drew from multiple fields and contributes to the HCI domain, virtual worlds’ literature, information systems research, and the nascent areas of positive technology and positive computing.
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Filozof, Eileen Emery. "Effect of Gratitude on Subjective Well-Being among Children." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1242657947.
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Ball, Sarah. "Internet social networks,psychological well- being and positive future thinking during adolescence." Thesis, University of London Institute in Paris, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529478.
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Carleton, Erica Leigh. "Happiness at work : using positive psychology interventions to increase worker well-being /." Halifax, N.S. : Saint Mary's University, 2009. http://library.smu.ca:2048/login?url=.
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Thesis (M.Sc.)--Saint Mary's University, 2009.Running head: Interventions to increase worker happiness. Includes abstract and appendices. Supervisor: Kevin Kelloway. Includes bibliographical references (leaves 46-55).
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Knight, Edith C. "A multi-foci integration of justice, commitment, and positive affective well-being /." Halifax, N.S. : Saint Mary's University, 2009. http://library.smu.ca:2048/login?url=.
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Wells, Mark. "Value, Well-Being, and the Meaning of Life." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1407960520.
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Simon, Christopher Richard. "The Well-Being and Self-Regulation Capacity of Physicians." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32037.
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Physician well-being has become an important area of interest given that reduced well-being can have a negative effect on patient outcomes. However, research has predominantly focused on impairment thus studies addressing physicians' positive functioning are limited. The purpose of this two-phase, mixed methods study was to investigate the well-being and self-regulation capacity of physicians using a positive psychology lens. In Phase 1, 132 physicians (n = 40 physicians; n = 92 resident physicians) completed online questionnaires to assess their levels of psychological and affective well-being and self-regulation capacity. Selected based on Phase 1 data, 12 physicians then took part in an in-depth individual interview in Phase 2 to discuss their experiences of psychological well-being and self-regulation. Results of Phase 1 showed that physicians and resident physicians had moderate and high levels of self-regulation capacity, respectively. While both groups reported high levels of psychological well-being, they had average levels of positive and negative affect. MANOVAs confirmed the hypothesis that high self-regulating physicians and resident physicians would have higher levels of psychological well-being and positive affect compared to those with lower levels. However, those with higher self-regulation capacity did not have lower negative affect, nor did physicians have significantly higher levels of psychological and affective well-being than resident physicians. Regression analyses confirmed the hypothesis that a significant amount of variance in levels of psychological well-being would be explained by self-regulation capacity. There was a particularly strong relationship between self-regulation capacity and the dimensions of purpose in life and environmental mastery, which suggests that physicians who effectively self-manage may be better able to preserve a sense of purpose and an adequate work-life balance in their daily life. A qualitative content analysis of the Phase 2 qualitative data revealed that physicians had both high and low functioning experiences of psychological well-being across the dimensions of self-acceptance, positive relations with others, environmental mastery, and autonomy. They, however, reported high functioning for the dimensions of personal growth and purpose in life. Their experiences also varied based on their professional and personal life contexts, with work-life balance emerging as a prevalent theme. Physicians' self-regulation experiences involved individualized preparation, performance, and evaluation processes that were perceived to influence their well-being. Results of a composite analysis suggest that the development of effective self-regulation skills could be one way to help physicians achieve satisfactory levels of well-being.
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Nell, Hermann Werner. "Hope, religiosity and subjective well-being / Hermann Werner Nell." Thesis, North West University, 2014. http://hdl.handle.net/10394/13175.
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This study explored the relationship between religiosity, hope, and subjective well-being among a group of 430 participants (28.8% male, 88.4% black, 8.4% white) residing in the Gauteng Province South Africa. The sample consisted of students (n = 210) as well as family members of these students (n = 220). A cross-sectional quantitative survey design was used. Data was gathered using the Adult Trait-hope Scale, a three item measure of religiosity, the Satisfaction with Life Scale (SWLS), and the Positive and Negative Affect Schedule (PANAS). Descriptive statistics were computed in SPSS 22. Following this, correlations between all latent variables were calculated in Mplus Version 7.11, where after latent variable modelling was performed. During this process, an initial measurement model was specified, which was examined for goodness of fit, and compared against two competing measurement models. The best fitting model was then subjected to a process of model development, and subsequently re-specified as a structural model. The fit of this model was again assessed and compared to two competing structural models. Finally, indirect effects between religiosity, hope, and subjective well-being (comprised of positive affect, negative affect, and life satisfaction) were investigated. The results revealed that religiosity was a significant predictor of both agency and pathway hope, and that the strength of this relationship was moderate in the case of agency hope, and weak in the case of pathway hope. In turn, agency hope predicted higher levels of life satisfaction and positive affect, and lowered levels of negative affect. However, with the exception of positive affect (with which it was positively associated), pathway hope was not related to any of the subjective well-being variables, suggesting that it is less significantly associated with subjective well-being than agency hope. The results of the mediation analysis revealed that agency hope acted as a significant mediator of the relationship between religiosity and life satisfaction, positive affect, and negative affect. Pathway hope mediated the relationship between religiosity and positive affect. These results suggest that the elevated levels of subjective well-being often found in relation to religiosity can at least in part be attributed to the fact that religion is associated with elevated levels of hope. The mini-dissertation is concluded with a chapter that outlines the conclusions and limitations related to the study, and on this basis, several recommendations were proposed for future research and practical application of the findings.MA (Positive Psychology), North-West University, Vaal Triangle Campus, 2014
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Mazzucchelli, Trevor G. "Behavioural activation interventions for depression and well-being." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1987.
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Behavioural activation (BA) treatments for depression require patients to change their overt behaviour so that they may have more rewarding experiences in their lives. Since one of the most promising ways to increase psychological wellbeing is to increase engagement in valued and enjoyable activities, there is good reason to believe that BA may also be an effective intervention to increase wellbeing. Enhancing well-being is an important goal because there is increasing recognition of the positive impact well-being has on many desirable life outcomes such as career success, marriage and health. Although BA has existed since the 1970s there have been surprisingly few quantitative reviews of the literature, and little research on the impact of BA on well-being. Thus, the overall aim of this project was to consolidate our understanding of the impact of BA and investigate the potential of BA interventions for enhancing well-being. Specifically, the goals were to (a) review the existing empirical research on the utility of BA for treating depression, (b) review the existing research on BA related to well-being, and (c) investigate the potential of this approach to increase the well-being of individuals who are not suffering from a mental health problem. Thus this research is unique in not only focusing on clinical, depressed, individuals, but also integrating research from the field of positive psychology as it looks at improving the well-being of individuals without depression.The first study consisted of a meta-analysis which sought to identify all randomised controlled trials of BA for depression. The goal of this study was to determine the effect of this approach, and examine the differential effectiveness of variants. Forty studies with 2,401 participants reporting symptoms of depression were included. The pooled effect size (Hedges’s g) indicated the difference between BA and control conditions at posttest was 0.91. For participants who satisfied the criteria for major depressive disorder (MDD) the overall effect size of 0.82 remained large and significant. No differences in effectiveness between BA and cognitive therapy were found. This is an important finding given that BA is a comparatively simple intervention that does not require difficult or complex skills from patients or therapists. Although more recent versions of the BA approach, such as Jacobson and colleagues’ contextual BA, generally yielded greater intervention effects compared with earlier variants, all variants produced effects of similar magnitude and differences between them were not statistically significant. Nevertheless, a focused evidence review indicated that Jacobson and colleagues’ contextual BA has the strongest evidence base and satisfies the APA’s Division 12 Task Force’s well-established designation for the treatment of MDD.Study 2, also a meta-analysis, sought to identify all randomised controlled studies which examined the effect of BA on well-being. Twenty studies with a total of 1,353 participants were included. The pooled effect size indicated that the difference in well-being between BA and control conditions at posttest was 0.52. This significant effect, which is comparable to the pooled effect achieved by positive psychology interventions, was found for nonclinical participants and participants with elevated symptoms of depression. This suggests that BA is a useful intervention for promoting the well-being of a range of populations in both clinical and nonclinical settings.Study 3 examined the effects on well-being of a group intervention consisting of a 4-week BA component followed by a 3-week mindfulness component, finishing with an integrating closure session. Sixteen nonclinical adults recruited from the community participated in this pretest-posttest, repeated measures study. Results showed moderate and significant improvements in psychological distress and several indices of well-being after the BA component. These improvements continued through the mindfulness component of the intervention such that effects were greater after participants had received the complete intervention. Half of the participants reported reliable and clinically significant improvement in the amount of time they felt happy after the intervention and a quarter of participants reported improvement at follow-up.Taken together, these results led to the conclusion that BA is a well-established and advantageous intervention for depression which is also an effective and viable intervention for well-being, regardless of individuals’ depression status. The use of BA as a first line treatment for depression is recommended. However, further research is needed to determine whether BA interventions can be made more efficient, and to determine the full extent of their potential to promote mental health.
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Onwumere, Juliana. "HIV positive black African women : attitudes to HIV, disclosure and psychological well-being." Thesis, n.p, 1999. http://ethos.bl.uk/.
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Grobler, Lindi. "An exploration of the use of positive psychology movies to enhance well-being." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9051.
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This study firstly explored whether individuals can identify character strengths (Peterson & Seligman, 2004) depicted by characters in positive psychology movies. Furthermore, the study investigated whether their existing character strengths and well-being are augmented or developed through viewing these films. A mixed method design exploratory qualitative approach with a phenomenological design was followed where quantitative data were obtained with a two-group pre- and post-testing design with a retention test. Participants were assigned to an experimental (n=15, mean age= 28.67, SD age = 8.79) and control group (n=15, mean age = 25.67, SD age = 9.28). A self-developed strength questionnaire and five standardized scales, namely Mental Health Continuum – Short Form (MHC-SF) (Keyes, 2006); the General Psychological Well-being Scale (GPWS) (Khumalo, Temane, & Wissing, 2010); the Subjective Happiness Scale (Lyubomirsky, 2008); Coping Self-Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor, & Folkman, 2006) and the Patient Health Questionnaire (PHQ-9) (Kroenke & Spitzer, 2002), were administered to measure psychological well-being. Qualitative data were obtained through focus groups and questionnaires that were completed after the viewing of each film. Qualitative results suggest that participants were able to identify 22 of the 24 character strengths (Peterson & Seligman, 2004) as depicted by characters in the movies. Furthermore, participants were able to relate to the characters and report how they use the depicted strengths in their own lives. ANCOVA‘s revealed a medium increase (Cohen‘s d- value = 0.47 - 0.74) in the strengths: open-mindedness, zest, kindness, leadership and modesty immediately after the intervention and a large increase (Cohen‘s d-value = 0.9) in humour immediately and a month after the intervention. A medium to large (Cohen‘s d = 0.45 - 0.87) decrease was found on the strengths perspective and forgiveness immediately after the intervention, and in authenticity, love; appreciation of beauty and excellence, gratitude and hope a month after the intervention. Social intelligence showed a decrease (Cohen‘s d-value = 0.46; 0.51) immediately and a month after the intervention.
A medium increase (Cohen‘s d-value = 0.53 - 0.56) in general well-being and emotional well-being was found a month after intervention, while general coping efficacy and coping via support from friends and family showed this increase (Cohen‘s d-value = 0.53; 0.56) immediately after the intervention in the experimental group. A contradictory finding was, that social well-being showed a medium (Cohen‘s d-value = 0.72) decrease immediately after the intervention. Suggestions for further research include establishing preferable movies before intervention, the use of a standardized strength scale and another experimental group, with the absence of focus groups, so as to determine a more accurate effect of filmsThesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013.
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Day, Liza. "A theory of commitment to belief and its positive effects on well being." Thesis, Sheffield Hallam University, 2002. http://shura.shu.ac.uk/20657/.
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The aim of the present research was to provide a theoretical, research, and measurement context to the notion that a commitment to belief leads to a positive outcome, particularly in terms of mental health. The present work seeks to test a number of hypotheses derived from a Jungian theoretical framework, but seeks to draw on modem personality, individual difference, cognitive and social psychological theory to critically examine findings. A total of 14 studies (10 which use original data) are carried out that (1) develop a measure of commitment to belief (Chapter 2), (2) examine the reliability and validity of the commitment to belief measure (Chapters 2 and 3), (3) examine psychological correlates of the commitment to belief measure against measures thought to reflect Jungian descriptions (Chapters 4, 5 and 6), and (4) examine the relationship between commitment to belief and mental health within the context of modem theories of stress appraisal and coping style (Chapter 7 and 8).The present findings suggest it may be possible to measure commitment to belief, and that a person scoring high on the commitment to belief scale tends to report: fewer depressive symptoms, less anxiety, less social dysfunction, fewer somatic symptoms, liking words that suggest completeness or wholeness, sometimes higher levels of extraversion, higher levels of optimism, using challenging primary appraisals, using a positive reinterpretation and growth coping style, and using their beliefs to deal with major life events. Such findings suggest the development and measurement of a construct that has a relationship to a number of variables that can be interpreted within a Jungian framework of ideas. Future research is needed to examine the applied nature of the measurement of commitment to belief.
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Welch-Scalco, Rhonda Jeannean. ""Si, Dios quiere" ... Latina mothers' coping strategies to maintain their positive well-being." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=148&did=1974753281&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270571851&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 91-109). Issued in print and online. Available via ProQuest Digital Dissertations.
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Laureano, Cynthia Marisa da Silva. "Coping and psychological well-being of university rugby players / C.M.D. Laureano." Thesis, North-West University, 2008. http://hdl.handle.net/10394/3685.
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University rugby players often pursue academic and semi-professional sporting careers simultaneously which is demanding, stressful and highly competitive. This situation gives rise to individual needs and how they cope with these needs will have an impact on their overall well-being. The needs and coping mechanisms of the senior first and second team rugby players of the North-West University PUK Rugby Institute (NWU-PRT) were determined by means of a focus-group interview, essays and individual interviews. The focus-group interview was conducted with seven senior university rugby players and the essays were completed by 28 senior university rugby players. The individual interviews were conducted with the coach of the senior first team and the sport psychology consultant of the u/19 team. The results identified themes regarding time-management, motivation, injuries, character, coping, and goal-setting. A programme (founded on the experiential learning theory) which focuses on these themes and aimed at facilitating coping and well-being of university rugby players, was developed. The Experiential Learning Programme (ELP) consists of six sessions of one hour duration conducted over two consecutive weeks. The themes of the sessions are; Motivation, Goal-Setting, Time-Management, Coping with Injuries, Emotion-Focused Coping and Individual Zone of Optimal Functioning.
A two group (experimental and control) pre-test and post-test design was used and the sample group was drawn from 41 rugby players from the u/19 A training squad of the NWU-PRI. The experimental (n=20) and control (n=21) groups both underwent pre- and post-testing, whereas the ELP was only presented to the experimental group. Post-testing took place one month after the ELP was presented. The battery of tests used to determine
the effectiveness of the ELP were, the Affectometer (Kammann & Flett, 1983), Coping Self-Efficacy Scale (Chesney, Folkman & Chambers, 1996), Proactive Attitude Scale (Schwarzer, 1997), Fortitude Questionnaire (Pretorius, 1998) and Cognitive Appraisal Questionnaire (Botha & Wissing, 2005). The results obtained proved the ELP to be effective in facilitating coping and well-being in university rugby players.
The experimental group's coping abilities showed great improvement in dealing with life difficulties. They are able to make better use of coping strategies lik, problem-focused coping (d=0.73), the ability to stop unpleasant emotions and thoughts (d=0.73) and to seek out social support from family and friends (d=1.07). They also showed marked improvements in the evaluation (appraisal) of good and/or bad events (d=0.63) and their ability to move towards action (proactive attitude) (d-0.73). The extent of positive emotions (d-0.75) they experienced increased, whereas the extent of negative emotions (d=-0.55) experienced decreased. It can be concluded that the experimental group's sense of well-being was enhanced. The control group showed no improvements in their coping ability or well-being. The improvements in the experimental group's results can, thus, be attributed to the effectiveness of the ELP.
A limitation of this study is that these results cannot be generalised to provincial or national rugby players at all levels of competition or to other team sports. The ELP should be presented to small groups for it to be effective. This may limit the number of participants in accordance with the time presenters and participants have available and the number of presenters trained in presenting the ELP. It is recommended that the effectiveness of the ELP should be evaluated at provincial and national level and that the ELP should also be adapted to and evaluated in other team sports. It can be concluded that the ELP programme is ideal for first year university rugby players who may find the transition from high school academics and rugby, to university studies and semi-professional rugby stressful, as it may assist them in coping with personal and sport related stressors and can facilitate their sense of well-being.Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2009.
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Park, So Yeon. "Cultivating the Skill of Savoring: An Internet-Delivered Interventionto Promote Well-Being." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8543.
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The skill of savoring is one practice from the positive psychology literature that appears to facilitate well-being and happiness (e.g., Cazanescu, Tecuta, Candea, & Szentagotal-Tartar, 2018). Given such findings and the emerging evidence in favor of delivering positive psychology interventions via the Internet (Layous, Nelson, & Lyubomirsky, 2013), the potential feasibility of providing researched-based savoring instruction using self-directed online resources warrants empirical examination. This pilot study examined the feasibility of a self-directed online module of instruction and exercises intended to aid in cultivating individuals’ savoring abilities. The two primary aims of the present study were: 1) to examine the feasibility and preliminary outcomes of delivering an online 21-day savoring intervention through the website www.mybestself101.org (Savoring Module), and 2) to collect descriptive/qualitative feedback on the module content for further improvement of these resources. A supplemental aim was to establish convergent validity of the newly developed Savoring Questionnaire with an existing measure of savoring beliefs. Results indicated that participants completing the 21-day self-directed content and exercises in the Savoring Module reported positive and significant changes in savoring skills and subjective well-being. However, only 22% of consenting participants completed the 21-day sequence of content and exercises on their own. The majority of participants who completed the study found both the informational content and the strategies of the module to be "very helpful" or "extremely helpful." Overall, findings indicate that a self-directed savoring intervention delivered via the Internet can produce an increase in savoring skills and subjective well-being.
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Catibusic, Sanda-Wictoria. "Subjective Well-Being and Biomarkers of Health : The Relationship between Subjective Well-Being, The immune system and Hypothalamic-Pituitary Adrenal Axis Activation." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144135.
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An association between inflammation and mood deterioration has been proposed as a potential explanatory mechanism underlying many pathologies. Previous research attributes this consistently reoccurring connection between inflammation and psychopathology that is often reported within the literature, to a relationship between the HPA axis, the body’s stress response system and the immune system. There is evidence of a bidirectional feedback loop between end-products of the immune system and the HPA-axis such as cytokines and cortisol. This is supported by research reporting that components of subjective well-being such as positive affect, optimism and life satisfaction can produce beneficial health outcomes by potentially targeting this feedback loop. The present longitudinal study tested if higher positive affect independently corresponds to lower levels of inflammatory markers Interleukin-6 (IL-6) and C-reactive protein (CRP) and HPA axis marker cortisol. The study further tested if higher subjective well-being decreases levels of IL-6 and CRP as well as cortisol. The study employed a subsample of participants from the Midlife in Japan (MIDJA) Biomarker project (n=174) that underwent testing at two separate time points across a period of 4 years. The data included subjective well-being, positive affect, IL-6, CRP, cortisol, perceived stress, neuroticism and demographic variables. Positive affect was not associated with any inflammatory marker or cortisol. Subjective well-being had no effect on CRP but reduced IL-6 and cortisol even when controlling for all control and demographic variables. It is concluded that subjective well-being may be linked to lower inflammation and HPA axis activity.Ett samband mellan inflammation och sjukdomsbeteende har föreslagits som en förklaringsmekanism bakom förekomsten av många patologier. Den konsekventa anknytningen mellan inflammation och psykopatologi som många tidigare studier demonstrerat innebär ett samband mellan immunsystemet och HPA-axeln som är den struktur som utgör kroppens svar på stressorer. Det finns tecken på en återkopplingsslinga mellan slutprodukter av det immunologiska systemet och HPA-axeln såsom cytokiner och kortisol. Detta har stöd i tidigare forskning som rapporterat att komponenter av subjektivt välbefinnande så som positiv affekt, optimism och livstillfredställelse kan medföra positiva hälsoutfall genom att potentiellt influera denna återkopplingsslinga. Förevarande longitudinella studie testar om högre positiv affekt leder till lägre nivåer av de inflammatoriska markörerna interleukin-6 (IL-6) och C-reaktivt protein (CRP) samt HPA-axel markören kortisol. Studien testar vidare även om högre subjektivt välbefinnande leder till lägre nivåer av IL-6, CRP och kortisol. Deltagarna är ett subsampel från Biomarkerprojektet (n = 174) inom Midlife in Japan (MIDJA) som genomgick testning vid två separata tidpunkter över en period av 4 år. Data består av subjektivt välbefinnande, positiv affekt, IL-6, CRP, kortisol, upplevd stress, neuroticism samt demografiska variabler. Positiv affekt hade ingen signifikant effekt på någon av de inflammatoriska markörerna eller kortisol. Subjektivt välbefinnande hade inte någon signifikant effekt på CRP men reducerade signifikant IL-6 och kortisol och dessa effekter förblev signifikanta efter kontroll för samtliga kontroll och demografiska variabler. Följaktligen dras slutsatsen att subjektivt välbefinnande kan leda till lägre inflammation och HPA-axel aktivitet.
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Malan, Marna Magdalena. "Work-related well-being of engineers in South Africa / Marna Malan." Thesis, North-West University, 2004. http://hdl.handle.net/10394/463.
Full textAbstract:
With the introduction of positive psychology the aim with organisational psychology
shifted to finding the 'happy/productive' worker and focusing more on work wellness.
Working as an engineer has generally been considered challenging, but tough demands
on today's engineers can cause exhaustion, which is due to a combination of personal
stressors, job and organisational stressors. However, recently the world of work has
started to change drastically - which also holds true for the engineering profession. One
of the focus areas of redress is the work-related well-being of engineers, and specifically
burnout, stress and work engagement.
This research focused on the total spectrum of wellness - from unwell-being (e.g.
burnout and stress) to well-being (e.g. work engagement). The moderating effects of
organisational commitment and dispositional optimism were investigated in order to
establish a causal model for burnout and engagement. The objectives of this research
were to standardise the MBI and the UWES for engineers, to determine the occupational
stressors of engineers and to develop and test a causal models of work-related well-being
of engineers.
The research findings are set out as four separate articles, each consisting of a brief
literature overview and an empirical study. A cross-sectional research design with a
survey as technique of data collection was used to achieve the objectives of this research.
The study population consisted of 369 engineers. A biographical questionnaire, the
Maslach Burnout Inventory - General Survey WI-GS), the Utrecht Work Engagement
Scale (UWES), the Job Characteristics Scale (JCS), the Organisational Stress Screening
Tool (ASSET), the Health subscales of the ASSET, the Organisational Commitment
subscale of the ASSET, and the Life Orientation Test-Revised (LOT-R) were used.
Descriptive statistics, correlations, analysis of variance, factor analyses, multiple
regression analysis and structural equation modelling were used to analyse the data.
A three-factor model of burnout, comprising exhaustion, cynicism and professional
efficacy was confirmed. The internal consistencies of the scales were acceptable. The
results obtained from comparing burnout levels of various demographic groups showed
that practically significant differences existed between burnout of engineers with
different levels of job satisfaction, age, years of experience and self-rated performance.
Compared to normative data, participants reported lower levels of physical ill-health and
psychological outcomes of stress. The most important stressors identified were work-life
balance, work demands and work overload. The results do not support previous findings
that commitment has a protective effect against the negative consequences of workplace
stress. The buffer hypothesis of organisational commitment is not supported by the data.
Structural equation modelling confirmed a model of work engagement, consisting of
Vigour, Dedication and Absorption. These three factors had acceptable internal
consistencies. The results showed that the self-rated performance and job satisfaction of
engineers varied depending on their levels of work engagement. No demographic
differences regarding engagement levels could be found between the different age
groups, engineering environments, job levels and years of experience.
A good fit was found for a model in which exhaustion mediated the relationship between
job demands and ill-health, and work engagement (vigour and dedication) mediated the
relationship between job resources and organisational commitment. The results
suggested that the effect of a lack of job resources on exhaustion and the effect of job
resources on work engagement depends on the level of dispositional optimism.
Recommendations for future research were made.Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.
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Shaffer-Hudkins, Emily J. "Health-Promoting Behaviors and Subjective Well-Being among Early Adolescents." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3341.
Full textAbstract:
This study investigated the specific health-promoting behaviors employed by early adolescents (n = 246) and their subjective well-being (SWB) to provide an understanding of how mental and physical wellness relate in teens. Participants self-reported on their dietary habits, physical activity, sleep hygiene, safety habits, and attitudes toward substance use. A comprehensive assessment of SWB was also gathered (i.e., global life satisfaction, positive affect, and negative affect). The researcher hypothesized that each of the five health-promoting behaviors assessed in the current study would have significant, positive correlations with the SWB of early adolescents, in that youth who reported higher levels of engagement in these healthy behaviors also would report higher levels of happiness. Furthermore, demographic characteristics of gender, race, and socioeconomic status were hypothesized to play a moderating role in the relationship between health promotion and happiness. Findings demonstrated that two health-promoting behaviors were significantly correlated with SWB in the current study. Increased amount of sleep per night was linked to higher SWB, while attitudes toward substance use were negatively correlated with youth's SWB. A significant percentage of the variance in SWB (15%) was accounted for by the linear combination of health-promoting behaviors, although only one of the five health promoting behaviors (i.e., attitudes toward substance use) was a unique predictor of SWB. In addition, none of the interaction terms of gender, race, and SES with health-promoting behaviors were significant predictors of SWB, indicating that moderating effects were not found for this sample. Implications for further investigation of these findings include the use of other methods for reporting health-promoting behaviors in early adolescents as well as replication of moderating effects with a more ethnically diverse sample of youth. Findings call for integration of health promotion programming into school psychology practice from a prevention to targeted level of service delivery with youth.
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Frank, Michael James. "Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5481.
Full textAbstract:
The advent of positive psychology has increased awareness of factors that lead individuals to thrive in life, allowing for a more comprehensive model of mental health service delivery. However, while measurement and understanding of character strengths and well-being have improved over the last decade, the interaction of these factors with social risk factors is not entirely understood. The current study analyzed an archival dataset consisting of self-report data from 425 high school students, to examine the extent to which high school students' specific character strengths (i.e., social competence, self-regulation, responsibility, and empathy) are associated with positive psychological outcomes (i.e., gratitude, life satisfaction, and hope), and moderate the relationships between positive psychological outcomes and relational and overt peer victimization. All measured character strengths were positively associated with life satisfaction and hope except for empathy, which was negatively associated with both in multivariate analyses. Social competence and self-regulation were positively associated with gratitude. Relational victimization (but not overt victimization) was inversely associated with life satisfaction and gratitude, and indirectly predicted hope as mediated by gratitude. Gratitude and hope predicted life satisfaction in both models, and served as partial mediators of character strengths and relational victimization. For overt victimization, social competence served as a protective factor and self-regulation served as a risk factor to gratitude. For relational victimization, self-regulation served as a protective factor to gratitude. Implications for research and practice are discussed.
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White, Carmela Anna. "Meta-analyses of positive psychology interventions on well-being and depression : reanalyses and replication." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58836.
Full textAbstract:
At least since the work of Fordyce (1977), researchers have been interested in the effectiveness of interventions designed to increase well-being. This interest has increased substantially since Seligman and Csikszentmihalyi (2000) coined the term 'positive psychology'. Interventions designed to increase well-being have become known as positive psychology interventions (PPIs). Two highly cited meta-analyses examined the effectiveness of PPIs on well-being and depression: Sin and Lyubomirsky (2009) and Bolier et al. (2013). Whereas Sin and Lyubomirsky (2009) reported relatively large effects of PPIs on well-being (r = .29) and depression (r = 31), Bolier et al. (2013) reported much smaller effects on subjective well-being (r = .17), psychological well-being (r = .10), and depression (r = .11). A detailed examination of the two meta-analyses reveals that the authors employed different approaches, used different inclusion and exclusion criteria, analyzed different sets of studies, described their methods with insufficient detail to clearly compare them, and failed to notice or properly account for significant small sample size bias. The first objective of the current study was to reanalyze the studies selected in each of the published meta-analyses, while taking into account small sample size bias. The second objective was to replicate each meta-analysis by extracting relevant effect sizes directly from the primary studies included in the meta-analyses. The third objective was to conduct a series of new meta-analyses using effect sizes extracted directly from all studies included in the previous meta-analyses. Three previous meta-analyses were identified, reanalyzed, and replicated. The results of present study revealed three key findings: (1) many of the primary studies used a small sample size, (2) small sample size bias was found to be pronounced in many of the analyses, and (3) when small sample size bias was taken into account, the effect of PPIs on well-being were small but significant (r = .10), whereas PPIs effects on decreasing depression were not statistically significant (r = .00). Future PPI research needs to focus on (1) increasing sample sizes of primary studies and (2) assessing cumulative findings from comprehensive meta-analyses that address common issues such as small sample size bias.Irving K. Barber School of Arts and Sciences (Okanagan)
Psychology, Department of (Okanagan)
Graduate
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Hite, Brian C. "Positive Psychological Capital, Need Satisfaction, Performance, and Well-Being in Actors and Stunt People." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729361.
Full textAbstract:
Positive psychological capital (PsyCap), a second-order construct formed from optimism, hope, resilience, and self-efficacy, has predicted the performance and psychological well-being of a variety of full-time workers, and mediators of the relationships between PsyCap and performance and psychological well-being have rarely been examined. Using self-determination theory, broaden-and-build theory, and the conceptual framework of positive psychology, this study was an exploration of (a) the relationships among PsyCap, (b) basic psychological need satisfaction (i.e., autonomy, competence, relatedness), and (c) psychological well-being and performance using a sample of 103 working actors and stunt people. A serial mediation model was proposed whereby PsyCap predicted performance through need satisfaction and psychological well-being. Statistically significant bivariate correlations were found among PsyCap, autonomy, competence, relatedness, psychological well-being, and performance. Multiple regression analyses yielded indirect effects tested for statistical significance using bias-corrected bootstrapping. Results showed a total indirect effect of PsyCap on psychological well-being through need satisfaction and a specific indirect effect of PsyCap on psychological well-being through relatedness. Results showed no total indirect effect for PsyCap on performance through need satisfaction but did show a specific indirect effect of PsyCap on performance through relatedness. No statistically significant indirect effects of autonomy, competence, and relatedness on performance through psychological well-being were found. Theoretical and practical implications for future researchers, independent workers, and organizations supporting independent workers are discussed.
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Hite, Brian. "Positive Psychological Capital, Need Satisfaction, Performance, and Well-Being in Actors and Stunt People." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1539.
Full textAbstract:
Positive psychological capital (PsyCap), a second-order construct formed from optimism, hope, resilience, and self-efficacy, has predicted the performance and psychological well-being of a variety of full-time workers, and mediators of the relationships between PsyCap and performance and psychological well-being have rarely been examined. Using self-determination theory, broaden-and-build theory, and the conceptual framework of positive psychology, this study was an exploration of (a) the relationships among PsyCap, (b) basic psychological need satisfaction (i.e., autonomy, competence, relatedness), and (c) psychological well-being and performance using a sample of 103 working actors and stunt people. A serial mediation model was proposed whereby PsyCap predicted performance through need satisfaction and psychological well-being. Statistically significant bivariate correlations were found among PsyCap, autonomy, competence, relatedness, psychological well-being, and performance. Multiple regression analyses yielded indirect effects tested for statistical significance using bias-corrected bootstrapping. Results showed a total indirect effect of PsyCap on psychological well-being through need satisfaction and a specific indirect effect of PsyCap on psychological well-being through relatedness. Results showed no total indirect effect for PsyCap on performance through need satisfaction but did show a specific indirect effect of PsyCap on performance through relatedness. No statistically significant indirect effects of autonomy, competence, and relatedness on performance through psychological well-being were found. Theoretical and practical implications for future researchers, independent workers, and organizations supporting independent workers are discussed.
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Headley, Mollie Mccullough. "Improving Elementary Students’ Complete Mental Health: Examining the Added Impact of a Teacher-Focused Strengths-Based Intervention." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7518.
Full textAbstract:
Teaching is considered one of the most challenging professions, often associated with high levels of occupational stress and job turnover that perpetuates additional negative outcomes including depleted funding for school districts, poor education quality, and reduced student academic performance. Research shows that teachers are an integral part of the classroom with the power to positively influence students’ perceived classroom support and emotional competence (Jennings & Greenberg, 2009). Positive psychology has facilitated school-based initiatives that foster feelings of subjective well-being (happiness) through the implementation of brief, scripted activities (i.e., Positive Psychology Interventions; PPIs) that reflect the thoughts and behaviors of happy people (Layous & Lyubomirsky, 2014). Studies have demonstrated the positive impact of positive psychology interventions (PPIs) for adults (Bolier et al., 2013) and youth including a multicomponent, multitarget PPI (i.e., Well-Being Promotion Program) that improves students’ well-being (Suldo et al., 2015). McCullough’s (2015) investigation of the efficacy of a strengths-based intervention (Utilizing Signature Strengths in New Ways) on elementary teachers’ well-being revealed promising effects on teacher reduced emotional distress, increased life and work satisfaction, and SWB. This study examined the additive impact of teachers’ participation in the brief strengths-based teacher intervention (SBTI) on elementary students’ social and emotional outcomes, as reflected in levels of SWB, psychopathology, as well as classroom engagement and relationships among teachers and students. Concurrently, these elementary students took part in a Classwide Well-Being Promotion Program, a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with additional parent and teacher components. A total of 7 classes (4 fifth grade; 3 fourth grade) within one large elementary school received the classwide, multicomponent student intervention in spring 2016, while 3 teachers were randomly assigned to participate in the SBTI concurrently. Follow-up analyses examined group differences on the variables of interest for the combined intervention (WBPP + SBTI) group, relative to classes of students engaged in the classwide-only intervention (WBPP). At immediate post-intervention, results revealed that classes of students participating in the combined intervention group did not demonstrate significantly improved student-reported life satisfaction, positive or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the classwide-only intervention group. Additionally, students in classes within the combined approach reported statistically higher levels of negative affect and reduced levels of perceived teacher support relative to a classwide-only intervention group at immediate post-intervention, although the unexpected impact on negative affect appeared driven by data from students in the class led by a teacher with questionable fidelity of intervention implementation. Results of this study do not provide support that targeting teachers’ well-being through the SBTI may promote superior student outcomes for students concurrently engaged in the WBPP. Nonetheless, high levels of treatment acceptability reported by teachers and students participating in the combined intervention, as well as limitations to the study design, justify further investigation on the impact of targeting both teacher and student well-being in the context of positive psychological practices.
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Wingate, Emily J. "Classroom Support and Students’ Subjective Well-Being: A Mixed-Methods Investigation." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7249.
Full textAbstract:
In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students’ wellness can be fostered. While research in this area has primarily focused on positive indicators of adults’ and adolescents’ mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a mixed methods approach with an explanatory design was adopted to investigate both the quantitative relationship between school social support variables (i.e., Teacher-Student Relations, Teacher Support, Classmate Support) and students’ subjective well-being (SWB; i.e., happiness), as well as qualitative responses of students and teachers regarding displays of support and care in the classroom. Results provide support for the existence of a relationship between Classmate and Teacher Support and elementary students’ subjective well-being, with student perceptions of Instrumental and Emotional Classmate Support and Teacher Emotional Support as unique contributors to student subjective well-being. Qualitative results supplement quantitative findings by highlighting the salience of forms of Instrumental and Emotional Support in discussions of both Teacher and Classmate Support and care. These findings add to the current knowledge base on how building supportive relationships may be incorporated in prevention efforts aimed at fostering a positive school climate and enhancing students’ complete mental health.
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Russell, Lucy Elizabeth. "Positive and negative core beliefs in adolescents : their relationship to well-being and psychological difficulties." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419353.
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Lucas, Jamie L. "Therapeutic Riding: Effects on Emotional Well-Being in Adults." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1345733394.
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McClenahan, Marika R. "Living in the Moment: Dispositional Mindfulness and Its Differential Relationships to Hedonic and Eudaimonic Well-Being." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/196.
Full textAbstract:
The current study investigated the effects of dispositional mindfulness on well-being conceptualized in two ways: as hedonic well-being and as eudaimonic well-being. These represent feeling well and functioning well, respectively. Mindfulness, a type of consciousness marked by a nonjudgmental, present centered awareness, was expected to relate more strongly with eudaimonic well-being. Data from 112 participants were collected through an online survey. The mechanisms emotion regulation, low rumination, attentive awareness to one's emotional states, and clarity and understanding of one's emotional states were examined as mediating variables between dispositional mindfulness and the two conceptualizations of well-being. Correlational analysis demonstrated that dispositional mindfulness is significantly correlated with both hedonic well-being and eudaimonic well-being, though more strongly related to eudaimonic well-being. Mediational analysis demonstrated that low rumination significantly mediated the relationship between dispositional mindfulness and hedonic well-being. Additionally, both low rumination and clarity and understanding of one's emotional states significantly mediated the relationship between dispositional mindfulness and eudaimonic well-being. Implications, limitations, and future directions of research are discussed.
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Rodrigues, Airton. "O bem-estar subjetivo de comerciantes e comerciários de Ribeirão Preto e região." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15102007-113421/.
Full textAbstract:
O bem-estar subjetivo, ou felicidade, consiste na maneira como as pessoas avaliam suas próprias vidas, tanto de forma afetiva como cognitiva. Este juízo terá grande importância nas diversas esferas da vida, influenciando o desempenho social e profissional da pessoa. De forma agregada, níveis maiores, ou menores, de bem-estar subjetivo possuem impactos tanto no sistema político quanto na economia. Este estudo aplicou três diferentes questionários de mensuração de bem-estar subjetivo: o Oxford Happiness Questionnaire, com 29 itens; a Escala Geral de Felicidade, com 4 itens e uma escala única em uma amostra de 498 pessoas que trabalham no comércio de Ribeirão Preto e duas cidades vizinhas, e conduziu as análises destes instrumentos. Além destas análises, foram estudadas as diferenças entre os diversos indivíduos que compõem a amostra, no intuito de investigar se idade, sexo, etnia, estado civil, escolaridade, número de filhos, atividade profissional (comerciantes / comerciários), emprego efetivo / temporário, renda, religião, atividade sócio política e saúde poderiam influenciar o nível de bem-estar subjetivo. Algumas destas características mostraram-se significativas.The subjective well-being, or happiness, consists on the way people see their own lives, in affective or cognitive way. This judgment is very important in the different ambits of life, influencing the social and professional aspects of people. In different levels, the subjective well-being has impact on political and economical systems. This study used three different questionaries to measure the subjective well-being: Oxford Happiness Questionnaire with 29 items; Subjective Happiness Scale, with 4 items, and a single scale with 498 subjects who work in Ribeirão Preto commerce including two other cities. Structural analyses of Oxford Happiness Questionnaire and Subjective Happiness Scale were done. Besides these analyses, we assessed the difference among several subjects from the study group, aiming to investigate if age, gender, ethics, civil status, educational level, number of children, professional activity (salespeople), temporary job or regular job, income, religion, political participation, and health, could influence their level of subjective well-being. Some of these characteristics are significant.
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Holmström, Nathalie, and Frida Flöje. "Motiverande frågeställningar som medel att nå förbättrad sinnesstämning." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-30958.
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Studiens syfte var att undersöka motivationshöjande frågeställningars eventuella koppling till det subjektiva välbefinnandet. Det var 47 deltagare i interventionsgruppen och 37 i jämförelsegruppen. Dessa fyllde i en självskattningsenkät, Mood adjectiv checklist scale, före och efter en 14 dagar lång interventionsperiod. Studiens motivationshöjande frågeställningar utformades med utgångspunkt i dels den positiva psykologin, som lägger fokus på att ta vara på det positiva hos människan, dels utifrån den kognitiva psykologin som menar att människan formas utifrån hennes tankesätt. Resultatet visade att studiens motivationshöjande frågeställningar kan ha en viss positiv inverkan på sinnesstämning. Slutsatsen blev därför: att föra en inre dialog utifrån särskilt utformade frågeställningar kan öka det subjektiva välbefinnandet. Studiens resultat bidrar till teorin om att positiva psykologiövningar kan förbättra det subjektiva välbefinnandet.
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Murphy, Darryl Paul. "Enhancement of adolescent well being through enhancement of self esteem, self efficacy, and positive attributional style /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54941.pdf.
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Martinez, Hector Augusto Jr. "INSPIRED AND EFFECTIVE:THE ROLE OF THE IDEAL SELF INEMPLOYEE ENGAGEMENT, WELL-BEING, AND POSITIVE ORGANIZATIONAL BEHAVIORS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459192912.
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Ludlum, Emma B. "A Framework for the Pursuit of Happiness: Personality as It Relates to Subjective Well-being." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1026.
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This paper is a framework for the pursuit of happiness. It uses psychological data, philosophical theories, and trends in neuroscience to support the idea that anyone can be happy. It first discusses personality psychology, biology of personality, and the relationship between personality and happiness. From there it explains positive illusions and Depressive Realism to show how one can implement both to increase personal happiness.
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Hamilton, Lucas John. "When Positive and Negative Collide: Mixed Emotions in Adulthood and Old Age." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623600521445105.
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Synard, Jacqueline. "The Experience of Well-being Following Job Loss: A Case Study." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35246.
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Positive psychology has significantly advanced our understanding of well-being, yet there remains a need to better understand the how, what, and why of both positive and negative well-being. This study combined positive psychology and job loss perspectives to investigate the subjective experience of well-being following job loss. Using a qualitative-focused case study methodology, this three article dissertation explored the experiences of 20 workers who were displaced from the Ottawa, Canada technology sector from 2000-2006.
The first article explored the experience of well-being from a bottom-up, naturalistic point of view and compared these inductive notions with existing a priori theories. Findings support integrated conceptualizations of hedonia and eudaimonia, while also potentially identifying new notions of well-being. Identified themes include (a) life evaluation, (b) transitory experiencing, (c) growth and grounding, (d) environmental mastery/stability, (e) mental ill-being/ill-health, and (f) motivational mindsets/conditions. This study showed well-being to be a rich, pluralistic construct. It included the non-dualistic notions of both subjectivity and objectivity, as well as encompassing notions related to the what and how of well-being.
The second and third articles present inductively derived themes which helped to explain the relationship between job loss and well-being (i.e., the how and why). Three externally focused themes were reported in the second article: (a) systemic factors (e.g., broader business environment), (b) interpersonal factors (e.g., social support), and (c) chance (e.g., luck and serendipity). The third article identified two internally focused major themes: (a) differential coping responses and processes and (b) protective and sensitizing processes. Coping specifically consisted of problem-focused coping, meaning-making, attitudes and expectancies, behavioural processes, and emotional processes. Protective and sensitizing processes included identity and self-esteem, the impact of past adversity, and personal resources and characteristics. Implications for theory, research, and practice for both positive psychology and job loss are discussed.
Keywords: positive psychology, job loss, unemployment, qualitative research, case study, hedonia, eudaimonia, coping, meaning, meaning-making, resilience, post-traumatic growth, social support, relationships, theory, processes
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Kane, Davis Kealanohea. "Moderation and Mediation Analysis of Religious Commitment, Positive Personality Traits, Ethnic Identity, and Well-Being Among Polynesian Americans." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8991.
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An abundance of research has investigated well-being as it relates to religiosity and positive traits, with most research indicating that both relate to improvements in well-being. Moreover, several studies provide evidence for statistically significant relationships between religiosity and specific positive traits, including forgiveness and gratitude. However, few research studies have investigated how increases in positive traits might explain why religiosity enhances well-being. In addition, few studies within the religious and positive psychological literature have included adequate sampling from ethnic/racial minority populations residing in the U.S. As a result, investigations on how ethnic identity interacts with religious and positive psychological variables are virtually nonexistent. This study addressed these areas by investigating whether the positive traits of forgiveness and gratitude mediate the relationship between religious commitment and well-being among Polynesian Americans—a fast growing, yet understudied, American population. This study also investigated whether a Polynesian American’s ethnic identity moderates the relationship between religious commitment and the positive traits of forgiveness and gratitude. 627 Polynesian-identified individuals residing in the U.S. completed a 40-minute online survey that contained positive trait, ethnic identity, and well-being measures. Data analyses showed that forgiveness and gratitude traits mediated the statistical relationship between religious commitment and self-esteem. Gratitude was also shown to partially mediate the relationship between religious commitment and satisfaction with life. Moreover, data analyses did not support the hypothesis that ethnic identity would moderate the relationship between religious commitment, forgiveness, and gratitude. This study provides specific implications for clinical research among Polynesian Americans.
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Doubell, Susan. "The subjective experience of being HIV-positive : needs, strengths and coping strategies / Susan Doubell." Thesis, North-West University, 2003. http://hdl.handle.net/10394/165.
Full textAbstract:
Adequate assessment of the needs of HIV-positive individuals in the South
African context is essential, as it may provide insight concerning limitations in
healthcare. This study focuses on the subjective experience of nine HIV-positive
individuals, in order (a) to investigate their needs; (b) to gain
knowledge and understanding of the strengths available to them; (c) to
investigate their coping strategies; and (d) to generate a set of guidelines for
the development of a secondary prevention programme to improve their
psychological well-being and immune functioning. This article employs a
qualitative research method, utilising hermeneutic thematic analysis to gain a
greater understanding of the subjective psychological functioning of HIV-positive
individuals in the South African multicultural context. To a great
extent, this research focuses on the salutogenic/fortigenic perspective, where
the focus is on strengths, capacities and emotional/psychological well-being.
Semi-structured interviews were conducted with nine asymptomatic HIV-positive
individuals. The needs identified during this study involved the
psychological, economical, informational and social categories.
The strengths available to HIV-positive individuals in order to make sense or
construct meaning in their lives, consisted of four themes, namely internal,
social, self-regulative and spiritual strengths. The study further indicates that
the psychological strengths utilised by HIV-positive individuals are closely
related to the concept of meaningfulness, the mechanisms of coping and
psychological resilience.
A broad range of coping strategies was identified that participants employed in
the management of the disease and in dealing with the negative emotions
associated with an HIV-positive diagnosis. These strategies could be
conceptually grouped into five categories based on the functions these
strategies served, namely self-management coping strategies, cognitive
coping strategies, social support coping strategies, religious coping strategies,
and avoidance coping strategies.
The implications of this study are that the various identified concepts related
to needs, strengths and coping strategies, may contribute to the development
of a secondary prevention programme, in order to improve HIV-positive
individuals' psychological well-being and immune functioning. The concept of
"Sense of Coherence" which consists of three elements, namely
Comprehensibility, Manageability and Meaningfulness, could be successfully
incorporated into an intervention programme in order to achieve a positive
redefinition of participants' subjective feeling that life is meaningful, as well as
to improve their comprehensibility and manageability of their illness.Thesis (M.Sc.)--North-West University, Potchefstroom Campus, 2004.
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Falk, Johan, and Selina Rhawi. "Uppskattning : Individers berättelser om känslan i vardagen." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53163.
Full textAbstract:
Uppskattning är känslan av att sätta värde på någon eller något. Känslan ger en positiv effekt på individens välbefinnande. Studien inleddes med kunskapssamling av uppskattning i relation till flera forskningsområden inom psykologi, exempelvis uppskattning och personlighetsegenskaper. Studiens syfte var att förstå upplevelsen av uppskattning ur en situation där individer känt sig uppskattade samt uppskattat någon annan. Studien grundades i fenomenologisk utgångspunkt, där deltagarna besvarade en onlineenkät med två öppna frågor utifrån det formulerade syftet, samt fem bakgrundsfrågor. Bland 88 deltagare var 60 kvinnor och genomsnittsåldern var 29.2 år. Med tillämpning av Empirical Phenomenological Psychological Method (Karlsson, 1993) framkom gemensamma mönster i känslan uppskattning – lycka, värme, tacksamhet och reciprocitet. Skälen till känslan av uppskattning var varierande mellan deltagarna. Deltagarna kände sig uppskattade när någon annan bekräftat att de uppskattar dem, men uppskattade någon annan för lättsamma handlingar som de mottagit. Skälen bidrog till positiva känslor vid interaktion och reciprocitet med andra.
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Solomon, Shihaan. "The relationship between psychological capital and employee wellness in organisations in the manufacturing industry in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4206.
Full textAbstract:
Magister Commercii (Industrial Psychology) - MCom(IPS)Psychological capital (PsyCap), the four dimensions of PsyCap and Perceived Wellness are viewed as positive constructs. Research indicated these positive constructs has a beneficial or positive effect on the organisation's financial performance.. Furthermore, health and wellness awareness is lacking especially in the production-driven manufacturing industry where the profit motive is of paramount importance. The research study used a cross-sectional design, measuring Psychological capital and Perceived wellness using questionnaires in the form of the Psychological Capital Questionnaire (PCQ) and the Perceived Wellness Survey (PWS), respectively. These questionnaires are self-report measures, which were distributed to a sample of employees from the manufacturing industry (n = 160) in the Western Cape. Various studies both locally and abroad confirmed that the respective measures are both valid and reliable, However, the applicability in South African organisations requires further exploration.The present study aimed to determine what effect the factors of psychological capital had on the wellness of employees. The relationship between psychological capital and its effect on employees' wellness was assessed using Pearson correlation, Analysis of variance and Multiple regression analysis. Based on the findings, there was no significant relationshipfound between psychological capital and the wellness amongst the sample employees in the manufacturing industry. This is however contradictory to what studies found researching similar constructs.
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Grossman, Matthew Robert. "Clarifying the Nature of Resilience: A Meta-Analytic Approach." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5031.
Full textAbstract:
Psychological resilience, conceptualized as the ability to bounce back from stress (Tugade, 2011), has garnered increased attention across various fields of psychology and related disciplines. Despite its popularity, researchers have yet to come to a consensus regarding the nomological network of this construct, as well as its distinctiveness from conceptually similar constructs (i.e., hardiness, grit). In this paper, I use meta-analytic techniques (Hunter & Schmidt, 2004) to quantitatively synthesize three decades of previous empirical work on resilience and related-constructs and their correlates, integrating findings from more than 400 studies. Results show that resilience overlaps substantially with big-five personality traits as a set and shows consistent, though more moderate, relationships with social support variables. Furthermore, results indicate that resilience and hardiness are not isomorphic constructs, as they demonstrate differential relationships with dispositional and situational correlates. Results also show that resilience and hardiness are both moderately to strongly related to health and well-being outcomes, in the anticipated directions, as well as proposed mediators in the literature (i.e., positive emotion, adaptive coping). However, incremental validity analyses consistently show that both resilience and hardiness only increment very marginally (i.e., on average 1-3% of the variance) over the big-five personality traits in predicting health and well-being outcomes. Taken together, this large-scale quantitative summary calls into question the distinctiveness of resilience from existing dispositional traits as well as its predictive utility in the health and well-being domain. Implications for future research, theory development, and measurement issues are discussed.
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Ortega, Maldonado Alberto. "It is time to act! Empirical Findings on how to Enhance Psychological Well-being and Performance through Positive Interventions." Doctoral thesis, Universitat Jaume I, 2018. http://hdl.handle.net/10803/587112.
Full textAbstract:
The main objective of this dissertation is to develop and broaden the scientific knowledge about personal resource development as a strategy to promote employees' psychological wellbeing and performance at work. For this purpose, some research questions are raised that address the needs of both researchers and evidence-based practitioners. These research questions are addressed in several chapters that include empirical studies and an integrative review and investigate the phenomena both at work and in an educational context. The main conclusions shed light on the usefulness of conducting interventions that combine the development of different personal resources as a cost-effective strategy for promoting psychological wellbeing and performance at work. They also reveal the relevance of obtaining a training transfer to daily work life to achieve the interventions' sustainability.El principal objetivo de la presente tesis doctoral es profundizar en el conocimiento científico sobre el desarrollo de recursos personales en el trabajo como estrategia para incrementar el bienestar psicológico y el desempeño de las personas que conforman la organización. Para ello se plantean diferentes preguntas de investigación, con la intención de atender a necesidades tanto del ámbito de la investigación como de la actividad profesional basada en la evidencia. Estas preguntas de investigación se responden a lo largo de una serie de capítulos basados en estudios empíricos y una revisión integrativa, que estudian el fenómeno tanto en el ámbito profesional con empleados y empleadas como pre-profesional con estudiantes. Las principales conclusiones arrojan luz sobre la utilidad de realizar intervenciones que combinen el desarrollo de diversos recursos personales para incrementar de una forma costo-efectiva el bienestar psicológico y el desempeño en el ámbito laboral. De igual forma se revela la importancia de fomentar la transferencia de entrenamiento al trabajo diario para conseguir que los efectos de las intervenciones se mantengan de forma sostenida en el tiempo.
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Hearon, Brittany Valle. "Promoting Happiness in Elementary Schoolchildren: Evaluation of a Multitarget, Multicomponent Classwide Positive Psychology Intervention." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6708.
Full textAbstract:
Youth psychological well-being has become increasingly acknowledged as not merely the absence of psychological distress, but the presence of positive indicators of optimal functioning. Students with complete mental health (i.e., low psychopathology and high well-being) demonstrate the best academic, social, and physical health outcomes. As such, there remains a need to address children’s well-being through a holistic approach emphasizing the prevention of mental health problems and promotion of flourishing. Positive psychology interventions (PPIs) have emerged as a promising method of enhancing students’ complete mental health. Previous investigations support the utility of multitarget PPIs with middle school students and single-target PPIs (e.g., character strengths, hope) with younger elementary students, though the extent to which comprehensive multitarget, multicomponent PPIs enhance classes of elementary students’ outcomes relative to a control has not been examined. This study compared levels of subjective well-being, mental health problems, classroom social support, and classroom engagement between students in 6 classrooms randomly assigned to participate in a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with parent and teacher components, and students in 7 classrooms randomly assigned to a delayed intervention control group. Follow-up analyses examined levels of outcomes of the immediate intervention group relative to the control group at post-intervention, as well as levels of outcomes in the intervention group three months after program completion. At post-intervention, classes of students participating in the immediate intervention group did not have significantly improved student-reported life satisfaction, positive affect or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the control classes. However, several trends were found: (a) students in the immediate intervention group had lower negative affect relative to the delayed intervention control among students with greater baseline negative affect levels, (b) students in the immediate intervention group had lower teacher-reported levels of instrumental help relative to the control among students with greater baseline instrumental help levels, and (c) students in the immediate intervention group reported lower levels of behavioral engagement relative to the delayed intervention control. Because of the lack of improvement in immediate intervention group outcomes relative to the control group at post-intervention, continuation of those anticipated improvements from post-intervention to 3-month follow-up could not be detected. However, there was a significant increase in teacher-reported internalizing symptoms from post-intervention to follow-up among the immediate intervention group (without comparison to a control). Overall, findings from this study do not provide empirical support for the efficacy of a multitarget, multicomponent PPI when delivered universally to classes of elementary students. Nevertheless, high levels of treatment acceptability and feasibility from students and teachers as well as limitations to the study design support the need for educational scholars and practitioners to continue exploring the impact of multitarget PPIs delivered to students in multiple formats and various age levels in order to promote complete mental health across tiers of support and thus optimize success for all students.
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Park, Gloria H. "The Role of Extracurricular Activity in Positive Youth Development." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91874.
Full textAbstract:
KinesiologyPh.D.
The purpose of this study was to describe the relationship between extracurricular activity participation and concurrent and longitudinal youth academic and psychosocial development in academically gifted youth. Extracurricular activity participation as a potential protective factor against the negative effects of life events, and the theoretical role of personality/activity fit as a determinant of positive developmental benefits in youth were also explored in this study. Secondary data analysis was conducted using data provided by two cohorts of middle school youth from a public magnet school in Philadelphia. After controlling for sociodemographic selection factors, Study 1 revealed that music was the only type of activity that was related to academic achievement. Time spent in music significantly contributed to predicting performance on reading, language, math and science standardized exams. Sport made significant negative contributions to predicting reading and language exam scores. These findings were limited by a ceiling effect caused by high mean scores on grade point average and standardized exams. Sport/dance was the only activity associated with well-being, significantly contributing to the prediction of positive affect. The results also revealed nonlinear associations between time spent in activities and standardized math scores, life satisfaction, self-esteem, and grit. The results of Study 2 revealed support for the protective role of activity participation on the negative academic and psychosocial impact of life events stress, which was a significant predictor of poorer adolescent outcomes across all of the domains. Accounting for the impact of life events, music positively predicted academic outcomes, and sport/dance positively predicted higher life satisfaction, positive affect, and self-esteem, and lower levels of negative affect. Finally, exploratory analyses revealed that youth participated in activities that appeared to be compatible with personality characteristics. For example, sport was associated with higher extraversion and music with higher openness to experience.
Temple University--Theses
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Fang, Ling. "College Students' Positive Strategic SNS Involvement and Stress Coping in the United States and China." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1444334465.
Full text