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Journal articles on the topic 'Positive well being'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Houghton, Stephen, Lisa Wood, Ida Marais, Michael Rosenberg, Renee Ferguson, and Simone Pettigrew. "Positive Mental Well-Being." Assessment 24, no. 3 (July 28, 2016): 371–86. http://dx.doi.org/10.1177/1073191115609995.

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This study presents a Rasch-derived short form of the Warwick-Edinburgh Mental Well-Being Scale for use as a screening tool in the general population. Data from 2,005 18- to 69-year-olds revealed problematic discrimination at specific thresholds. Estimation of model fit also deviated from Rasch model expectations. Following deletion of 4 items, the 10 remaining items indicated the data fitted the model. No items showed differential item functioning, thereby making comparisons of overall positive mental well-being for the different age, gender, and income groups valid and accurate. Cronbach’s alpha and Rasch Person Separation Index indicated a strong degree of reliability. Overall, the 10-item scale challenges researchers and clinicians to reconsider the assessment of positive mental well-being.

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2

Bech, Per. "Subjective positive well-being." World Psychiatry 11, no. 2 (June 2012): 105–6. http://dx.doi.org/10.1016/j.wpsyc.2012.05.021.

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3

Roberts, Robert E. "Positive well-being and sleep." Journal of Psychosomatic Research 64, no. 4 (April 2008): 417–18. http://dx.doi.org/10.1016/j.jpsychores.2008.02.025.

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Kelloway, E. Kevin, Heidi Weigand, Margaret C. McKee, and Hari Das. "Positive Leadership and Employee Well-Being." Journal of Leadership & Organizational Studies 20, no. 1 (November 21, 2012): 107–17. http://dx.doi.org/10.1177/1548051812465892.

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Rostosky, Sharon Scales, Robert D. Cardom, Joseph H. Hammer, and Ellen D. B. Riggle. "LGB positive identity and psychological well-being." Psychology of Sexual Orientation and Gender Diversity 5, no. 4 (December 2018): 482–89. http://dx.doi.org/10.1037/sgd0000298.

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6

Greenglass, Esther R., and Lisa Fiksenbaum. "Proactive Coping, Positive Affect, and Well-Being." European Psychologist 14, no. 1 (January 2009): 29–39. http://dx.doi.org/10.1027/1016-9040.14.1.29.

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Traditionally, psychological research has focused on negative states, their determinants, and consequences. Theoretical conceptions of coping focus on strategies used to diminish distress. This approach is derived from the perspective that coping is mainly reactive, a strategy used once stress has been experienced. In contrast, proactive coping involves goal setting, having efficacious beliefs, and is associated with resources for self-improvement, including social support. In the present research, a theoretical model was developed in which coping and social support were seen in a synergistic relationship and were associated with a positive state that, in turn, was expected to relate to better psychological functioning. The general theoretical model was tested in three different samples: First year university students coping with depression (n = 68), rehabilitation patients mastering independent functioning following major surgery (n = 151), and employee absenteeism (n = 313). Results of path analyses showed that proactive coping was a partial mediator of social support on positive affect and that positive affect was associated with better psychological functioning. In students only, positive affect mediated the relationship between proactive coping and depression. This research represents a contribution within the field of positive psychology by empirically demonstrating how positive constructs contribute to improved psychological functioning. Theoretical and applied implications of the results are discussed.

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Kubzansky, Laura D., Jeff C. Huffman, Julia K. Boehm, Rosalba Hernandez, Eric S. Kim, Hayami K. Koga, Emily H. Feig, Donald M. Lloyd-Jones, Martin E. P. Seligman, and Darwin R. Labarthe. "Positive Psychological Well-Being and Cardiovascular Disease." Journal of the American College of Cardiology 72, no. 12 (September 2018): 1382–96. http://dx.doi.org/10.1016/j.jacc.2018.07.042.

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Ryff, Carol D., Burton H. Singer, and Gayle Dienberg Love. "Positive health: connecting well–being with biology." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 359, no. 1449 (September 29, 2004): 1383–94. http://dx.doi.org/10.1098/rstb.2004.1521.

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Two key types of well–being, eudaimonic and hedonic, are reviewed. The first addresses ideas of self–development, personal growth and purposeful engagement, while the second is concerned with positive feelings such as happiness and contentment. How well–being varies by age and socio–economic standing is briefly summarized, followed by examination of its biological correlates (neuroendocrine, immune, cardiovascular, rapid eye movement (REM) sleep). Preliminary findings on a sample of ageing women showed that those with higher levels of eudaimonic well–being had lower levels of daily salivary cortisol, pro–inflammatory cytokines, cardiovascular risk, and longer duration REM sleep compared with those showing lower levels of eudaimonic well–being. Hedonic well–being, however, showed minimal linkage to biomarker assessments. Future research directions building on these initial findings are discussed.

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Macleod, Andrew K., and Richard Moore. "Positive thinking revisited: positive cognitions, well-being and mental health." Clinical Psychology & Psychotherapy 7, no. 1 (February 2000): 1–10. http://dx.doi.org/10.1002/(sici)1099-0879(200002)7:1<1::aid-cpp228>3.0.co;2-s.

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10

Hunter, Simon C., Stephen Houghton, and Lisa Wood. "Positive Mental Well-being in Australian Adolescents: Evaluating the Warwick-Edinburgh Mental Well-being Scale." Australian Educational and Developmental Psychologist 32, no. 2 (September 18, 2015): 93–104. http://dx.doi.org/10.1017/edp.2015.12.

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While there is increasing recognition of the need to go beyond measures of mental ill health, there is a relative dearth of validated tools for assessing mental well-being among adolescents. The Warwick-Edinburgh Mental Well-being Scale (WEMWBS) is a promising tool for use in this context, and this study evaluated its use in an Australian context. The WEMWBS was completed by 829 Western Australian adolescents, aged from 13 to 16 years old, drawn from Grades 8, 9 and 10 in seven separate high schools. Using confirmatory factor analytic techniques, the utility of the full 14-item scale was not supported, but good fit for a previously validated seven-item short version (SWEMWBS) was supported. Strong measurement invariance was demonstrated across age, and weak measurement invariance was demonstrated across gender. The scale has good internal reliability. There were no differences in SWEMWBS scores across Grades 8 to 10. Overall, the SWEMWBS represents a useful tool for educational, developmental, and school psychologists investigating positive mental wellbeing in younger adolescents.

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HASHIMOTO, Kyoko, and Masuo KOYASU. "Optimism, positive orientations, and subjective well-being. (2):." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 1AM009. http://dx.doi.org/10.4992/pacjpa.74.0_1am009.

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Kahraman, Abdulselam, and Veysel Temel. "Coaches’ Psychological Well-Being and Positive Thinking Skills." Journal of Educational Issues 8, no. 2 (October 16, 2022): 548. http://dx.doi.org/10.5296/jei.v8i2.20150.

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This study was conducted to examine the psychological well-being and positive thinking skills of the participants who participated in the inter-institutional volleyball tournament organized by the Karaman volleyball provincial representative in 2022. The population of the research consists of 288 participants (28 teams), 15 of whom are female and 273 are male. Positive Thinking Skills Scale Developed by Bekhet and Zauszniewski (2013) and adapted to the Turkish by Akın et al. (2015) for 145 of the participants and the short form of “Psychological Well-Being Scale” developed by Ryff (1989) and created by Akın et al. (2012) were applied. According to the results of the research, it can be concluded that she has psychological well-being levels below the mid-level and she has a positive thinking level above the mid- level. As a result of the correlation analysis, it was determined that there was a statistically low level of positive correlation at the p < .01 level (r = .229; p < .01) between the psychological well-being test scores and the positive thinking test scores. In terms of variables, it can be concluded that individuals who do team sports have higher levels of psychological well-being and positive thinking than those who do individual sports, and participants who do sports 4 days a week have higher levels of psychological well-being than those who do sports 3 and 1 days a week.

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Suh, Hanna, Philip B. Gnilka, and Kenneth G. Rice. "Perfectionism and well-being: A positive psychology framework." Personality and Individual Differences 111 (June 2017): 25–30. http://dx.doi.org/10.1016/j.paid.2017.01.041.

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Steptoe, Andrew, Katie O'Donnell, Michael Marmot, and Jane Wardle. "Positive affect, psychological well-being, and good sleep." Journal of Psychosomatic Research 64, no. 4 (April 2008): 409–15. http://dx.doi.org/10.1016/j.jpsychores.2007.11.008.

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Grossi, Giuliano, Raffaella Lanzarotti, Paolo Napoletano, Nicoletta Noceti, and Francesca Odone. "Positive technology for elderly well-being: A review." Pattern Recognition Letters 137 (September 2020): 61–70. http://dx.doi.org/10.1016/j.patrec.2019.03.016.

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Young, M. C. "Do positive illusions contribute to human well-being?" Philosophical Psychology 27, no. 4 (February 6, 2013): 536–52. http://dx.doi.org/10.1080/09515089.2013.764860.

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Gunn Johansson, Kerstin Isaksson. "Early retirement: positive or negative for well being?" Revista de Psicología del Trabajo y de las Organizaciones 24, no. 3 (2008): 283–301. http://dx.doi.org/10.4321/s1576-59622008000300002.

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Lyubomirsky, Sonja, and Kristin Layous. "How Do Simple Positive Activities Increase Well-Being?" Current Directions in Psychological Science 22, no. 1 (February 2013): 57–62. http://dx.doi.org/10.1177/0963721412469809.

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Kragh, Gitte, Rick Stafford, Susanna Curtin, and Anita Diaz. "Environmental volunteer well-being: Managers’ perception and actual well-being of volunteers." F1000Research 5 (November 16, 2016): 2679. http://dx.doi.org/10.12688/f1000research.10016.1.

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Background: Environmental volunteering can increase well-being, but environmental volunteer well-being has rarely been compared to participant well-being associated with other types of volunteering or nature-based activities. This paper aims to use a multidimensional approach to well-being to explore the immediately experienced and later remembered well-being of environmental volunteers and to compare this to the increased well-being of participants in other types of nature-based activities and volunteering. Furthermore, it aims to compare volunteer managers’ perceptions of their volunteers’ well-being with the self-reported well-being of the volunteers. Methods: Onsite surveys were conducted of practical conservation and biodiversity monitoring volunteers, as well as their control groups (walkers and fieldwork students, respectively), to measure general well-being before their nature-based activity and activity-related well-being immediately after their activity. Online surveys of current, former and potential volunteers and volunteer managers measured remembered volunteering-related well-being and managers’ perceptions of their volunteers’ well-being. Data were analysed based on Seligman’s multidimensional PERMA (‘positive emotion’, ‘engagement’, ‘positive relationship’, ‘meaning’, ‘achievement’) model of well-being. Factor analysis recovered three of the five PERMA elements, ‘engagement’, ‘relationship’ and ‘meaning’, as well as ‘negative emotion’ and ‘health’ as factors. Results: Environmental volunteering significantly improved positive elements and significantly decreased negative elements of participants’ immediate well-being, and it did so more than walking or student fieldwork. Even remembering their volunteering up to six months later, volunteers rated their volunteering-related well-being higher than volunteers rated their well-being generally in life. However, volunteering was not found to have an effect on overall mean well-being generally in life. Volunteer managers did not perceive the significant increase in well-being that volunteers reported. Conclusions: This study showed how environmental volunteering immediately improved participants’ well-being, even more than other nature-based activities. It highlights the benefit of regarding well-being as a multidimensional construct to more systematically understand, support and enhance volunteer well-being.

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Dhamanik, Reina, Anggorowati Anggorowati, and Sari Sudarmiati. "Well-Being In Breastfeeding Mother." Media Keperawatan Indonesia 3, no. 3 (October 31, 2020): 191. http://dx.doi.org/10.26714/mki.3.3.2020.191-207.

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Well-being is something that everyone, especially breastfeeding mothers, wants to achieve. Well-being is needed by postpartum mothers to play a new role optimally in the lactation process. The individual experience of breastfeeding is influenced by knowledge, positive affect and a lot of confidence in the breastfeeding process to achieve well-being during the postpartum psychological adaptation process. This study aims to describe the well-being of breastfeeding mothers. Literature review regarding the well-being of breastfeeding mothers using databases from ProQuest, ScienceDirect, JSTOR, and Scopus obtained from 2008-2020 with a total of 10 articles. Synthesis analysis reveals seven aspects that affect the well-being of postpartum mothers in the breastfeeding process, such as 1) family support, 2) self-efficacy, 3) initiation in the first time breastfeeding. 4) positive mood, 5) awareness of self-acceptance, 6) negative obstetric experience, 7) knowledge. Postpartum mothers can improve well-being through the management of factors that influence postpartum psychological adaptation as a positive preventive effort in increasing the ability of the lactation process to prevent ineffective breastfeeding.

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Määttä, Kaarina, and Satu Uusiautti. "TWO PERSPECTIVES ON CARING RESEARCH: RESEARCH ON WELL-BEING AND RESEARCHER WELL-BEING." Problems of Education in the 21st Century 66, no. 1 (August 25, 2015): 29–41. http://dx.doi.org/10.33225/pec/15.66.29.

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Caring research is a new concept that is discussed and defined from two supplementary perspectives: (1) as research aiming at promoting well-being and (2) as a caring research community that cares for the researcher well-being and reciprocal relationships between colleagues and between supervisors and students. These dimensions are discussed in the light of the latest findings and theories of positive psychology as well as based on the authors’ studies in the field. The caring research ideology contributes a comprehensive viewpoint to the world of academic research because it also pays attention to the actual research process within the research community. This well-being focused approach can serve as a means to flourish within the ever-increasing demands of the academic world. Key words: caring research, positive psychology, researcher well-being, supervision, well-being at work.

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Joshi, Upasna. "Subjective Well-Being by Gender." Journal of Economics and Behavioral Studies 1, no. 1 (December 15, 2010): 20–26. http://dx.doi.org/10.22610/jebs.v1i1.211.

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International competition and globalization of business and organizations, rapid technological change and higher customer demands for products and services with increasing emphasis on environmental issues change working life. Under these pressures in order to survive and make a positive result, companies must develop both their organization and people simultaneously with their products and technologies for improving the performance, work ability, commitment and well-being of employees. Therefore study of subjective well-being among male and female employees in IT industry is of paramount importance. Such study may affect the performance and over all well-being of not only employees but also of the organization as a whole. The study is descriptive in nature whereby an attempt is made to compare the level of subjective well-being among male and female employees in IT industry with the help of two questionnaires (Satisfaction with Life Scale and Positive Affectivity and Negative Affectivity Scale) and utilizing the survey technique. Subjective well-being is statistically analyzed by means, standard deviations, and t-ratio. The study shows that gender is not a determinant of subjective well-being, and both males and females perceive subjective well-being or evaluate their lives in a similar way. The level of life satisfaction among male and female IT employees is not comparable and there existed significant gender difference in the level of life satisfaction. The level of positive affectivity and negative affectivity among male and female IT employees was comparable and there exists no significant gender difference in the level of positive affectivity.

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Elksne, Gunita, and Zanda Rubene. "EMOTIONAL WELL-BEING IN SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 116–25. http://dx.doi.org/10.17770/sie2018vol1.3258.

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The goal of the paper was to research the emotional well-being of students, teachers, and factors that impact it using quantitative research methods. Research was a case study and reflects a situation in one particular school. Emotional well-being plays an important role in personality development. Presence or absence of emotions like joy, satisfaction, trust, and reliance determines the perception, thinking, and actions of students. Positive emotions cause energetic and functional mobilization of the central nervous system and the whole human organism, promotes purposeful actions by connecting cognitive processes with fulfillment of student’s current needs. Emotions either enable or disable the learning process for a student. If positive emotions are absent, brain is in a passive state - active learning starts when emotions activate the brain. The impact of emotions on a student in the learning process can be mainly observed through attention that is payed towards studying; however, positive emotions that are connected to studying can also promote student’s interest in the study subject. Positive emotions can encourage several abilities like interest, enthusiasm, optimism, loyalty and the motivation to act. In addition, thinking can also be enabled, as well as an improvement in the ability to learn new things. These abilities make the learning process more productive. As a large part of students day is spent at school their emotional well-being is directly related to emotional well-being of pedagogues. It is crucial that a pedagogue is able to be aware of their own emotions and feelings and knows how to accept them and use them in solving pedagogical situations, as well as improving of his/her own life while still acting within professional ethical norms.

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Pe, Madeline Lee, Peter Koval, and Peter Kuppens. "Executive well-being: Updating of positive stimuli in working memory is associated with subjective well-being." Cognition 126, no. 2 (February 2013): 335–40. http://dx.doi.org/10.1016/j.cognition.2012.10.002.

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UMBERSON, DEBRA, and WALTER R. GOVE. "Parenthood and Psychological Well-Being." Journal of Family Issues 10, no. 4 (December 1989): 440–62. http://dx.doi.org/10.1177/019251389010004002.

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There are theoretical foundations in sociology for two seemingly incompatible positions: (1) children should have a strong negative impact on the psychological well-being of parents and (2) children should have a strong positive impact on the psychological well-being of parents. Most empirical analyses yield only a modest relationship between parenthood and psychological well-being. Usually, but not always, it is negative. In this study we consider the relationship between parental status and several dimensions of psychological well-being. Our analysis is based on data from a large national survey. It suggests that children have positive and negative effects on the psychological well-being of parents. The balance of positive and negative effects associated with parenthood depends on residential status of the child, age of youngest child, marital status of the parent, and the particular dimension of psychological well-being examined. When compared with nonparents, parents with children in the home have low levels of affective well-being and satisfaction, and high levels of life-meaning; parents with adult children living away from home have high levels of affective well-being, satisfaction, and life-meaning. The widowed appear to benefit most from parenthood and the divorced appear to experience the greatest costs.

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Lee in tae. "flourishing, meaning in life, moral education, positive education, positive psychology, well-being." Journal of Ethics 1, no. 124 (March 2019): 215–39. http://dx.doi.org/10.15801/je.1.124.201903.215.

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DR, Maqhfirah. "Penerapan Well-Being Therapy Untuk Meningkatkan Psychological Well-Being pada Penderita Kanker Payudara." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 8, no. 1 (December 29, 2015): 155. http://dx.doi.org/10.24114/jupiis.v7i2.3122.

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Having breast cancer have a huge impact on quality of life of survivors. One of it is decreased psychological well-being. Psychological well-being is a description of the psychological health of individuals based on the fulfillment of the criteria that individual positive psychological functioning, encompassing self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life and personal growth. Well-being therapy can apply to increase the level of psychological well-being in breast cancer survivors. Participants this study are two women with post-mastectomy breast cancer, metastases experienced last year, and is undergoing medical treatment such as chemotherapy. Well-being therapy conducted within a month, in five sessions. Results indicate that application of well-being therapy has changed their psychological well-being level to the better. They were more accepting with their health condition and have better relationships with the significant people. This is clout by good motivation, support from their significant people during the therapy of process and using of religious aspects as one way in eudomanic approach to well-being therapy. In addition, the good rapport between researcher and participants is important to supported therapeutic effect.

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Haver, Annie, Espen Olsen, and Kristin Akerjordet. "Well-being among hotel managers." International Journal of Contemporary Hospitality Management 31, no. 4 (April 8, 2019): 1819–35. http://dx.doi.org/10.1108/ijchm-11-2017-0737.

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PurposeThis study aims to test a theoretical research model specifying how two emerging job stressors, i.e. centralized authority and reporting requirements, influence hotel managers’ well-being. A mediated model through reappraisal is hypothesized.Design/methodology/approachThe model was tested on 600 Norwegian and Swedish hotel managers using a questionnaire survey (72 per cent response rate). Data were analyzed using descriptive statistics, confirmatory factor analyses, correlation and structural equation modeling, which included bootstrapping.FindingsJob stressors were negatively related to well-being, whereas reappraisal had a positive influence on well-being. A positive relationship was found between reporting requirements and reappraisal, while the opposite appeared for centralized authority. A negative mediating role of reappraisal existed in the relationship between centralized authority and well-being, while there was a positive one in the relationship between reporting requirements and well-being.Practical implicationsThe findings will have important implications for management practices, as they illuminate how job stressors reduce well-being on the one hand and how reappraisal positively influences well-being on the other. This knowledge indicates that reappraisal is important for well-being when faced with stressful environments. The findings illustrate the importance of controlling stress in the managerial environment, and for hotel managers to maintain the ability to reappraise.Originality/valueThe study advances the knowledge of the managerial role, as well as the importance of reappraisal and well-being. This is the first empirical study among hotel managers testing a research model that illustrates how job stressors and reappraisal influence well-being.

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Aghion, Philippe, Ufuk Akcigit, Angus Deaton, and Alexandra Roulet. "Creative Destruction and Subjective Well-Being." American Economic Review 106, no. 12 (December 1, 2016): 3869–97. http://dx.doi.org/10.1257/aer.20150338.

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In this paper we analyze the relationship between turnover-driven growth and subjective well-being. Our model of innovation-led growth and unemployment predicts that: (i) the effect of creative destruction on expected individual welfare should be unambiguously positive if we control for unemployment, less so if we do not; (ii) job creation has a positive and job destruction has a negative impact on well-being; (iii) job destruction has a less negative impact in areas with more generous unemployment insurance policies; and (iv) job creation has a more positive effect on individuals that are more forward-looking. The empirical analysis using cross-sectional MSA (metropolitan statistical area)-level and individual-level data provide empirical support to these predictions. (JEL I31, J63, J65, O33, O38)

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Narula, Bani. "Well-being as Health Promoting Behaviour: Positive Psychology Perspective." Educational Quest- An International Journal of Education and Applied Social Sciences 8, no. 1 (2017): 43. http://dx.doi.org/10.5958/2230-7311.2017.00008.3.

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Moore, Helene. "P01.02. Positive Psychology: A Path to Greater Well-being." Global Advances in Health and Medicine 2, no. 1_suppl (January 2013): gahmj.2013.097C. http://dx.doi.org/10.7453/gahmj.2013.097cp.p01.02.

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Delellis, Nicole, S., Dominique Kelly, Yifan Liu, Alex Mayhew, Yimin Chen, E. Cornwell, Sarah, and L. Rubin, Victoria. "Applying Positive Psychology’s Subjective Well‐Being to Online Interactions." Proceedings of the Association for Information Science and Technology 59, no. 1 (October 2022): 662–65. http://dx.doi.org/10.1002/pra2.683.

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Wibowo, Yoga Setyo, Farida Agus Setiawati, Siti Rahmi Qodriah, and Yulia Ayriza. "Positive education: Exploring students’ well-being framework in Indonesia." Jurnal Cakrawala Pendidikan 40, no. 3 (October 23, 2021): 762–71. http://dx.doi.org/10.21831/cp.v40i3.33530.

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Positive education is a general term to describe an intervention and an empirically validated program that draws on positive psychology to promote students’ well-being. To date, there is no well-being measurement developed specifically for use in the Indonesian context. This article explores positive education, its relation to students’ well-being, and its relationship to the concept of the Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMA model) in the Indonesian context. The sample used was 434 students in Yogyakarta Province. The data were analyzed using exploratory factor analysis and confirmatory factor analysis. The research instrument was adapted from the Positive Affect and Negative Affect Scale for Children (PANAS-C), the EPOCH (Engagement, Perseverance, Optimism, Connectedness, and Happiness), Measure of Adolescent Well-being, and Meaning in Life Questionnaire (MLQ). The results showed that (1) the well-being of students in Indonesia is structured into eight dimensions: pleasure, passion, excitement, engagement, relationship, presence, search, and accomplishment, and (2) confirmatory factor analysis shows that the eight dimensions show a better fit model than the PERMA model. Therefore, it is concluded that the well-being of high school students in Indonesia does not follow the "PERMA" model.

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Heinitz, Kathrin, Timo Lorenz, Daniel Schulze, and Julia Schorlemmer. "Positive organizational behavior: Longitudinal effects on subjective well-being." PLOS ONE 13, no. 6 (June 22, 2018): e0198588. http://dx.doi.org/10.1371/journal.pone.0198588.

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Waddell, Erin L., and Joy M. Jacobs-Lawson. "Predicting Positive Well-Being in Older Men and Women." International Journal of Aging and Human Development 70, no. 3 (April 2010): 181–97. http://dx.doi.org/10.2190/ag.70.3.a.

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Lambert, Louise, Holli-Anne Passmore, and Mark D. Holder. "Foundational frameworks of positive psychology: Mapping well-being orientations." Canadian Psychology/Psychologie canadienne 56, no. 3 (August 2015): 311–21. http://dx.doi.org/10.1037/cap0000033.

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Mak, Winnie W. S., Ivy S. W. Ng, and Celia C. Y. Wong. "Resilience: Enhancing well-being through the positive cognitive triad." Journal of Counseling Psychology 58, no. 4 (October 2011): 610–17. http://dx.doi.org/10.1037/a0025195.

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Anderson, R. M. "Positive sexuality and its impact on overall well-being." Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz 56, no. 2 (January 27, 2013): 208–14. http://dx.doi.org/10.1007/s00103-012-1607-z.

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Morrish, Lucy, Nikki Rickard, Tan Chyuan Chin, and Dianne Anne Vella-Brodrick. "Emotion Regulation in Adolescent Well-Being and Positive Education." Journal of Happiness Studies 19, no. 5 (May 2, 2017): 1543–64. http://dx.doi.org/10.1007/s10902-017-9881-y.

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Kubzansky, Laura D., Jeff C. Huffman, Julia K. Boehm, Rosalba Hernandez, Eric S. Kim, Hayami K. Koga, Emily H. Feig, Donald M. Lloyd-Jones, Martin E. P. Seligman, and Darwin R. Labarthe. "Reprint of: Positive Psychological Well-Being and Cardiovascular Disease." Journal of the American College of Cardiology 72, no. 23 (December 2018): 3012–26. http://dx.doi.org/10.1016/j.jacc.2018.10.023.

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Fredrickson, Barbara L., and Thomas Joiner. "Positive Emotions Trigger Upward Spirals Toward Emotional Well-Being." Psychological Science 13, no. 2 (March 2002): 172–75. http://dx.doi.org/10.1111/1467-9280.00431.

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The broaden-and-build theory of positive emotions predicts that positive emotions broaden the scopes of attention and cognition, and, by consequence, initiate upward spirals toward increasing emotional well-being. The present study assessed this prediction by testing whether positive affect and broad-minded coping reciprocally and prospectively predict one another. One hundred thirty-eight college students completed self-report measures of affect and coping at two assessment periods 5 weeks apart. As hypothesized, regression analyses showed that initial positive affect, but not negative affect, predicted improved broad-minded coping, and initial broad-minded coping predicted increased positive affect, but not reductions in negative affect. Further mediational analyses showed that positive affect and broad-minded coping serially enhanced one another. These findings provide prospective evidence to support the prediction that positive emotions initiate upward spirals toward enhanced emotional well-being. Implications for clinical practice and health promotion are discussed.

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Linley, P. Alex, and Stephen Joseph. "Therapy Work and Therapists' Positive and Negative Well–Being." Journal of Social and Clinical Psychology 26, no. 3 (March 2007): 385–403. http://dx.doi.org/10.1521/jscp.2007.26.3.385.

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Peterson, Christopher, Nansook Park, and Patrick J. Sweeney. "Group Well-Being: Morale from a Positive Psychology Perspective." Applied Psychology 57, s1 (July 2008): 19–36. http://dx.doi.org/10.1111/j.1464-0597.2008.00352.x.

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Bublitz, Melissa G., Laura A. Peracchio, Alan R. Andreasen, Jeremy Kees, Blair Kidwell, Elizabeth Gelfand Miller, Carol M. Motley, et al. "Promoting positive change: Advancing the food well-being paradigm." Journal of Business Research 66, no. 8 (August 2013): 1211–18. http://dx.doi.org/10.1016/j.jbusres.2012.08.014.

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Vodyakha, S. A., and Y. E. Vodyakha. "Correlation of School Well-Being Indicators and the Implicit Theory of Intelligence in Well-Being Schoolchildren." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 26, no. 4 (2020): 134–42. http://dx.doi.org/10.15826/izv1.2020.26.4.078.

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Based on the results of studies by representatives of positive psychology, the authors suggested that one of the most important results of upbringing and instruction in high school is the implicit theory of schoolchild intelligence that is assimilated in the interaction of a teenager with peers, parents and teachers. At present, confidence in the students’ own intellectual viability is considered as priority goals of school education. At the same time, there is a lack of research on the correlation of indicators of implicit theories of intelligence and school well-being. The study involved 169 secondary school students from the 7th to 10th grade of the city of Yekaterinburg. As a result of the study of correlation relationships, the authors found that the adoption of the theory of accumulated intelligence, an enriched personality and the goal of teaching students with a high level of psychological well-being is associated with a positive attitude towards school. The self-esteem of teaching students with a low level of psychological well-being will be positive provided that the adolescent has a positive attitude towards school and teachers, with a negative attitude towards parents.

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Li, Tengyue, Joao Alexandre Lobo Marques, and Simon Fong. "Health and Well-Being Education." International Journal of Extreme Automation and Connectivity in Healthcare 2, no. 2 (July 2020): 42–53. http://dx.doi.org/10.4018/ijeach.2020070105.

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The use of learning analytics (LA) in real-world educational applications is growing very fast as academic institutions realize the positive potential that is possible if LA is integrated in decision making. Education in schools on public health need to evolve in response to the new knowledge and the emerging needs like how to deal with violence or eviction as well as understanding health pandemics like the Corona virus. However, in education, emotion should be considered prior to a full cognition. While negative emotions tend to make one clearly remember data including the minutest detail, positive emotions tend to help one remember more complex things. Using learning analytics, the authors based on LA extended the SCARF model to include social life indicators like happiness. The hypothesis of the extended SSCARF model has been via ignited by the experimentation and data mining from this work with a voluntary teaching program in a local rural school. The results show of SSCARF model reveals that happiness is of more value in the children's learning compared to the material wealth.

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Lactionova, E. B., and M. G. Matyushina. "Theoretical Analysis of the Scientific Approaches to Positive Human Functioning: Happiness, Psychological Well-Being, Subjective Well-Being." Bulletin of Irkutsk State University. Series Psychology 26 (2018): 77–88. http://dx.doi.org/10.26516/2304-1226.2018.26.77.

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Kanekar, Amar, and Manoj Sharma. "COVID-19 and Mental Well-Being: Guidance on the Application of Behavioral and Positive Well-Being Strategies." Healthcare 8, no. 3 (September 12, 2020): 336. http://dx.doi.org/10.3390/healthcare8030336.

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The raging COVID-19 pandemic has been a great source of anxiety, distress, and stress among the population. Along with mandates for social distancing and infection control measures, the growing importance of managing and cultivating good mental well-being practices cannot be disregarded. The purpose of this commentary is to outline and discuss some research-proven positive well-being and stress reduction strategies to instill healthy coping mechanisms among individuals and community members. The authors anticipate that usage of these strategies at the individual and the community level should greatly benefit the mental well-being not only in the current COVID-19 pandemic but also in any future epidemics at the national level.

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Mathew, Jobin, and Cheramadathikudyl Scariya Paulose. "The healing power of well-being." Acta Neuropsychiatrica 23, no. 4 (August 2011): 145–55. http://dx.doi.org/10.1111/j.1601-5215.2011.00578.x.

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Neuroendocrine system plays an important role in modulating our body functions and emotions. At the same time, emotions implicate a pivotal role in the regulation of brain function and neuroendocrine system. Negative affective states such as depression and stress are associated with premature mortality and increase the risk of various fatal diseases. It has been suggested that positive affective states are protective and improve our health and productiveness. Several potential mechanisms have been posited to account for these associations including improved health behaviour, direct physiological benefits, enhanced resistance and recovery from stress among individuals with high versus low positive emotional resources. This review summarises information concerning the neuronal and hormonal systems in mood, impact of negative and positive affective states on the level of cortisol, epinephrine, serotonin, dopamine and endorphins. The functional correlation of neuronal and hormonal systems in the development of diseases and their ability to enhance health-relevant biological processes are also evaluated.

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Keleher, Julia, Meifen Wei, and Kelly Yu-Hsin Liao. "Attachment, Positive Feelings about Being a Lesbian, Perceived General Support, and Well-Being." Journal of Social and Clinical Psychology 29, no. 8 (October 2010): 847–73. http://dx.doi.org/10.1521/jscp.2010.29.8.847.

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