Exploring the Causes of Subjective Well-Being: A Content Analysis of Peoples’ Recipes for Long-Term Happiness

This study set out to explore conceptions of the elements or ingredients that lead to long-lasting happiness. A content analysis (Smith in Handbook of research methods in social and personality psychology. Cambridge University Press, Cambridge, 2000; Weber 1990) coded 201 respondents’ (18–84 years old) written happiness recipes for the mention of a priori (pre-defined from a literature review) and empirical (from a pilot study) content analysis categories. These were organized into six dimensions (i.e. Personality, Circumstances, Social Relationships, Behavioral Activities, Cognitive Activities and Volitional Activities) based on a model of the causes of long-term happiness (Lyubomirsky et al. in Rev Gen Psychol 9(2):111–131, 2005b). Participants were happy and mentally healthy. An overwhelming majority of responses referred to Social Relationships such as with Family, Friends and Partners, supporting the assertion that relationships are necessary for happiness (Diener and Oishi in Psychol Inquiry 16(4):162–167, 2005; Diener and Seligman in Psychol Sci Public Interest 5(1):1–32, 2002). Participants frequently mentioned Circumstances such as Health despite the fact these have been found to have a minimal influence over long-term happiness (Argyle in The foundations of hedonic psychology. Russel Sage Foundation, New York, 1999). Respondents mentioned a variety of New Behavioral Activities (e.g. time in Nature) that could offer a list of active leisure pursuits for use in happiness interventions. Finally, participants spoke of the importance of Social Values and having a Philosophy of Life (New Cognitive Activities). A recipe for long-term happiness is proposed based on past and current findings.     

Can Students be Too Happy in School? The Optimal Level of School Satisfaction

Research to date has assumed linearity in the relationships been school satisfaction (SS), with more positive presumed outcomes associated with increasing levels of school satisfaction (cf. Huebner & Gilman, 2006). Given recent concerns over possible negative consequences associated with the very highest levels of general subjective well-being (Oishi, Diener, & Lucas, 2007), this study investigated the relationships of very high levels of SS, in particular, to measures of academic achievement and interpersonal relationships among middle school students. Analyses based on those of Oishi et al. demonstrated that for both academic achievement and interpersonal relationship measures, the non-linear effect was not significant for this sample of US middle school students. Limitations of the study as well as implications for future research are discussed.     

The Contribution of Job Happiness and Job Meaning to the Well-Being of Workers from Thriving and Failing Companies

In a time of global economic crisis, workers’ well-being is of paramount concern for both organizations and society at large. Conceptualizations within positive psychology distinguish between hedonic and eudaimonic well-being components, and call for the need to include them in an integrated perspective. Within this framework, the present study aimed at investigating the impact of situational uncertainty on eudaimonic and hedonic well-being, and the spillover effects of work into individuals’ lives. Data were collected from 85 Italian employees at a thriving insurance company and at a failing one. Participants were administered Job Content Questionnaire, Eudaimonic and Hedonic Happiness Investigation, Satisfaction with Life Scale, and Psychological Wellbeing Scales. Data were analyzed through hierarchical regression analyses. Concerning well-being at work, employees at the failing company reported higher job insecurity and lower job happiness compared to employees at the thriving company, while job meaning scores did not differ between groups. Concerning general well-being, an unexpected positive association was found between positive relations and situational uncertainty. A spillover effect of job happiness and meaning on life satisfaction, environmental mastery, and autonomy was also detected. In particular, a moderating effect of job meaning was identified, showing that attributing high importance to one’s job had wide affective consequences, spilling over to global life evaluations. Findings bring forward practical suggestions for well-being promotion, in terms of shifting domain importance (Wu Journal of Happiness Studies 10:37–47, 2009), and investing in multiple life areas (Sirgy and Wu Journal of Happiness Studies 10:183–196, 2009) for the promotion of a balanced life.     

Exploration of “Good Mother” Stereotypes in the College Environment

This study extends research on the good mother stereotype by examining students’ perceptions of other students who return to school after having a child. Undergraduate students attending either community college or a 4-year southeastern university within the United States were asked to review a vignette in which a mother’s decision to return to college and her role satisfaction were manipulated. The 205 participants rated the woman who elects to continue her education shortly after the birth of a child as significantly less feminine, more dominant, more arrogant-calculating and cold-hearted, and less warm-agreeable than the mother who discontinued her education. The impact of these results is discussed in the context of Tinto’s (Review of Educational Research 45, 89–127, 1975) classic theory of student retention and Eagly and Steffen’s (Journal of Personality and Social Psychology 46, 735–754, 1984) theory of gender stereotypes.     

The relationship between intrinsic motivation and academic achievement for first generation Latino college students

Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in Coll Stud J 33:198–205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary, middle school and high school student populations (Areepattamannil in Soc Psychol Educ 15:367–386, 2012; Crumpton and Gregory in J Educ Psychol 104:42–53, 2011; Lepper et al. in J Educ Psychol 92:184–196, 2005). Despite the fact that many studies using college student samples have also shown the positive role of intrinsic motivation with achievement outcomes (Harackiewicz et al. in Educ Psychol 33:1–21, 1998; Simons et al. in Br J Educ Psychol 74:343–360, 2004; Vallerand and Bissonnette in J Pers 60:599–620, 1992), few studies focus on Latino samples. We expect that intrinsic motivation may play an important role in the academic achievement of Latino students, particularly first generation college students. The current review will examine self-determination theory, including intrinsic motivation and extrinsic motivation, as well as relevant research pertaining to the connection between intrinsic motivation and academic achievement. The relationship between intrinsic motivation and academic achievement for first generation Latino college students will be examined along with ways to increase intrinsic motivation and academic achievement in turn. Implications for future research will be discussed.     

Tempo and Temperament: A Music Lesson on the Significance of Time for the Art of Pastoral Care

This article will focus on the relationship between tempo and temperament and the power of music to facilitate healing, especially for individuals who struggle with temperament or mood disorders, by examining briefly how individuals diagnosed with depression may be helped by listening to or performing music as a form of treatment. Current research into the “science” of music is providing concrete evidence for the reality that musicians and music therapists have long intuited to be true–music does have the capacity to facilitate healing by influencing brain activity and altering moods (Cambell and Doman 2011; Levitin 2007, 2008; Mannes 2011; Powell 2010; Pruyser 1983; Rose 2004). Insofar as music is an integral part of most worship traditions, it provides a common ground for conversation that may seem more natural and less formidable to ministers and lay people alike than the structures of conventional counseling or care-giving relationships, especially for those who have a tendency to be suspicious of all things psychological.     

Margaret R. Miles’ Augustine and the Fundamentalist’s Daughter: An Eriksonian Perspective

My perspective on Margaret R. Miles’s Augustine and the Fundamentalist’s Daughter is informed by Erik H. Erikson’s life cycle model (Erikson 1950, 1959, 1963, 1964, 1968a, b, 1982; Erikson and Erikson 1997) and, more specifically, by my relocation of his life stages and their accompanying human strengths (Erikson 1964) according to decades (Capps 2008). I interpret Miles’s account of her life from birth to age forty as revealing the selves that comprise the composite Self (Erikson 1968a) that come into their own during the first four decades of the life cycle, i.e., the hopeful, willing, purposeful, and competent selves     

Importing Logics

The novel notion of importing logics is introduced, subsuming as special cases several kinds of asymmetric combination mechanisms, like temporalization [8, 9], modalization [7] and exogenous enrichment [13, 5, 12, 4, 1]. The graph-theoretic approach proposed in [15] is used, but formulas are identified with irreducible paths in the signature multi-graph instead of equivalence classes of such paths, facilitating proofs involving inductions on formulas. Importing is proved to be strongly conservative. Conservative results follow as corollaries for temporalization, modalization and exogenous enrichment.     

Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program

We present a conceptualization and a 2?year program of autonomy-supportive I?CThou dialogue among teachers and students that is based on self-determination theory (Deci and Ryan in Psychol Inq 11(4):227?C268, 2000) and Buber??s (1960) philosophy. The program was applied in 18 seventh grade classes (420 students). Findings showed: (a) increases in positive emotions and in perceptions of teachers as conducting more dialogue on the relevance of studies to students?? lives, and (b) decreases in negative emotions and in classroom violence. The findings highlight the importance of autonomy-supportive I?CThou dialogue and suggest that such dialogue might help adolescents to experience studying and school as more pleasant and secure.     

Living with Gratitude: Spouse’s Gratitude on One’s Depression

Research has shown that gratitude makes people happier (McCullough and Tsang in Psychol Gratitude, Oxford University Press, pp 123–141, 2004; Wood et al. in Clin Psychol Rev 30(7):890–905, 2010), healthier (McCullough et al. in J Pers Soc Psychol, 86(2):295–309, 2004), more considerate (Bartlett and DeSteno in Psychol Sci 17(4):319–325, 2006), and better evaluated (Gordon et al. in Pers Individ Differ 50(3):339–343, 2011), enabling more stable relationships (Algoe et al. in Pers Relationsh 17(2):217–233, 2010; Algoe et al. in Emotion 8(3):425–429, 2008; Lambert et al. in Psychol Sci 21(4):574–580, 2010). However, no study has extended research beyond individual persons to investigate the impact of one’s gratitude on the mental well-being of those who surround her or him. Thus, we tested this possibility and found in Study 1 that within marriage, husbands’ depositional gratitude negatively correlated with their wives’ depressive emotion. The results of Study 2 validated Study 1 by showing that a wife’s depression would be relatively palliated if her husband was assigned to express appreciation to her and not share daily hassles. While a causal relationship was demonstrated as hypothesized, a difference between genders also emerged. We discuss in particular the latter in terms of its mechanism, limitations, and practical implications for marriage.     

Disrupting the Coloniality of Being: Toward De-colonial Ontologies in Philosophy of Education

This essay works to bridge conversations in philosophy of education with decolonial theory. The author considers Margonis?? (1999, 2011a, b) use of Rousseau (1979) and Heidegger (1962) in developing an ontological attitude that counters social hierarchies and promotes anti-colonial relations. While affirming this effort, the essay outlines a coloniality of being at work in Rousseau and Heidegger through thier reliance on the colonial conceptualization of African Americans and Native Americans as savage and primitive. The essay turns to decolonial theory and the work of Maldenado-Torres (Cult Stud 21(2?C3):240?C270, 2007, 2009) to highlight how a decolonial attitude complicates, yet enriches Margonis?? philosophical framework.     

Alpha to Omega: A Neurological Analysis of Marital Conflict in a Pilot Study

Although the linkage between health and marriage has been noted (e.g., Hayward and Gorman in Demography 41:87–107. doi:10.1353/dem.2004.0005, 2004; Kaplan and Kronick in J Epidemiol Community Health 60:760–765. doi:10.1136/jech.2005.037606, 2006; Schoenborn in Marital status and health: United States, 1999–2002. Advance data from vital and health statistics. National Center for Health Statistics, Hyattsville, MD, 2004), understanding the connection between neurological and behavioral phenomena in marital relationships has yet to be tackled. This pilot study attempted to address this limitation by analyzing electrical brain activity during a conflict interaction between married couples. Results generally supported the work of Lazarus (Emotion and adaptation. Oxford University Press, Oxford, 1991) and Harmon-Jones et al. (J Pers Soc Psychol 82:610–618. doi:10.1037//0022-3514.82.4.610, 2002); individuals that felt like they were in an action-possible situation revealed relatively higher left hemispheric activity in the frontal region of the brain.     

Desire for control,perception of control: their impact on autonomous motivation and psychological adjustment

The purpose of the present research was to test the relevance of a theoretical framework based on the matches and the mismatches between desire for control and perception of control (Evans et al. in Br J Psychol 84(2):255–273, 1993), in order to predict autonomous motivation (Deci and Ryan in Intrinsic motivation and self-determination in human behavior. Plenum, New York, 1985, 2012), depression, and anxiety (Bradley in Handbook of psychology and diabetes: A guide to psychological measurement in diabetes research and practice. Harwood Academic Press, Chur, 1994; Bruchon-Schweitzer in Psychologie de la Santé: Modèles, concepts et méthodes. Dunod, Paris, 2002). Two prospective studies were run among undergraduate students. Results of Study 1 confirmed the relevance of Evans et al.’s (in Br J Psychol 84(2):255–273, 1993) theoretical framework. More specifically, four clusters reflecting different levels of desire for control and perception of control were found. Moreover, results revealed that profiles characterized by high scores on both desire for control and perception of control were more autonomously motivated than those characterized by the three other possible combinations. Results of Study 2 replicated those of Study 1 and showed that participants combining a low desire for control and a high perception of control were the less depressed, followed by participants with high scores on both measures. No significant effects were found for anxiety.     

Effects of Self-Reported Wisdom on Happiness: Not Much More Than Emotional Intelligence?

Wisdom and emotional intelligence are increasingly popular topics among happiness scholars. Despite their conceptual overlap, no empirical research has examined their interrelations and incremental predictive validities. The aims of this study were (a) to investigate associations between multidimensional conceptualizations of self-reported wisdom (Ardelt in Res Aging 25(3):275–324, 2003, 2004) and emotional intelligence (Davies et al. in J Pers Soc Psychol 75:989–1015, 1998) and (b) to examine the joint effects of self-reported wisdom and emotional intelligence on dimensions of happiness (life satisfaction as well as positive and negative affect). Data were provided by two samples: 175 university students and 400 online workers. Correlations between a composite wisdom score, a composite emotional intelligence score, and happiness facets were positive and moderate in size. Regression analyses showed that the effects of composite wisdom on life satisfaction and positive affect (but not negative affect) became weaker and non-significant when composite emotional intelligence was controlled. Additional analyses including three dimensions of the self-reported wisdom (cognitive, reflective, and affective wisdom) and four dimensions of emotional intelligence (self- and others-emotions appraisal, use and regulation of emotion) revealed a more differentiated pattern of results. Implications for future research on wisdom and happiness are discussed.     

Inconsistency and scientific realism

I erect a framework within the semantic view of theories for explaining the empirical success of internally inconsistent models and theories, with scientific realism in mind. The framework is an instance of the ‘content-driven’ approach to inconsistency, advocated by both Norton (Philos Sci 54:327–350, 1987) and Smith (Stud Hist Philos Sci 19:429–445, 1988a, In: Fine A, Leplin J (eds) PSA1988, 1988b), whose ideas my analysis aims to clarify and substantiate.     

Social Capital and Individual Happiness in Europe

This paper explores the relationship between social capital and happiness both in Europe as a whole, as well as in its four main geographical macro-regions—North, South, East and West—separately. We test the hypothesis of whether social capital, in its three-fold definition established by Coleman (Am J Sociol 94:S95–S120 1988)—trust, social interaction, and norms and sanctions—influences individual happiness across European countries and regions. The concept of social capital is further enriched by incorporating Putnam (Making democracy work—civic traditions in modern Italy. Princeton University Press, Princeton, 1993) and Olson (The rise and decline of nations—economic growth, stagflation, and social rigidities. Yale University Press, New Haven and London, 1982) type variables on associational activity. Using ordinal logistic regression analysis on data for 48,583 individuals from 25 European countries, we reach three main findings. First, social capital matters for happiness across the three dimensions considered. Second, the main drivers of the effects of social capital on happiness appear to be informal social interaction and general social, as well as institutional trust. And third, there are significant differences in how social capital interacts with happiness across different areas of Europe, with the connection being at is weakest in the Nordic countries.