Well-being, Happiness and Why Relationships Matter: Evidence from Bangladesh

Although Bangladesh is known as one of the poorest and most densely populated countries in the world, qualitative research and anecdotal evidence suggests its people report levels of happiness that are higher than those found in many other countries. This includes ‘developed’ countries where people have larger per capita incomes and can access a wider range of public services and goods. The paper explores this apparent paradox by analysing primary quantitative and qualitative data, and engaging with existing literature on happiness and objective wellbeing in Bangladesh. The data and analysis presented makes an original and timely contribution to the limited knowledge we have of the construction and experience of happiness and life satisfaction in contexts of extreme and persistent economic poverty. It identifies and offers insights into the ‘personal’ as well as social or ‘relational’ values and goals that people in Bangladesh consider important to achieve happiness in life. It also reflects on how different people experience these values and goals in very different ways. This, we argue, leads to a better understanding of the influence of the social and cultural context in the construction of people’s happiness. In the conclusion, we reflect on the policy implications of our findings.

Political support for self-determination,wealth, and national subjective well-being

The present paper explored the relation of wealth and support for self-determination to national subjective well-being (SWB). Support for self-determination was considered from both a political and cultural values standpoint. The results confirmed associations between wealth, support for self-determination, and well-being in a large sample of countries. Importantly, political and cultural value supports for self-determination remained significantly associated with national well-being (as measured by happiness reports and life expectancy) even after controlling for national differences in wealth.

Terrorism,Post-traumatic Stress,Coping Strategies,and Spiritual Outcomes

This mail survey measured post-traumatic stress symptoms, spiritual and non-spiritual coping strategies, and positive spiritual outcomes following the tragedies of 9/11/01 in a national, random sample of 1,056 Presbyterians. Respondents reported mild to moderate degrees of re-experiencing and hyper-arousal symptoms of post-traumatic stress, unrelated to location or knowing someone involved. People experiencing high stress used greater frequency and variety of both spiritual and non-spiritual types of coping strategies. Positive spiritual outcomes were remarkably related to positive spiritual coping strategies, in contrast to no association with negative coping. This study illustrates the significant degree of post-traumatic stress experienced with vicarious exposure and a wide spectrum of coping strategies used following the major terrorist attacks.

Kant and Wittgenstein: Common Sense,Therapy, and the Critical Philosophy

Kant’s reputation for making absolutist claims about universal and necessary conditions for the possibility of experience are put here in the broader context of his goals for the Critical philosophy. It is shown that within that context, Kant’s claims can be seen as considerably more innocuous than they are traditionally regarded, underscoring his deep respect for “common sense” and sharing surprisingly similar goals with Wittgenstein in terms of what philosophy can, and at least as importantly cannot, provide.

Student perceptions and motivation in the classroom: exploring relatedness and value

According to Self-Determination Theory, feelings of relatedness and value of a behavior are critical factors that affect internalization and integration. The purpose of the current study was to identify factors that influence relatedness and value in an academic setting. Specifically, the study investigated the effects of autonomy, mastery goals, performance-approach goals, and performance-avoidance goals, on two dependent variables: relatedness to the professor and value of the course. Participants were 222 undergraduate students (90 males) enrolled in introductory psychology classes. Linear regression analyses showed a statistically significant effect of mastery goals and autonomy on relatedness such that higher scores were associated with greater relatedness. A similar pattern emerged for value. Neither performance-approach nor performance-avoidance goals were significantly associated with relatedness or value. Theoretical and practical contributions are discussed.

The paradox of happiness: towards an alternative explanation

There is a common empirical finding in many countries that substantial increases in real per capita income do not correspond to equivalent increases of individual happiness. These findings have puzzled many economists that some have called the “paradox of happiness”. There have been a number of explanations regarding this paradox. This paper attempts to tackle the paradox of happiness by employing the idea of hierarchical choice. The hierarchical approach implies that there are some basic human needs which must be satisfied before non-basic needs come into the picture. The paper argues that the hierarchical structure of needs implies that the satisfaction of basic needs provides substantial increases to individual happiness compared to the subsequent satisfaction of secondary needs. This might also be an alternative explanation of empirical findings showing a positive relationship between income and happiness up to certain level of income. It can also be combined with existing explanations of the paradox and thus enhance our understanding of the issue.

Happiness,Faith, Friends,and Fortune—Empirical Evidence from the 1998 US Survey Data

This paper studies both pecuniary and non-pecuniary factors affecting happiness—an issue that has sparked a great deal of interest in the economic literature. Using an ordered Probit model and the 1998 general social survey (GSS) data, the paper empirically demonstrates the extent to which socioeconomic and demographic variables along with faith and emotionally based factors may determine happiness. The 1998 survey was conducted nearly at the conclusion of one of the longest economic expansion—a high income low inflation era in the US history. However, the findings tend to suggest that the absolute value of nominal income insignificantly, but non-pecuniary elements (faith and emotionally based factors including financial security) significantly determine happiness.

The China Puzzle: Falling Happiness in a Rising Economy

Over the 1990–2000 decade happiness in China plummeted despite massive improvement in material living standards. This finding contradicts the notion that income growth at low living standards leads to gains, not losses, in happiness. We explain this puzzle by drawing on a specific version of relative deprivation theory, the concept of “frustrated achievers.” Our major finding is that income inequality in China became increasingly skewed towards the upper income strata, so that related to the average income the financial position of most Chinese worsened. Consequently, financial dissatisfaction rose and became an increasingly important factor in depressing happiness. Other negative feelings emerging with rapid transitions, such as anomie and disaffection, show a less depressive effect on Chinese happiness. We conclude with some speculations about the applicability of our findings to transition economies in general.

Individual,Family, Peer,and Academic Characteristics of Male Juvenile Sexual Offenders

This study examined the individual functioning, interpersonal relations, and academic performance of 115 male juveniles who were divided into 5 demographically matched groups (sexual offenders with peer/adult victims, sexual offenders with child victims, violent nonsexual offenders, nonviolent nonsexual offenders, and nondelinquent youths). Parents and youths completed self-report instruments, behavior rating inventories, and a videorecorded interaction task, and teachers completed a rating measure. Results showed that juvenile sexual offenders, like juvenile nonsexual offenders, had more behavior problems, more difficulties in family and peer relations, and poorer academic performance than did nondelinquent youths. However, juvenile sexual offenders and nonsexual offenders did not differ on any of the measures of individual or interpersonal adjustment. The implications of these findings for research, theory, and treatment are discussed.

Ego involvement moderates the assimilation effect of affective expectations

Based on the affective expectations model and research on mental effort mobilization, two experiments manipulated affective expectations (no expectations versus positive expectations) and ego involvement (low versus high) and assessed participants’ affective reactions to hedonically neutral stimuli. In Experiment 1, evaluations were more positive when participants had positive expectations about neutral photos—but only when ego involvement was low. High ego involvement neutralized this affective expectation assimilation effect. Experiment 2 replicated these findings for experienced mood after reading a hedonically neutral short essay. Furthermore, high ego involvement led to longer response latencies in the affect ratings in Study 1. The findings support the idea that high ego involvement resulted in relatively high mental effort that was necessary to detect discrepancies between affective expectations and stimuli’s real affective potential and therefore moderated the assimilation effect to affective expectations.

Are There Stable Factors in Preadolescent Girls’ Externalizing Behaviors?

Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity, relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression). There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.

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Effect of task presentation on students’ performances in introductory statistics courses

Research on academic learning indicates that many students experience major difficulties with introductory statistics and methodology courses. We hypothesized that students’ difficulties may depend in part on the fact that statistics tasks are commonly viewed as related to the threatening domain of math. In two field experiments which we carried out in the ecological context of introductory statistics courses, the representation of a statistics task administered to undergraduate students in Psychology (Study 1; n = 127) and Biology (Study 2; n = 166) was manipulated. In both studies we found that students who reported the least favorable prior attainments in math had their performance thwarted when the task was presented as related to the math domain, whereas no performance impairment was observed when the task was presented as related to the verbal/linguistic domain. Implications of the findings for the design and delivery of introductory statistics and research methodology courses are discussed.

The Effects of Helper Intention on Gratitude and Indebtedness

Gratitude and indebtedness have often been equated in psychology. Emerging research, however, suggests that these emotions are experienced differently and occur in response to different situations (Gray, Emmons, & Morrison, 2001). The current set of experiments investigated the effects of helper intention on grateful and indebted reactions to a favor. Study 1 utilized scenario methodology to present participants with a favor that was given with benevolent or ulterior motives. Participants felt significantly more grateful when the helper had benevolent intentions. Reactions of indebtedness did not vary as a function of helper intention. In Study 2, participants recalled favors that had been done for them for either unselfish or selfish reasons. Participants reported significantly more gratitude for the favor when they were instructed to recall an unselfish favor. Levels of indebtedness were not affected by helper intention. Study 3 provided participants with an ambiguous favor scenario to better assess individuals' natural reactions to receiving help, and replicated the results of Study 1. Together, these three experiments provide support for differences between grateful and indebted emotions.

The roles of ethnic identity,anti-white attitudes,and academic self-concept in African American student achievement

Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at a historically Black university. A hypothesized path model was proposed that included ethnic identity, attitudes toward other ethnic groups, anti-white attitudes, perceptions of caring faculty, academic self-concept, and devaluing academic success. The path analysis model explained 27% of the variance in grade point average and revealed three direct effects on grade point average: (a) academic self-concept (positive), (b) devaluing academic success (negative), and (c) anti-white attitudes (negative). Ethnic identity was indirectly linked with grade point average (GPA) through academic self-concept and devaluing academic success. Tests of two alternative nested models suggest that even in an indirect role, ethnic identity may be more important than anti-white attitudes in a model of African American academic achievement.

Positive Mood and Future-Oriented Self-Evaluation

When individuals think about their future, feedback on their strengths and weaknesses may often serve as a useful source of information. Three studies investigated the influence of positive and neutral moods on feedback seeking. In Studies 1 and 2, positive mood increased interest in feedback about weaknesses when this information was useful for self-assessment and self-improvement. But when the feedback was not useful for these superordinate, long-term goals then positive mood directed participants’ interest to strength-focused feedback, thereby serving short-term, affective concerns (e.g., feeling good about oneself). Study 3 directly manipulated self-evaluative goals. When a learning goal was activated, positive mood increased interest in weaknesses-focused feedback, but when an affective goal was activated, positive mood increased interest in strength-focused feedback. These results support our hypothesis that positive mood attunes individuals to the relationships of goals and means, thus promoting actions that serve primary goals.

It’s not just what you know, it’s who you know: Testing a model of the relative importance of social networks to academic performance

Applying three mathematical modeling techniques, this study proposes and tests the fit of an academic performance model, and then estimates the relative importance of four performance predictors: academic ability, performance goal orientation, educational technology use, and social network density. Drawing on social network theory, findings from this study show that social network density is a statistically important and unique predictor of academic performance, suggesting that “who you know” matters in large classroom settings. However, this study also indicates that academic ability is the most dominant factor in the explanation of academic performance. Practical and theoretical implications for enhancing academic performance through social networks are discussed.

The Happy-Productive Worker Thesis Revisited

Despite extensive research on the subject spanning over 70 years, uncertainty still remains as to whether happier workers are in fact more productive. This study combined longitudinal prospective and experience sampling methods to examine the relationship between happiness and self-reported productivity among Directors employed in the public and private sectors. Analyses at a trait level suggested happy people were more productive. Similarly, at the state level of analysis, people were more productive when they were happier. Among the happiness indicators examined (job satisfaction, quality of work life, life satisfaction, positive affect, and negative affect) positive affect was most strongly, but not exclusively, tied to productivity at both the state and trait levels. Discussion focuses on reconciling a long history of mixed findings regarding the happy-productive worker thesis.

Freedom and Practical Reason

Practical reasons, roughly, are reasons to have our desires and goals, and to do what might secure these goals. I argue for the view that lack of freedom to do otherwise undermines the truth of judgments of practical reason. Thus, assuming that determinism expunges alternative possibilities, determinism undercuts the truth of such judgments. I propose, in addition, that if practical reason is associated with various values in a specified way, then determinism precludes such values owing to determinism's imperiling practical reason.

Spare the Rod? Ideology,Experience, and Attitudes Toward Child Discipline Among Presbyterian Clergy

Despite the recurrent public and academic controversies over the issue of corporal punishment, few studies have examined the attitudes of clergy members. This oversight is noteworthy, because clergy members may influence the beliefs and behaviors of church members and others via their roles in parish ministry, counseling, and civic leadership. Our study addresses this gap in the research literature using data from a nationwide sample of Presbyterian Church (USA) clergy members. Key findings include the following: (a) Approval of corporal punishment is higher among male, non-white, less affluent, and parish (vs. specialized) clergy; (b) Theological conservatism is unrelated to corporal punishment attitudes, but political conservatism and Republican Party leanings are strongly predictive of greater approval of physical discipline; and (c) Clergy members who know someone in their congregation who has experienced abuse are less supportive of the corporal punishment of children, although direct personal experiences with physical or emotional abuse are less consistently related to corporal punishment attitudes. Several implications and promising directions for future research are discussed.