Research interest in topics such as happiness, the quality of life, and the experience of well-being has dramatically increased in the past four decades. Global measures of Subjective Well-Being (SWB) have long held a prominent position in this burgeoning body of research (Diener, 1984; Pavot, 2008). Despite their widespread acceptance and use, the validity and utility of global measures of SWB have been challenged at several levels of analysis. These critiques have ranged from the conceptual basis of SWB (e.g. Ryan & Deci 2001; Ryff, 1989; Ryff & Singer, 2008) to very specifi c concerns about the context of the assessment situation and the cognitive processes involved in formulating a response to such measures (Pavot & Diener, 1993a; Schimmack & Oishi, 2005; Schwarz, & Strack, 1999). The purpose of this paper is to review and address some of the more prominent critiques of global measures of SWB, and to discuss methodological procedures and strategies for minimizing threats to the validity and increasing the utility of global measures of SWB.
Good mental health in childhood and adolescence is a prerequisite for optimal development, effective learning, build satisfying relationships with people, taking care of one’s own physical health, and self-management in adult life. Psychological well-being means life satisfaction and covers various aspects of life: school, family, friends, hobbies, etc. Thus, the status of well-being among students is vital for their psychological functioning. The aim of the present study was to identify selected aspects of the mental well-being of students at different stages of education. Study participants included fifty-nine students aged between 12 and 19 years (both males and females). The participants filled out a questionnaire concerning various aspects of life satisfaction and social functioning, designed specifically for the study. The results show that girls are more satisfied from their lives than boys, but they assess their own’s coping competencies lower than boys. Younger students show higher levels of general life satisfaction and better coping skills, although they more often have conflicting relationships with teachers. The results suggest that particular attention should be paid to older students, especially girls.
Anna Porczyńska-Ciszewska, Intellectual Disability and Experiencing Happiness. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 51-66. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.03 Although it may be challenging to unambiguously recognize and define it, the notion of experiencing happiness, a constituent of psychological well-being, is undoubtedly one of the key traits featuring every person, whether intellectually fit or disabled. The feeling of happiness plays a significant role when coping with various types of situations including also the circumstances faced by an intellectually disabled person. Due to the diversity and multeity of the dimensions where it occurs, the experience of happiness can be subject of analyses from various stances, including the viewpoint of an intellectually disabled person. It seems that the disabled individual’s ability to deal with difficulties, which also influences efficiency of the rehabilitation process, is actually determined by the feelings of happiness, content and optimism, all of which remain in a relation with one’s personality, life situation,and conditions in which they live. The article draws attention to the subject of experiencing happiness by and psychological well-being of intellectually disabled people. It emphasizes the possibility of both theoretical and practical applications of assumptions of positive psychology as a requisite condition for the optimization of functioning of intellectually disabled people. Beyond any doubt, due care for the intellectually disabled people’s experience of happiness and psychological wellbeing is one of the most crucial requirements of their rehabilitation process as “positive states of mind (…) provide the power to struggle with adversities of life”
This study examined rural and urban Chinese adolescents’ (aged 13–19 years, N = 395) attitudes toward children’s self-determination and nurturance rights, and how these attitudes relate to various dimensions of socialization in their family and school environments, including perceptions of parental and teacher autonomy support and responsiveness and family and school democratic climate. Relations between these variables and psychological well-being also were examined. Perceived parent and teacher autonomy support and responsiveness and democratic climate differentially predicted attitudes toward each type of right and were positively correlated with adolescents’ psychological well-being. Our findings suggest that environments that are structured more democratically and that are responsive to children’s autonomy needs contribute to their psychological health and well-being in diverse cultural settings.
The broadly understood human functioning in the situation of professional work is the subject of interest in many fields of science. Nowadays, more and more often the attention of theoreticians and psychologists - researchers focuses on issues related to occupational burnout experienced in the workplace, ways of dealing with it and its consequences manifest in many spheres of human life. Particularly exposed - on the effects of professional burnout - by a social group are representatives of high-risk occupations. Analyzing the theoretical and empirical aspects of the impact of burnout on the functioning of people, an attempt was made to answer the question: What conclusions can be drawn in order to strengthen the welfare of members of disposable groups?
Psychological well-being is treated in psychology as a constitutive element of quality of life, expressed in a subjective aspect, determining the satisfaction of the individual with personal life, or also treated as a synonymous term. Most psychological theories focus on the subjective approach, in which quality of life is understood as psychological well-being units (Bartosz, Klebaniuk, 2006; Czapiński, 2008;, Derbis, 2000; Diener, Lucas, Oishi, 2008; veenhoven, 1996, 2005; Zalewska, 2003). In this perspective, various aspects of life are assessed from the perspective of the individual who performs the assessment process using their own individual criteria. Mental well-being indicates an individual experience of contentment and happiness in life. This assessment includes both cognitive judgments about the sense of satisfaction and fulfillment, as well as emotional responses to occurring events. In this sense, psychological well-being is a broad concept that enables people to make judgments about their lives, instead of relying on external quality assessments of their own lives.
The broadly understood human functioning in the situation of professional work is the subject of interest in many fields of science. Nowadays, more and more often the attention of theoreticians and psychologists - researchers focuses on issues related to stress experienced in the workplace, ways of dealing with it and its consequences manifesting in many spheres of human life. Particularly exposed - on the negative effects of stress - by a social group are representatives of high-risk occupations. Analyzing the theoretical and empirical aspects concerning the impact of stress on the functioning of people, an attempt was made to answer the question: What conclusions can be drawn in order to strengthen the welfare of members of disposable groups?
Introduction The research is based on the theory that a high level of optimism of an individual correlates with the indicators of subjective well-being.Aim of the Study To test two problem issues. The first one was: is there any statistically significant correlation between the indicators of psychological well-being and a high level of optimism? The second was: did the respondents with higher levels of income also have higher indicators of psychological well-being?Materials and Methods Ryff''s Scales of Psychological Well-Being and Seligman's Attributional Style Questionnaire. The statistical method for the analysis of correlation was done with the help of Pearson's correlation coefficient.Results No statistically significant correlation was found between the indicators of the personality's positive sense of self and high level of optimisms, but it could be related to the low indicator of inner validity in Seligman's test (Cronbah's alpha: .3). As the test has not been standardised in Latvia, it could be the reasons for its low validity. Nevertheless, the analysis of the qualitative data obtained in the research showed that on the level of tendencies there is a correlation between the level of optimism and separate indicators of psychological and subjective well-being: personal development, sense of significance of one's life, relationships with other people.To test the second problem issue of the research, Ryff's Scales of Psychological Well-Being was used, and the results were correlated to the level of monthly income stated by the respondents. The statistical method for finding a correlation between two attribute features was done by using the criterion of chi-square.Conclusions The results confirmed that there is a statistically significant correlation between the level of a respondent's income and his/her psychological well-being.
The study focuses on the quality of psychological well-being of college students, identifying gender differences in areas of psychological well-being such as autonomy, environmental management, personal growth, positive relationships, meaning of life and self-acceptance. Simultaneously, the study verifies the relationship between psychological well-being and coping, which is understood as the dispositional ability to deal with life situations (Carver, Scheier, Weintraub, 1989). Psychological well-being is understood in accordance with Ryff’s concept (1995). According to the author, the concept is multifactorial determined and influenced by the humanistic psychology, by the theory of psychological development of Erikson, Allport’s conception of maturity, the concept of Jung and Rogers, Bühlers theory of basic life tendencies (Ryff, Keyes, Hughes, 2003; Blatný, 2010). To determine the quality of psychological well-being was used Ryff’s multidimensional scale (1989), and to discover the adaptive/maladaptive strategies of coping management was used the COPE questionnaire (Carver, Scheier, Weintraub, 1989). The study sample consisted of (N = 120) adolescents, 68 women AM women = 22.78; 52 men, AM men = 23.50. The research results point to differences in psychological well-being among male and female students. It occurs, that men have higher rate of autonomy and women interpersonal relationships. The total rate of psychological well-being of both men and women have the average psychological level of psychological well-being. The relationship between psychological well-being and coping strategies point to the significance of a protective factor that can be considered on the basis of research findings the positive reinterpretation. The risk factor can be considered a strategy of distraction, withdrawal (resignation). Women underlie more social pressure of the environment. The reason may be the different definition of the social role of man and woman where from a man is expected to be the provider oriented to a career of success, while the role of a woman is to maintain harmonic relationships in the family. The need to create social relationships is the reason for their efforts to establish confidential and satisfactory interpersonal relationships. Male students against female students are more able to withstand social pressure, their behavior is subject to more assessment according to their own criteria and values. In the overall of psychological well-being we not found any gender differences, which can be attributed to a high degree of motivation and volunteer activity as well as for male and female students, the development of their needs related to professional practice in selected professions. It can be said that gender differences between male and female college students refer only to specific areas of psychological well-being, not its overall quality.
Contemporary research trends in the area of social support of people at risk or suffering from trauma focus on the analysis of the salutogenic model which describes resources, strengths and potential of individuals, allowing them to counteract the consequences of the crisis experienced. The article presents phenomenon of posttraumatic growth in parents of children with autism which is the result of remedial strategies used by people in the face of trauma, which is the diagnosis of autism in a child. It turns out that the child's disability in the family not only brings with it hardships and sacrifices, but also can be a turning point for growth changes conducive to the spiritual, relational and emotional development of a family, giving family life a new, better quality.
Previous research on LGB parenting is dominated by comparing the LGB families to traditional families with heterosexual parents. Little is known about personal experiences of LGB parents and psychological consequences of nonheterosexual parenting in a heteronormative environment. This article presents the conceptualization of lesbian, gay and bisexual parents’ minority stress and focuses especially on it’s sources. LGB parents are considered as a multiple excluded minority group. Using a theoretical framework of minority stress (Meyer 1995) the main stressors are described with reference to parental situation: discrimination and violence, perceived stigma, self-concealment and internalized homophobia. These factors’ possible impact on psychological wellbeing is discussed on the basis of research available. The Polish sociocultural context and its potential influence of LGB parents’ stress is also described. The specificity of LGB parents’ minority stress is that it challenges the aspect of identity associated with a parental social role. The most common stressors undermine the status and quality of parent-child bond and involves the child himself/ herself. In conclusion, minority stress of LGB parents is recognized as a risk factor for decrease in mental health, but also as an opportunity for personal development based on the stress - related growth.
The research participants were people aged 60-79. The research shows that higher employment status contributes to their psychological well-being, primarily to positive interaction with others and their ability to master the environment. The research has proved that higher education and confidence in financial well-being of employed people reduces the intensity of asthenic emotions, while in those unemployed it increases the intensity of asthenic emotions. The employed are more self-confident, their self-confidence contributes to their psychological well-being. Self-confidence of the unemployed people while enhancing psychological well-being at the same time increases sthenic emotions. It is shown that reticence as self-attitude modality plays a greater role in the personality structure of the elderly people who are unemployed. The conclusions are made on weak and strong points of employment in late adulthood
Introduction: The aim of the presented research was to check whether there is a connection between teachers’ self-efficacy and their psychological well-being from a holistic (hedonic and eudaimonic) perspective. Method: The study involved 100 teachers who were asked to fill in the following research tools with proven psychometric properties: the General Self-Efficacy Scale, the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Psychological Well-being Scale. Results: The obtained data confirm that there is a connection between self-efficacy belief, and hedonic and eudaimonic well-being. The degree of professional promotion grades modifies the relationships considered. Conclusions: The psychological well-being of teachers is significantly associated with their evaluation of efficacy, which may have a positive impact on the effectiveness of teachers’ professional functioning and the achievements of their students.
Introduction: The aim of the presented research was to check whether there is a connection between teachers’ self-efficacy and their psychological well-being from a holistic (hedonic and eudaimonic) perspective. Method: The study involved 100 teachers who were asked to fill in the following research tools with proven psychometric properties: the General Self-Efficacy Scale, the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Psychological Well-being Scale. Results: The obtained data confirm that there is a connection between self-efficacy belief, and hedonic and eudaimonic well-being. The degree of professional promotion grades modifies the relationships considered. Conclusions: The psychological well-being of teachers is significantly associated with their evaluation of efficacy, which may have a positive impact on the effectiveness of teachers’ professional functioning and the achievements of their students.
The main aim of the research was to empirically verify the model of relationships between the three identity dimensions: commitment, in-depth exploration and reconsideration of commitment, as differentiated in the model proposed by Crocetti, Rubini, and Meeus (2008), and the eudaimonic psychological well-being in the model proposed by Ryff (1989). The participants were 504 students and workers aged 17–55. Two separate models were created: one considered identity formation in educational domain, and the other – in occupational domain. Well-being was introduced to the model as an endogenous variable, explained by the three identity dimensions. In the model with educational identity, the identity dimensions explained 28% of well-being variance, and in the model with occupational identity – 17%. The results obtained highlighted the meaning of identity formation on the way to achieve eudaimonic well-being.
The study reviews the first decade of the positive psychology, which defines itself the psychology of the new millennium. The study emphasizes the topics this new approach focuses on. It analyses the aspects of the structure of well-being, the research on positive emotions, and the models of healthy functioning from the thematic richness of the approaches. The study delineates the empirical research checking the validity of the constructs of subjective well-being, psychological well-being, and social well-being. The authors emphasize that positive psychology has become an approach, which oriented strongly health psychology, and a factor, which influenced the change concerning the aim and tasks of psychology in the public thinking in the first decade of its career.
Background: So far, studies based on the dualistic model of passion have ignored how the 2 different types of passion interact in a person’s identity. The aim of this article is to identify profiles of passion for work and their consequences for psychological well-being. Material and Methods: The survey was conducted on a sample of 522 employees of various employment sectors. The Passion Scale was used to assess passion for work, while to explore well-being, the anxiety and depression subscale of the General Health Questionnaire (GHQ-28) and the Subjective Vitality Scale were employed. Latent profile analysis (LPA) was used to distinguish the passion profiles, following which the results regarding well-being in the following groups were compared using non-parametric tests. Results: Four passion profiles have been identified. They are termed as high-moderate (profile 1: high harmonious passion for work and moderate obsessive passion for work), high (profile 2: high harmonious passion for work and obsessive passion for work), optimal (profile 3: high harmonious passion for work and low obsessive passion for work), and low (profile 4: low harmonious passion for work and low obsessive passion for work). Employees with a low score for both harmonious passion for work and obsessive passion for work had the lowest score regarding well-being. Conclusions: This study was one of the first to use the LPA approach to explore the configuration of passion for work. It provided an indication of how the different dimensions and levels of passion set up with each other and what their consequences would be. The conducted research emphasized the protective role of the harmonious passion for work against the negative effect of obsessive passion for work.
ObjectivesThe authors characterized the demographic, socioeconomic, and psychosocial work factors associated with performance of unskilled manual work, and then identified the modifiable psychosocial work factors that affected the psychological well-being of these workers.Material and MethodsThis study analyzed data from the fifth Korean Working Condition Survey conducted in 2017. The study subjects were 37 081 Korean employees. The occupational classes investigated were: managers, professionals, and clerks; service and sales workers; and skilled or unskilled manual workers.ResultsUnskilled manual workers were more likely to be elderly and less educated, to have low income, to work fewer hours weekly, to have a shorter work duration, to perform temporary or daily jobs, and to report poor subjective health and well-being. Unskilled manual workers were also more likely to experience psychosocial hazards, such adverse social behaviors, a lack of job satisfaction, a lack of support from managers, and a poor social climate. However, with statistical adjustment for demographic, socioeconomic, and psychosocial work factors, unskilled manual work was no longer associated with poor psychological well-being, but psychosocial work factors were associated with poor psychological well-being.ConclusionsThe poor psychological well-being of unskilled manual workers cannot be explained by the intrinsic nature of this type of work. Instead, the poor psychological well-being of these workers is associated with unfavorable psychosocial work factors, such as a poor employment status, a lack of job satisfaction, a lack of support from managers, and a bad social climate. These results thus suggest that the modification of psychosocial work factors may improve the psychological well-being of unskilled manual workers.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.