S. Margolis, Eric Schwitzgebel, D. Ozer, Ramona L Martinez, S. Lyubomirsky
Well-being science has largely focused on subjective well-being, defined in terms of life satisfaction and positive and negative emotions. However, some philosophical accounts of well-being, like “eudaimonia” accounts, emphasize the attainment of goods, such as having deep social relationships and achieving one’s creative potential. We supplement psychological measures of eudaimonia by developing two self-report measures of well-being informed by the philosophical literature. The Riverside Eudaimonia Scale (RES) was designed to measure people’s perceptions of their eudaimonic well-being along several dimensions emphasized in the philosophical literature on eudaimonia. The Rich & Sexy Well-Being Scale (RSWBS) was designed to measure people’s perceptions of their attainment of other commonly valued goods that have received less attention in the literature on eudaimonic well-being: sex life, wealth, personal physical beauty, and social status. In three studies, we develop and validate these scales.
{"title":"Measuring eudaimonic and non-eudaimonic goods in the pursuit of the good life: The Riverside Eudaimonia Scale and the Rich & Sexy Well-Being Scale","authors":"S. Margolis, Eric Schwitzgebel, D. Ozer, Ramona L Martinez, S. Lyubomirsky","doi":"10.5502/ijw.v12i1.1575","DOIUrl":"https://doi.org/10.5502/ijw.v12i1.1575","url":null,"abstract":"Well-being science has largely focused on subjective well-being, defined in terms of life satisfaction and positive and negative emotions. However, some philosophical accounts of well-being, like “eudaimonia” accounts, emphasize the attainment of goods, such as having deep social relationships and achieving one’s creative potential. We supplement psychological measures of eudaimonia by developing two self-report measures of well-being informed by the philosophical literature. The Riverside Eudaimonia Scale (RES) was designed to measure people’s perceptions of their eudaimonic well-being along several dimensions emphasized in the philosophical literature on eudaimonia. The Rich & Sexy Well-Being Scale (RSWBS) was designed to measure people’s perceptions of their attainment of other commonly valued goods that have received less attention in the literature on eudaimonic well-being: sex life, wealth, personal physical beauty, and social status. In three studies, we develop and validate these scales.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44789782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines how wellbeing has evolved in educational policy over the last decade in Ireland. The influence of the developments in national policy on wellbeing are also considered. While the concept of wellbeing is progressing in educational policy documents and becoming embedded in the language of the school community, a review of literature in the area highlights that it is difficult to define and to understand. Although wellbeing is a central theme in Early Years education and an area of learning in post-primary education for Junior Cycle in the Irish context, presently it can be regarded as implicit in the primary school curriculum rather than a defined theme or area of learning. The Draft Curriculum Framework published by the National Council for Curriculum and Assessment (NCCA) in February 2020 includes wellbeing as one of five broad curriculum areas. This paper presents reflection on the inclusion of wellbeing as an area of learning in a redeveloped primary school curriculum.
{"title":"The Evolution of wellbeing in educational policy in Ireland: Towards an interdisciplinary approach","authors":"Margaret Nohilly, Fionnuala Tynan","doi":"10.5502/ijw.v12i1.1663","DOIUrl":"https://doi.org/10.5502/ijw.v12i1.1663","url":null,"abstract":"This paper examines how wellbeing has evolved in educational policy over the last decade in Ireland. The influence of the developments in national policy on wellbeing are also considered. While the concept of wellbeing is progressing in educational policy documents and becoming embedded in the language of the school community, a review of literature in the area highlights that it is difficult to define and to understand. Although wellbeing is a central theme in Early Years education and an area of learning in post-primary education for Junior Cycle in the Irish context, presently it can be regarded as implicit in the primary school curriculum rather than a defined theme or area of learning. The Draft Curriculum Framework published by the National Council for Curriculum and Assessment (NCCA) in February 2020 includes wellbeing as one of five broad curriculum areas. This paper presents reflection on the inclusion of wellbeing as an area of learning in a redeveloped primary school curriculum.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48250256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The existence of multiple wellbeing indicators reflecting Psychological, Subjective and Social Wellbeing domains is widely reported. However, there is limited examination of the wellbeing profiles individuals report across multiple indicators. The current paper utilises a latent profile framework to examine the extent individuals report different wellbeing profiles. Participants (n = 42, 038) were from the European Social Survey (ESS), a large multi-national study who completed the ESS wellbeing module. Profiles analyses identified no complexity in the experiences of groups of individuals across different wellbeing indicators; individuals who scored high (or low) on one indicator scored high (or low) on the other indicators. Similarly, analysis of higher-order wellbeing dimensions were consistent, no complexity was reported. Different profile classes simply reflected groups of individuals who generally scored at consistent levels across multiple wellbeing indicators.
{"title":"Examining the complexity of wellbeing profiles in a large cross-national community sample","authors":"R. Burns, Dimity A. Crisp","doi":"10.5502/IJW.V11I4.1593","DOIUrl":"https://doi.org/10.5502/IJW.V11I4.1593","url":null,"abstract":"The existence of multiple wellbeing indicators reflecting Psychological, Subjective and Social Wellbeing domains is widely reported. However, there is limited examination of the wellbeing profiles individuals report across multiple indicators. The current paper utilises a latent profile framework to examine the extent individuals report different wellbeing profiles. Participants (n = 42, 038) were from the European Social Survey (ESS), a large multi-national study who completed the ESS wellbeing module. Profiles analyses identified no complexity in the experiences of groups of individuals across different wellbeing indicators; individuals who scored high (or low) on one indicator scored high (or low) on the other indicators. Similarly, analysis of higher-order wellbeing dimensions were consistent, no complexity was reported. Different profile classes simply reflected groups of individuals who generally scored at consistent levels across multiple wellbeing indicators.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47520751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Wieners, L. V. van Zyl, M. Radstaak, Marijke Schotanus-Dijkstra
The current study examines the role of social ties in performing kind acts to enhance university students’ wellbeing. Due to facing multifaceted challenges, university students form a group that is particularly vulnerable in terms of their mental health. Interventions harnessing prosocial behaviour have the potential to increase students’ wellbeing, strengthen personal competencies, and broaden social networks. The first aim of the trial (N = 222) was to explore whether a 4-week acts-of-kindness intervention targeting either (1) strong social ties, (2) weak social ties or (3) unspecified receivers (treatment-as-usual) differ in their impact on students’ mental wellbeing, positive relations, depressive symptoms, anxiety, and perceived stress. The second aim was to examine whether kindness for strong versus weak social ties have different underlying working mechanisms (i.e., positive emotions versus self-esteem) and who benefits most from these instructions (i.e., those with high or low levels of self-esteem and positive relations). Results demonstrated that the most significant improvements in mental wellbeing were found in the kindness for strong social ties condition compared to the other conditions. No mediation effects of positive emotions and self-esteem were found. Moderation analyses revealed that participants who performed kind acts for weak social ties reported significantly less positive effects on mental wellbeing, but only when their levels of self-esteem at baseline were medium or high. Independent of group allocation, participants’ mental wellbeing increased throughout the intervention, but so did the experience of depressive symptoms, anxiety, and perceived stress. More research is needed to examine the timing of kindness interventions and investigate how they can improve mental wellbeing and psychological distress in acute phases of academic stress in university students.
{"title":"To whom should I be kind? A randomized trial about kindness for strong and weak social ties on mental wellbeing and its specific mechanisms of change","authors":"L. Wieners, L. V. van Zyl, M. Radstaak, Marijke Schotanus-Dijkstra","doi":"10.5502/IJW.V11I4.1489","DOIUrl":"https://doi.org/10.5502/IJW.V11I4.1489","url":null,"abstract":"The current study examines the role of social ties in performing kind acts to enhance university students’ wellbeing. Due to facing multifaceted challenges, university students form a group that is particularly vulnerable in terms of their mental health. Interventions harnessing prosocial behaviour have the potential to increase students’ wellbeing, strengthen personal competencies, and broaden social networks. The first aim of the trial (N = 222) was to explore whether a 4-week acts-of-kindness intervention targeting either (1) strong social ties, (2) weak social ties or (3) unspecified receivers (treatment-as-usual) differ in their impact on students’ mental wellbeing, positive relations, depressive symptoms, anxiety, and perceived stress. The second aim was to examine whether kindness for strong versus weak social ties have different underlying working mechanisms (i.e., positive emotions versus self-esteem) and who benefits most from these instructions (i.e., those with high or low levels of self-esteem and positive relations). Results demonstrated that the most significant improvements in mental wellbeing were found in the kindness for strong social ties condition compared to the other conditions. No mediation effects of positive emotions and self-esteem were found. Moderation analyses revealed that participants who performed kind acts for weak social ties reported significantly less positive effects on mental wellbeing, but only when their levels of self-esteem at baseline were medium or high. Independent of group allocation, participants’ mental wellbeing increased throughout the intervention, but so did the experience of depressive symptoms, anxiety, and perceived stress. More research is needed to examine the timing of kindness interventions and investigate how they can improve mental wellbeing and psychological distress in acute phases of academic stress in university students.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41325594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Lomas, B. Case, Flynn Cratty, Tyler VanderWheele
Happiness is an increasingly prominent topic of interest across numerous academic fields. However, the literature can sometimes imply it is predominantly a modern concern. Relatedly, critics have argued that contemporary scholarship on happiness is Western-centric, yet in so doing can appear to suggest that happiness is mainly a Western preoccupation. However, taking an expansive view of happiness – defining it broadly as a desirable mental experience – one can appreciate that versions of this phenomenon have been of interest to humans across cultures and throughout history. To articulate this perspective, this paper offers a brief overview of 14 different eras, spanning a range of global regions, in each case highlighting concepts and concerns that bear some close resemblance to happiness. In so doing, the paper encourages a deeper and more inclusive understanding of this vital topic.
{"title":"A global history of happiness","authors":"T. Lomas, B. Case, Flynn Cratty, Tyler VanderWheele","doi":"10.5502/IJW.V11I4.1457","DOIUrl":"https://doi.org/10.5502/IJW.V11I4.1457","url":null,"abstract":"Happiness is an increasingly prominent topic of interest across numerous academic fields. However, the literature can sometimes imply it is predominantly a modern concern. Relatedly, critics have argued that contemporary scholarship on happiness is Western-centric, yet in so doing can appear to suggest that happiness is mainly a Western preoccupation. However, taking an expansive view of happiness – defining it broadly as a desirable mental experience – one can appreciate that versions of this phenomenon have been of interest to humans across cultures and throughout history. To articulate this perspective, this paper offers a brief overview of 14 different eras, spanning a range of global regions, in each case highlighting concepts and concerns that bear some close resemblance to happiness. In so doing, the paper encourages a deeper and more inclusive understanding of this vital topic.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45531568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacqueline Francis, D. Vella-Brodrick, Tan Chyuan-Chin
Online positive psychology interventions provide a more equitable method for young people to access wellbeing education at school than more traditional face to face programs. This systematic review aimed to examine the effectiveness of universal, online, school-based, positive psychology interventions using recommendations by the Preferred Reporting Items for Systematic reviews and Meta-analyses - protocols (PRISMA-P). Nine articles were identified for the review and were deductively, thematically analyzed using an enhanced RE-AIM framework which adopts a wider systems perspective including evaluation of socio-ecological readiness system wide buy-in and consideration of micro (individual) to macro (governing bodies) levels of influence, on both reach and adoption. Effectiveness assessment identified common factors for success related primarily to implementation (e.g., readiness, reach, outcomes, adoption, implementation, and maintenance). For example, buy-in from stakeholders was found to be highest when PPIs are age appropriate, engaging and helpful. Also brief, more frequent sessions, may be more effective than less frequent longer sessions and multi-level stakeholder buy-in may result in higher completion rates leading to better overall program effectiveness.
{"title":"Effectiveness of online, school-based Positive Psychology Interventions to improve mental health and wellbeing: A systematic review","authors":"Jacqueline Francis, D. Vella-Brodrick, Tan Chyuan-Chin","doi":"10.5502/IJW.V11I4.1465","DOIUrl":"https://doi.org/10.5502/IJW.V11I4.1465","url":null,"abstract":"Online positive psychology interventions provide a more equitable method for young people to access wellbeing education at school than more traditional face to face programs. This systematic review aimed to examine the effectiveness of universal, online, school-based, positive psychology interventions using recommendations by the Preferred Reporting Items for Systematic reviews and Meta-analyses - protocols (PRISMA-P). Nine articles were identified for the review and were deductively, thematically analyzed using an enhanced RE-AIM framework which adopts a wider systems perspective including evaluation of socio-ecological readiness system wide buy-in and consideration of micro (individual) to macro (governing bodies) levels of influence, on both reach and adoption. Effectiveness assessment identified common factors for success related primarily to implementation (e.g., readiness, reach, outcomes, adoption, implementation, and maintenance). For example, buy-in from stakeholders was found to be highest when PPIs are age appropriate, engaging and helpful. Also brief, more frequent sessions, may be more effective than less frequent longer sessions and multi-level stakeholder buy-in may result in higher completion rates leading to better overall program effectiveness.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47564622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Jarden, Tayyab Rashid, Annalise Roache, T. Lomas
{"title":"Ethical guidelines for positive psychology practice (English: Version 2)","authors":"A. Jarden, Tayyab Rashid, Annalise Roache, T. Lomas","doi":"10.5502/IJW.V11I3.1819","DOIUrl":"https://doi.org/10.5502/IJW.V11I3.1819","url":null,"abstract":"","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43663109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Post Traumatic Growth (PTG) has been shown to occur following a range of traumatic experiences and interest in the construct has increased exponentially in recent years. Through a systematic literature review, this paper explores PTG’s philosophical and theoretical foundations, reviews some of the controversies surrounding its definition, measurement, and characterisation, and seeks to elicit some common factors supporting its development. Of particular interest are the potential applications and implications of these factors in broader contexts. PTG’s theoretical links to Expert Companionship, Organismic Valuing Theory, and Self Determination Theory, and the role of narrative in rebuilding personality, all indicate alignment with the philosophy and practice of positive psychology. While the study of this area is still evolving, this paper suggests there are many potential applications and implications of PTG.
{"title":"Developing an understanding of Post Traumatic Growth: Implications and application for research and intervention","authors":"Monica Sanki, S. O’Connor","doi":"10.5502/IJW.V11I2.1415","DOIUrl":"https://doi.org/10.5502/IJW.V11I2.1415","url":null,"abstract":"Post Traumatic Growth (PTG) has been shown to occur following a range of traumatic experiences and interest in the construct has increased exponentially in recent years. Through a systematic literature review, this paper explores PTG’s philosophical and theoretical foundations, reviews some of the controversies surrounding its definition, measurement, and characterisation, and seeks to elicit some common factors supporting its development. Of particular interest are the potential applications and implications of these factors in broader contexts. PTG’s theoretical links to Expert Companionship, Organismic Valuing Theory, and Self Determination Theory, and the role of narrative in rebuilding personality, all indicate alignment with the philosophy and practice of positive psychology. While the study of this area is still evolving, this paper suggests there are many potential applications and implications of PTG.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41287635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While much research has been done on the causes and correlates of subjective well-being over the last two decades, a relatively small number of studies have addressed disparities in subjective well-being between various racial and ethnic groups. Recently more research has addressed the differences between blacks and whites, and begun to unpack the causes for these differences. A smaller number of studies have started to look at differences between white and Latinx respondents. In the present work we add to this literature by examining differences in life satisfaction between white, Latin and Asian respondents, as well as the persistence of these differences after controlling for a variety of social, economic and lifestyle variables. After assessing how much of the racial and ethnic disparity between these groups can be explained by such factors, we present additional preliminary analysis that begins to explore the role of culture in understanding the relationship between race, ethnicity and subjective well-being.
{"title":"Race, Ethnicity and Subjective Well-Being: Exploring the Disparities in Life Satisfaction Among Whites, Latinx, and Asians","authors":"Tim Wadsworth, P. Pendergast","doi":"10.5502/IJW.V11I2.1451","DOIUrl":"https://doi.org/10.5502/IJW.V11I2.1451","url":null,"abstract":"While much research has been done on the causes and correlates of subjective well-being over the last two decades, a relatively small number of studies have addressed disparities in subjective well-being between various racial and ethnic groups. Recently more research has addressed the differences between blacks and whites, and begun to unpack the causes for these differences. A smaller number of studies have started to look at differences between white and Latinx respondents. In the present work we add to this literature by examining differences in life satisfaction between white, Latin and Asian respondents, as well as the persistence of these differences after controlling for a variety of social, economic and lifestyle variables. After assessing how much of the racial and ethnic disparity between these groups can be explained by such factors, we present additional preliminary analysis that begins to explore the role of culture in understanding the relationship between race, ethnicity and subjective well-being.","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48034564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dr. Ed Diener, sometimes called “Dr. Happiness” because of his pioneering research on wellbeing, passed away April 27th, 2021, in Salt Lake City, Utah (USA). Diener was well-known as a founder of positive psychology and a pioneer in wellbeing research. His academic career spanned five decades, and he published hundreds of articles and chapters. His work has been cited more than 250,000 times and, combined with his h-index (181), Diener was the 172nd most highly cited scientist in the world, across all disciplines. His Satisfaction with Life Scale alone has been cited over 30,000 times. Diener was a fellow of the American Academy of Arts and Sciences and a senior scientist at the Gallup Organization. He won the highest awards in psychology, including the Award for Distinguished Scientific Contribution from the American Psychological Association (APA) and the William James Fellow Award from the Association for Psychological Science (APS). He served as president of the International Positive Psychology Association (IPPA), the International Society for Quality of Life Studies (ISQOLS), and the Society for Personality and Social Psychology (SPSP). In the early 1990s, Diener was the editor of the top journal in his field, the Journal of Personality and Social Psychology. He was also the founding editor of the Journal of Happiness Studies and Perspectives on Psychological Science. Given his stature in the field, it is fitting that we reflect on the lessons we can take from Diener’s research career. Although there are many, we focus on three central lessons:
Ed Diener博士于2021年4月27日在美国犹他州盐湖城去世，因其对幸福的开创性研究而被称为“幸福博士”。Diener是积极心理学的创始人和幸福感研究的先驱。他的学术生涯跨越了50年，发表了数百篇文章和章节。他的工作被引用了超过250000次，加上他的h指数（181），Diener是世界上所有学科中被引用次数最多的科学家，排名第172位。仅他的《生活满意度量表》就被引用了30000多次。Diener是美国艺术与科学院的研究员，也是盖洛普组织的高级科学家。他获得了心理学领域的最高奖项，包括美国心理协会（APA）的杰出科学贡献奖和心理科学协会（APS）的威廉·詹姆斯研究员奖。他曾担任国际积极心理学协会（IPPA）、国际生活质量研究学会（ISQOLS）和个性与社会心理学学会（SPSP）主席。20世纪90年代初，Diener是该领域顶级期刊《个性与社会心理学杂志》的编辑。他还是《幸福研究与心理科学展望》杂志的创始编辑。鉴于他在该领域的地位，我们应该反思一下我们可以从Diener的研究生涯中吸取的教训。尽管有很多，但我们关注三个核心教训：
{"title":"Three lessons from Ed Diener","authors":"R. Biswas-Diener, T. Kashdan","doi":"10.5502/IJW.V11I2.1705","DOIUrl":"https://doi.org/10.5502/IJW.V11I2.1705","url":null,"abstract":"Dr. Ed Diener, sometimes called “Dr. Happiness” because of his pioneering research on wellbeing, passed away April 27th, 2021, in Salt Lake City, Utah (USA). Diener was well-known as a founder of positive psychology and a pioneer in wellbeing research. His academic career spanned five decades, and he published hundreds of articles and chapters. His work has been cited more than 250,000 times and, combined with his h-index (181), Diener was the 172nd most highly cited scientist in the world, across all disciplines. His Satisfaction with Life Scale alone has been cited over 30,000 times. Diener was a fellow of the American Academy of Arts and Sciences and a senior scientist at the Gallup Organization. He won the highest awards in psychology, including the Award for Distinguished Scientific Contribution from the American Psychological Association (APA) and the William James Fellow Award from the Association for Psychological Science (APS). He served as president of the International Positive Psychology Association (IPPA), the International Society for Quality of Life Studies (ISQOLS), and the Society for Personality and Social Psychology (SPSP). In the early 1990s, Diener was the editor of the top journal in his field, the Journal of Personality and Social Psychology. He was also the founding editor of the Journal of Happiness Studies and Perspectives on Psychological Science. Given his stature in the field, it is fitting that we reflect on the lessons we can take from Diener’s research career. Although there are many, we focus on three central lessons:","PeriodicalId":36390,"journal":{"name":"International Journal of Wellbeing","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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