Happiness as Correlate of Positive Education among Teachers and Students

Dr Nirmala Singh Rathore Dr Nirmala Singh Rathore,Dr Sushila Pareek Dr Sushila Pareek

doi:10.25215/0403.066

Dr Nirmala Singh Rathore Dr Nirmala Singh Rathore, Dr Sushila Pareek Dr Sushila Pareek

Open Access

https://doi.org/10.25215/0403.066

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Abstract

Happiness is a mixture of pride, satisfaction, sense of effectiveness and value that arises when one has stretched self to achieve something one care about. It is a combination of life satisfaction and the balance of the frequency of positive and negative affect. In this regard, positive education program (Seligman et al., 2009) has been discovered which comprises the key elements viz., character strengths and virtues, resilience, happiness, interpersonal relationships for consistent wellbeing and success. Quality in education is generally applied to signify the positive and considerable inputs from teachers and students. In accordance with the concept, the present piece of work aimed at studying subjective and authentic happiness of teachers and students in higher education. The institutional case study approach was undertaken for assessing subjective and authentic happiness of teachers and students. The sample for the present study was taken from Maharishi Arvind College of Engineering and Research Centre, Sirsi Road, Jaipur on the purposive sampling basis. The Subjective Happiness Scale and Authentic Happiness Inventory were administered to the selected sample. The results pointed out that all the respondents of the present study were found quite happy with overall positive mood states as depicted by higher mean scores on both subjective and authentic happiness. The female teachers as well as students were found to be happier in comparison to their male counter parts. The students had higher mean scores for subjective happiness, whereas teachers had higher scores for authentic happiness.

Highlights

January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works
Rogers attempted to change the world of psychotherapy when he boldly claimed that psychoanalytic, experimental, and behavioral therapists were preventing their clients from ever reaching self-realization and self-growth due to their authoritive analysis
In 1940 Rogers became professor of psychology at Ohio State University where he stayed until 1945. He transferred to the University of Chicago in 1945 where he served as the professor of psychology and the executive secretary at the Counseling Center

Summary

Introduction

January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works. Carl Ransom Rogers was an American psychologist and among the founders of the humanistic approach in psychology. Throughout his career he dedicated himself to humanistic psychology and is well known for his theory of personality development.

Results

Conclusion