Conceptualizations Of Happiness Research Articles

African-Centered Psychological Perspective on Happiness

Happiness scholarship has gained prominence in a number of disciplines over the last few decades, including economics and psychology. In South Africa, we have observed an uptick in happiness studies, but also that these studies are mostly using quantitative methodologies. What is missing in nearly all these studies are conceptualizations of happiness from African-centered decolonial psychological perspectives. The main objective in this article is to approach happiness from an African-centered decolonial psychological perspective. The article draws on data from a qualitative study which investigated happiness and gender equality amongst South African women. Convenience sampling was employed to recruit participants. Eleven qualitative individual interviews were conducted with key informants and three focus groups with women who shared their everyday lived experiences of happiness. We draw only from the individual interviews. The interviews were subjected to an adapted, theoretically driven thematic analysis informed by African-centered decolonial psychological interpretations. Whilst we identified four key themes, we report and discuss only two of these, namely: happiness as inter-connectedness and happiness as maintaining a balanced life. The perspective we adopt in this article offers an opportunity to unpack how happiness is inter-connectedness and how happiness is a balanced life. In enmeshing decolonial African-centered perspectives and African feminist psychology, it was possible to not only produce a more situated analysis of women’s happiness but also to center issues of gender and gender inequality within African-centered psychological thought. Potential directions for further contextual and transnational qualitative studies on happiness that incorporate African-centered decolonial perspectives are offered.

Conceptualizations of Happiness and Vegetarianism: Empirical Evidence from University Students in Spain

Vegetarianism improves human and planetary health in addition to animal welfare. Motivations for meat-reduced diets include health-related and ethical reasons, with the latter being the main driver for eschewing meat. However, evidence on vegetarian happiness is inconclusive and the results reported are mixed. This constitutes a challenge for policy aiming to encourage people to shift toward plant-based diets. In this research, we aim to provide some evidence on this question: to what extent is there a link between the different moral codes related to ideas of happiness and vegetarianism? To do so, we apply the happiness moral codes from the Conceptual Referent Theory, and assess vegetarianism from the perspective of the psychological aspect of vegetarian identity (flexitarian, pescatarian, lacto-ovo vegetarian, and vegan) and dietary behavior (vegetarian self-assessment scale). Analyzing a sample of university students in Spain, we discover that some happiness constructs (tranquility, fulfilment, and virtue) are positively related to vegetarianism while others are inversely related (enjoyment and stoicism). In terms of policy implications, we find that ethical grounds one holds on happiness in relation to vegetarianism may play a role in fostering or hindering plant-based lifestyles.Graphical

Happiness and Projects between London and Vienna

This essay situates Wilhelm Schröder’s 1686 Princely Treasury and Exchequer (Fürstliche Schatzund Rent-Cammer) within the context of manufacturing projects in London and Vienna and debates over happiness they engaged. Conceptualizations of happiness have been seen as chief differences between Germanophone and Anglophone political economy. This comparison shows that Schröder was deeply engaged with English economic thought, particularly in the milieu of his fellow members of the Royal Society. In many respects, he shared their attitudes. However, due to the way he situated happiness as shared between the prince and the common man, Schröder came to differ on the issue of labor-saving technology and its use in manufacturing workhouses. Despite championing absolutism, Schröder related studies of natural science, technology, and society in more integrated and less hierarchical ways than was usual for the Royal Society.

Cross-cultural differences in children’s conceptualizations of happiness at school

ABSTRACT Children’s happiness at school has been mainly investigated from a quantitative perspective, largely overlooking what children understand by happiness and whether their conceptualizations are shaped by culture. Hence, in the present study, using a quantification of qualitative data, we investigated whether English (n = 421, M = 10.63 years, 223 girls) and Spanish (n = 223, M = 11.13 years, 112 girls) children reported different conceptualizations of happiness at school. Results showed that English children defined happiness at school as experiencing autonomy, non-violence, and having a positive relationship with teachers. On the other hand, Spanish children mentioned more harmony and having leisure time, as compared to English children. Finally, compared to boys, girls mentioned more in their definitions emotional support, having a positive relationship with teachers, and experiencing competence. The obtained findings are discussed in light of previous well-being literature taking into account the role of culture and the school context in both countries.

Happiness around the world: A combined etic-emic approach across 63 countries.

What does it mean to be happy? The vast majority of cross-cultural studies on happiness have employed a Western-origin, or “WEIRD” measure of happiness that conceptualizes it as a self-centered (or “independent”), high-arousal emotion. However, research from Eastern cultures, particularly Japan, conceptualizes happiness as including an interpersonal aspect emphasizing harmony and connectedness to others. Following a combined emic-etic approach (Cheung, van de Vijver & Leong, 2011), we assessed the cross-cultural applicability of a measure of independent happiness developed in the US (Subjective Happiness Scale; Lyubomirsky & Lepper, 1999) and a measure of interdependent happiness developed in Japan (Interdependent Happiness Scale; Hitokoto & Uchida, 2015), with data from 63 countries representing 7 sociocultural regions. Results indicate that the schema of independent happiness was more coherent in more WEIRD countries. In contrast, the coherence of interdependent happiness was unrelated to a country’s “WEIRD-ness.” Reliabilities of both happiness measures were lowest in African and Middle Eastern countries, suggesting these two conceptualizations of happiness may not be globally comprehensive. Overall, while the two measures had many similar correlates and properties, the self-focused concept of independent happiness is “WEIRD-er” than interdependent happiness, suggesting cross-cultural researchers should attend to both conceptualizations.

Children’s and Adolescents’ Happiness Conceptualizations at School and their Link with Autonomy, Competence, and Relatedness

Previous research on children’s and adolescents’ happiness either focused on their conceptualisations or the link between self-reported happiness with different outcomes. However, very few studies have connected both approaches to better understand children’s and adolescents’ happiness. To address this gap, we used a mixed-method approach to investigate if the conceptualizations of happiness at school of 744 British children and adolescents could signal differences in autonomy, competence, and relatedness. An initial coding of the responses showed thirteen conceptualizations (i.e., positive feelings, harmony/balance, leisure, friends, getting good grades, non-violence, moral actions, purpose, autonomy, competence, teachers, emotional support, and learning). Log-linear models showed that some of the conceptualizations differed across both age groups and gender. Latent class analysis showed that happiness conceptualizations could be classified in five different groups. Interestingly, whereas for children there were no differences; for adolescents, there were differences between classes in their levels of autonomy and relatedness. The implications of these findings for promoting students’ well-being at school are discussed.

Happiness and job satisfaction: An empirical study in public sector undertaking

Happiness is viewed as a major positive organizational behavior construct. The present study tests the prediction that happiness and job satisfaction are significantly interrelated. In addition to this objective, male and female employees in an public sector undertaking are compared with respect to these variables. The predicted pattern of interrelationship among variables is supported. However there is no significant group difference. The findings are explained in the light of current conceptualizations of happiness and job satisfaction. Major implications are also suggested for intervention programmes

Children’s and Adolescents’ Conceptions of Happiness at School and Its Relation with Their Own Happiness and Their Academic Performance

Previous research on children’s and adolescents’ well-being at school has been focused on the possible determinants. However, no previous research has analysed children’s and adolescents’ lay-beliefs or conceptualizations of happiness at school. In the present work, we studied children’s (N = 104, 9–10-year-olds) and adolescents’ (N = 113, 15–16-year-olds) conceptualizations of happiness at school and its link with self-reported happiness (assessed 3 months later) and academic achievement (assessed 7 months later). For both samples, seven conceptualizations emerged: happiness as ‘being with friends’, ‘being praised’, ‘getting good grades’, ‘learning’, ‘leisure’, ‘enjoyment’, and ‘helping’. Age differences appeared for the conceptualizations of ‘being friends’ and ‘helping’, as children mentioned significantly more the former and adolescents the latter. No gender differences emerged. For adolescents, the conceptualizations of happiness at school as ‘being with friends’, ‘being praised’, ‘helping’, and not ‘having leisure time’ were positively related to self-reported happiness, which was positively related to academic achievement. For children, none of the conceptualizations were positively related to self-reported happiness. The conceptualization of happiness as ‘learning’ was positively related to academic achievement. The results are discussed in regards to their implications for children’s and adolescents’ well-being at school.

The Role of Decision Making Styles in Explaining Happiness

In pursuit of happiness, individuals often choose activities which may be influenced by their general decision making styles that reflect habitual ways of choosing and making decisions. The present study investigated the associations of such tendencies, namely individuals’ temporal perspectives that included present and future focus, and maximizing, with persons’ orientations to happiness and their relevance for subjective well-being. The obtained results confirmed previous reports indicating the relevance of orientations to happiness for subjective well-being. With respect to the decision making styles, they revealed positive correlations with regard to future focus with orientations to meaning and engagement that were also negatively associated with present focus. In addition, present focus was positively correlated with orientation to pleasure. With respect to maximizing, this decision making style was positively associated with all three orientations. While assessing the relevance of decision making styles for subjective well-being, the regression analyses indicated that higher levels of maximizing directly predicted higher levels of negative affect and lower life satisfaction. Next, mediation and network methodologies revealed significant mediating effects of orientations to meaning and engagement with respect to the relationships between future focus with life satisfaction and positive affect, orientation to meaning with respect to the associations between present focus with life satisfaction and positive affect, and orientation to engagement with respect to the relationships between maximizing with life satisfaction and positive affect. These results extend previous knowledge, indicating the relevance of individuals’ decision making styles for their conceptualizations of happiness, as well as subjective well-being.

Addressing Assumptions and Clarifying Conclusions in “Assumptions and Conclusions: Fundamental Distinctions Between Tibetan Buddhist and Western Approaches to Happiness”

The present article attempts to provide valuable theoretical nuance with regard to Buddhist conceptualizations of well-being and happiness, in response to the recent article, “Assumptions and Conclusions: Fundamental Distinctions Between Tibetan Buddhist and Western Approaches to Happiness,” by Cutz and colleagues. The recent upsurge in the theoretical and empirical professional literature with respect to mindfulness-based interventions certainly speaks to the importance of understanding the similarities and differences between Buddhist philosophical teachings and Western psychological theory and practice, including a nuanced conceptual understanding of terms such as “happiness” and “well-being.” As the target article’s effort at discriminating between Western and Eastern conceptualizations of happiness and well-being focused extensively on Western terminology and conceptualizations, the present paper’s clarification of these important distinctions will hopefully allow for greater accuracy when adopting historical Buddhist concepts into contemporary cognitive behavioral models of psychological service, and therefore, will hopefully enhance the professional literature base and allow us to better serve the clientele with whom we work.

Understanding the relationships between wellbeing, goal-setting and depression in children.

This study investigates children's conceptions of happiness and wellbeing in relation to goal choice. It examines the prevalence and impact of Conditional goal setting (CGS) on levels of wellbeing and depression. Conditional goal setting describes commitment toward an important goal resulting from a conception that happiness is an end-point achieved through the attainment of this goal. Conditional goal setting has been identified as a significant factor in the development and maintenance of depression in adults. This study examines these same concepts among children. Combined interpretative and quantitative methodology is used. Thirty-six children aged 10-12 years participated in six focus groups discussing their understandings of happiness, important goals and beliefs concerning CGS. Children each attended one of three primary schools in the Perth metropolitan district. They also completed CGS and depression questionnaires. Responses were categorized into a number of common themes. Response content and the number of responses in each theoretical area were identified and discussed. The majority of participants conceptualized happiness as a goal dependent upon something extrinsic to themselves (such as an achievement or event). Statistical analyses suggested a significant relationship between goal setting styles, conceptualizations of happiness and depression. Depressed children were more likely than non-depressed children to be conditional goal setters. Findings suggest that some children conceptualize happiness as an outcome that is dependent on their important achievements and acquisitions. This conceptualization is related to depression. Alternatively, non-depressed children tended to conceptualize happiness as a process independent of goal achievement or failure.

Understanding the relationships between wellbeing, goal-setting and depression in children

Objectives: This study investigates children's conceptions of happiness and wellbeing in relation to goal choice. It examines the prevalence and impact of Conditional goal setting (CGS) on levels of wellbeing and depression. Conditional goal setting describes commitment toward an important goal resulting from a conception that happiness is an end-point achieved through the attainment of this goal. Conditional goal setting has been identified as a significant factor in the development and maintenance of depression in adults. This study examines these same concepts among children.Method: Combined interpretative and quantitative methodology is used. Thirty-six children aged 10–12 years participated in six focus groups discussing their understandings of happiness, important goals and beliefs concerning CGS. Children each attended one of three primary schools in the Perth metropolitan district. They also completed CGS and depression questionnaires.Results: Responses were categorized into a number of common themes. Response content and the number of responses in each theoretical area were identified and discussed. The majority of participants conceptualized happiness as a goal dependant upon something extrinsic to themselves (such as an achievement or event). Statistical analyses suggested a significant relationship between goal setting styles, conceptualizations of happiness and depression. Depressed children were more likely than non-depressed children to be conditional goal setters.Conclusions: Findings suggest that some children conceptualize happiness as an outcome that is dependent on their important achievements and acquisitions. This conceptualization is related to depression. Alternatively, non-depressed children tended to conceptualize happiness as a process independent of goal achievement or failure.

Metaphorical Expressions of Anger and Happiness in English and Chinese

This article presents a comparative study of metaphorical expressions of anger and happiness in English and Chinese. It demonstrates that English and Chinese share the same central conceptual metaphor "ANGER IS HEAT," which then breaks into two sub-versions in both languages. Whereas English has selected "FIRE" and "FLUID" metaphors, Chinese uses "FIRE" and "GAS" for the same purpose. Similarly, both English and Chinese share the "UP," "LIGHT," and "CONTAINER" metaphors in their conceptualizations of happiness, although they differ in some other cases. These two languages also follow the same metonymic principle in talking about anger and happiness by describing the physiological effects of these emotions. A descriptive difference observed throughout the study, however, is that Chinese tends to utilize more body parts, especially internal organs, than English in its metaphors of anger, happiness, and other emotional states. A principled explanation of the differences between the two languages is then made on the basis of referring to the theories of yin-yang and of the five elements of Chinese medicine. These theories form a cognitive or cultural model underlying the metaphorical conceptualization in Chinese. This study shows that metaphors of anger and happiness are primarily based on common bodily experience, with surface differences across languages explainable from cultural perspectives. It also provides empirical evidence, from a language other than English, to support the claim that metaphor is essential in human understanding, meaning, and reasoning.