Positive Psychology Concepts Research Articles

Passion and Self-Determination: Exploring Social Networking Site Addiction Using a Dualistic Framework

The purpose of the present study is to explore the role of behavioral/psychological constructs of passion and self-determination in the context of social networking site (SNS) addiction. The present study explored SNS addiction by employing a dualistic framework, which is an amalgam of the dualistic model of passion ([13]) and the self-determination theory (SDT; [14]). Data were collected through an online survey administered by a market research company based in the USA (N = 312). The survey consisted of items related to key constructs related to the research framework proposed (e.g., harmonious and obsessive passion). All the items included in the survey were 7-point Likerttype questions. Additionally, data related to demographics and Internet usage were collected. Structural equation modeling (SEM) was employed to explore the relationships between passion typologies, self-determination, and SNS addiction. Structural Equation Modeling showed that harmonious passion was positively related to autonomy and relatedness, but was negatively related to competence. Obsessive passion was negatively related to autonomy, competence, and relatedness. Competence and relatedness were negatively related to SNS addiction. Obsessive passion positively influenced SNS addiction, whereas, contrary to the expectation, harmonious passion also positively influenced SNS addiction. Obsessive passion towards SNS predicted SNS addiction via three basic psychological needs, namely, autonomy, competence, and relatedness. The present study draws upon concepts of positive psychology to understand SNS addiction. The proposed theoretical framework explained 86% of the variance in terminal construct, which is SNS addiction.

Memories of gastronomic experiences, savoured positive emotions and savouring processes

ABSTRACTThis present study applies the positive psychology concept of ‘savouring’ to local food (gastronomic) experiences and examines the positive emotions enjoyed by tourists based on a broaden-and-build theory (for example, love, joy, interest, and contentment) as well as the relishing processes (for example, thanksgiving, marvelling, basking and luxuriating) they use when reminiscing about their gastronomic experiences. Sixteen interviews were carried out with a sample of tourists who visited Rovaniemi, Finland. The findings show that study participants experienced particularly strong emotions of joy and interest in their reflections on their more memorable local food (gastronomic) experiences long after their holiday had ended. Taste was identified as the common central element of study participants’ more memorable local food (gastronomic) experiences while at their travel destination; moreover, taste supports the savouring process of luxuriating, which underlies physical pleasure and is a form of self-focussed experiential absorption. The study argues that Kim, Ritchie, and McCormick’s [(2012). Development of a scale to measure memorable tourism experiences. Journal of Travel Research, 51(1), 12–25. doi:10.1177/0047287510385467] memorable tourism experience (MTE) scale should include local food experiences when measuring the dimension of local culture. In addition, tourism researchers should adopt a critical view of the MTE scale, as other dimension(s) for example, sensory stimulation might impact tourist’s’ memories of their travel experience.

Study on College Students' Psychological Health from the Perspective of Positive Psychology

Based on the concept of positive psychology, this paper probes into the psychological basis of the integration of positive psychology into college students' mental health curriculum, and puts forward the main contents and implementation methods of positive psychological health curriculum education.

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors.

Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.

Interpretative Phenomenological Analysis: A means of exploring aspiration and resilience amongst Widening Participation students

As the Office for Fair Access and the Higher Education Funding Council for England priorities now extend across widened access to success, both the aspirations of young people from widening participation (WP) backgrounds and their existing or developing resilience as students are of concern to Higher Education institutions. In this paper, these positive psychology concepts of aspiration and resilience are used in two different studies each seeking to move away from the prevalent discourse of deficit. This paper thus offers the joint perspective of two researchers exploring the phenomena of a) aspiration in students from low participation neighbourhoods and b) resilience in students from low-income backgrounds. Interpretative Phenomenological Analysis (IPA) is utilised by both to offer a credible, insightful research approach which may enable educators, researchers and policy-makers to appreciate the nature and significance of WP students? experiences in a previously unseen way, thus enabling effective interventions and methods of support. Through in-depth exploration of the cognitions and emotions of young people from WP backgrounds, the researchers discuss how listening to individual stories can provide rich data that may enhance future support for students. Important methodological challenges and the implications of applying IPA to both studies are debated; including use of language to convey meaning, the role of researcher reflexivity and the difficulties in achieving a truly interpretative account of the phenomenon. Whilst often a challenging methodology, IPA can provide rich, contextualised accounts which contribute to the limited extant qualitative literature on WP student aspiration and resilience.

YOUTH IDENTITY FROM ECOLOGICAL PERSPECTIVE BETWEEN EDUCATION AND PREVENTION

Socialisation is one of the key processes that shapes the identity of youth. This construct, which over the last century has undergone significant transformation, became a pattern for determining the purposes of upbringing (Nature vs. Nurture), or interpretative model that is used to explain character of this process from a socio-cultural perspective. On the basis of ecological framework, the concept of resilience and positive psychology, in recent years it has been developed a new approach towards socialisation - Positive Youth Development (PYD). Because of its relevance, pragmatic assumptions, this model is worth examining in terms of teleology, epistemology and methodical context.According to the Ecological Systems Theory of Urie Bronfenbrenner the youth socialisation process is included in the micro, meso, exo and macro systems. While the socialisation process, youth experiences the interactions between these systems, which in consequence shapes its identity. An element that fits into a methodical context is the characteristic of chosen supportive, educational and preventive actions undertaken towards youth in the northeastern Poland.

Flow, leadership and serious games – a pedagogical perspective

PurposeThe purpose of this paper is to briefly outline the relevance of flow, a core concept of positive psychology increasingly applied in leadership development and in serious gaming. The author presents an innovative simulation game designed to teach and train how to manage and lead people based on the principles of “flow-based leadership.”Design/methodology/approachThis paper briefly describes the flow theory; it relates to leadership theory and why it is increasingly applied in the context of serious games. Then an extensive review and presentation of the features of an innovative serious gaming solution is presented to demonstrate that simulations are a fruitful area into which positive psychology and leadership science are being extended now.FindingsDespite the growing market segment and various areas of training applications of serious games, very few games have been developed for leadership development. A detailed report presented the conceptual and practical aspects of such a new serious game.Research limitations/implicationsThe author’s contribution did not focus on testing a particular framework nor did it aim at exposing new numeric data findings. Instead, the author presented an in-depth case study as an inspiration for future, similar developments. Also, research questions for future analysis of data collected during the leadership development game were outlined.Practical implicationsReaders were informed about a new, innovative serious game application, which is successfully used for leadership development, and in particular to teach the practice of flow-based management concepts.Social implicationsFlow is a concept applied in many fields of life such as sports, music, arts, recreation and work-life. The positive benefits of happiness, creativity, outstanding performance and joy can lead to a fulfilling life which is a paramount value, across all cultures globally. This leadership development game can be applied in other countries and cultures. As a result, the quality of leadership across various cultures can be improved. Researchers are invited to join the outlined new research network and program.Originality/valueFlow theory is probably the best known concept of positive psychology across related scientific domains such as management, arts, sports, education and spirituality. Professor Csikszentmihalyi – a global figure head – laid the scholarly foundations decades ago, but now the concept is constantly evolving and being adopted into new and changing environments. This necessitates a review – such as this contribution – where the theoretical elements also apply in the new areas of application.

The effect of leadership on work-related flow: a moderated mediation model

PurposeSome indirect evidence indicates that leadership may affect work-related flow, a core concept in positive psychology. However, the exact process of how this relationship takes place is still unknown. Based on the nature of leader-member exchange (LMX), the purpose of this paper is to hypothesize a moderated mediation model of the LMX-flow relationship in which psychological empowerment is the mediator while emotional intelligence (EI) is the moderator.Design/methodology/approachTwo samples are utilized in the study. One sample (n=219) is from the service industry representing a high emotional labor job, and the other sample (n=208) is from the manufacturing industry representing a low emotional labor job.FindingsIn both the samples, psychological empowerment mediates the positive relationship between LMX and work-related flow. However, the moderated mediation effect of EI is supported only in the service sample but not in the manufacturing sample.Practical implicationsLeader plays an important role in facilitating subordinates’ flow experience by enhancing psychological empowerment. For the high emotional labor job, employees with high EI are better able to transfer leader’s support into flow experience.Originality/valueThe paper, as the first study to connect LMX with flow concept, advances the study of positive psychology in workplace context, especially the leadership field. By proposing a mediating mechanism and outlining EI as a moderator, the study explains how LMX relates to flow experience at work.

"Happiness Inventors": Informing Positive Computing Technologies Through Participatory Design With Children.

BackgroundPositive psychological interventions for children have typically focused on direct adaptations of interventions developed for adults. As the community moves toward designing positive computing technologies to support child well-being, it is important to use a more participatory process that directly engages children’s voices.ObjectiveOur objectives were, through a participatory design study, to understand children’s interpretations of positive psychology concepts, as well as their perspectives on technologies that are best suited to enhance their engagement with practice of well-being skills.MethodsWe addressed these questions through a content analysis of 434 design ideas, 51 sketches, and 8 prototype and videos, which emerged from a 14-session cooperative inquiry study with 12 child “happiness inventors.” The study was part of a summer learning camp held at the children’s middle school, which focused on teaching the invention process, teaching well-being skills drawn from positive psychology and related areas (gratitude, mindfulness, and problem solving), and iterating design ideas for technologies to support these skills.ResultsThe children’s ideas and prototypes revealed specific facets of how they interpreted gratitude (as thanking, being positive, and doing good things), mindfulness (as externally representing thought and emotions, controlling those thoughts and emotions, getting through unpleasant things, and avoiding forgetting something), and problem solving (as preventing bad decisions, seeking alternative solutions, and not dwelling on unproductive thoughts). This process also revealed that children emphasized particular technologies in their solutions. While desktop or laptop solutions were notably lacking, other ideas were roughly evenly distributed between mobile apps and embodied computing technologies (toys, wearables, etc). We also report on desired functionalities and approaches to engagement in the children’s ideas, such as a notable emphasis on representing and responding to internal states.ConclusionsOur findings point to promising directions for the design of positive computing technologies targeted at children, with particular emphases on the perspectives, technologies, engagement approaches, and functionalities that appealed to the children in our study. The dual focus of the study on teaching skills while designing technologies is a novel methodology in the design of positive computing technologies intended to increase child well-being.

Zaangażowanie w pracę w perspektywie psychologii pozytywnej

Job involvement, understood as one form of commitment – alongside organisational commitment, professional commitment and supervision – is the one most linked with a person’s behaviour. It results from individual characteristics (attitudes, motivation) determinants as well as social-system factors (management style, organisational culture, well-being). Developing this type of commitment in reference to the concept of positive psychology makes not only tangible assets easily calculated in business, but generates intangible assets that may help raise employee well-being and happiness. Positive psychology, at the beginning of the century described the specifics of the states of optimal experience (“flow”) in which people act at the limits of their capabilities, reaching out with their most specialised resources and, in turn, gaining significant gratification as a result of the mere act of “high turnover”. The article develops the following theses: job commiment correlates positively not only with the quality of work but also with personal well-being (happiness), job commitment may be conceptualised by state of optimal experience (absorption), in the organisational perspective it should be essential to promote the achievement of “flow” experiences by employees as well as to identify and use their signature strengths.

Grit in patients with substance use disorders.

Grit is an emerging concept in positive psychology, defined as the ability to be persistent and focused in pursuit of long-term goals. This concept has received a great deal of interest recently because of its robust ability to predict success and well-being across a wide variety of domains. The study aim was to examine the clinical relevance of the construct of grit among patients with substance use disorders. Inpatients on a detoxification unit were enrolled from September 2013 to August 2015 (N = 673). Psychometric properties of the Short Grit Scale (Grit-S) were reported. We then examined sociodemographic and clinical variables that might be associated with grit in this population. In this sample of patients with substance use disorders, the total Grit-S demonstrated strong psychometric properties. Grit-S scores were higher among older patients and those who were employed; scores were lower among those never married, diagnosed with a co-occurring psychiatric disorder, or who had used heroin during the past month, according to bivariate analyses. Grit-S scores remained associated with age, employment, and presence of a co-occurring psychiatric disorder in adjusted analysis. This study provides initial support for the utility of the Grit-S among those with substance use disorders; this novel measure has not been previously reported in clinical populations. Research examining grit prospectively is needed to determine whether the links between grit and outcomes observed in other populations apply to patients with substance use disorders. (Am J Addict 2016;25:652-658).

Review of Positive Psychology Applications in Clinical Medical Populations.

This review examines the application of positive psychology concepts in physical health care contexts. Positive psychology aims to promote well-being in the general population. Studies identifying character strengths associated with well-being in healthy populations are numerous. Such strengths have been classified and Positive Psychology Interventions (PPIs) have been created to further develop these strengths in individuals. Positive psychology research is increasingly being undertaken in health care contexts. The review identified that most of this research involves measuring character strengths and their association with health outcomes in patients with a range of different conditions, similar to the position in positive psychology research on non-clinical populations. More recently, PPIs are beginning to be applied to clinical populations with physical health problems and this research, although relatively scarce, is reviewed here for cancer, coronary heart disease, and diabetes. In common with PPIs being evaluated in the general population, high quality studies are scarce. Applying PPIs to patients with serious health conditions presents significant challenges to health psychologists. They must ensure that patients are dealt with appropriately and ethically, given that exaggerated claims for PPIs are made on the internet quite frequently. This is discussed along with the need for more high quality research.

The association between class clown dimensions, school experiences and accomplishment

Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior (identifying as a class clown, comic talent, disruptive rule-breaker, and subversive joker). This study investigates whether these dimensions show differential relationships with school achievement, self-reported school satisfaction, positive experiences at school, and teacher-rated classroom behavior in a sample of 157 secondary school children (mean age: 15.4years). School achievement showed a negative relation to two of the four dimensions of class clown behavior. Class clown behavior was related to less positive classroom behavior and with lower school satisfaction, which was mediated by the dimensions of school experiences. While class clowns experience positive emotions at school, their negative relationship with teachers might impair their school satisfaction and achievement. Positive psychology concepts give new insight into the field of class clown behavior and may also be able to offer some solutions.

Positive Psychology and Hope as Means to Recovery from Mental Illness

The field of psychiatric rehabilitation has seen a paradigm shift in its perceptions of symptom reduction, recovery, and restoration of personal-growth and -development. Recovery is subjective in nature, as no two individuals achieve identical rehabilitation outcomes; the process is dynamic and influenced by an array of personal and environmental factors, all of which can facilitate a deeply personal, unique progression that changes one's attitudes, values, feelings, goals, skills, and roles. The concept of positive psychology is relevant to the perception from mental illness. Positive psychology seeks to understand what makes life worth living and encourages the use of mental strengths that reside in every human to confront challenges and create meaningful life experiences. Among the constructs of positive psychology, hope is one the most important concerning recovery, as it is directly tied to whether one believes that one's recovery is feasible. Having a sense of hope can enhance one's motivation to engage in the recovery process. The application of positive psychology, especially the concept of hope and recovery-oriented interventions in real-life rehabilitation settings can enormously benefit the well-being of people with mental illness.

Positive Psychology and Disaster Mental Health: Strategies for Working with Children and Adolescents.

Positive psychology concepts and principles can be incorporated into preparedness, crisis response, and recovery phases of disaster mental health efforts to address the needs of children, adolescents, and families. This article articulates general developmental considerations for applying positive psychology in disaster mental health contexts and discusses how 5 essential elements of immediate and midterm mass trauma intervention identified by Hobfoll etal. (2007) may be infused in applications of positive psychology for children and adolescents. Specific strategies for working with children, adolescents, and their families in home, community, and school contexts are drawn in part from disaster mental health resources developed jointly by the National Child Traumatic Stress Network and National Center for Posttraumatic Stress Disorder, including the Psychological First Aid Field Operations Guide (Brymer etal., 2006), the Skills for Psychological Recovery Field Operations Guide (Berkowitz etal., 2010), and the Psychological First Aid for Schools Field Operations Manual (Brymer etal., 2012). Two case examples illustrate the use of positive psychology principles.

Evaluation of Quality of Life Therapy Effectiveness in Contrast to Psycho-Sexual Education on Sexual Self-Concept of Iranian Women

Background: Quality-of-life therapy (QOLT) is an integrative psychotherapy that was formed by adding positive psychology concepts to cognitive-behavior therapy (CBT). Objectives: The aim of the current study was to evaluate the efficacy of QOLT on the sexual self-concept of Iranian women. Patients and Methods: A double-blind randomized experimental study was done from February 2011 to January 2012. The study subjects were recruited from a mental health nongovernmental organization in Isfahan, Iran. They were assigned randomly to two groups. The first group was under ten sessions of QOLT, and the second, as a control group, was under psycho-sexual education (PSE). General Health Questionnaire-28 (GHQ-28), the Multidimentional Sexual Self-Concept Questionnaire, and the Female Sexual Function Index (FSFI) were completed for participants before and after the intervention. The ANCOVA model was used for analysis. Results: The findings revealed no significant differences between the two groups in mental health (GHQ-28 scores) and female sexual dysfunction, but sexual self-concept changed. Two subscales of sexual self-concept, sexual monitoring (QOLT group = 6.3 ± 2.7 vs PSE group = 4.7 ± 3.1 P < 0.05) and sexual-problem management (QOLT group = 15.4 ± 3.8 vs PSE group=13.7 ± 3.9 P < 0.05), increased significantly during QOLT. Conclusions: QOLT did not impact mental health, but it could change many dimensions of sexual self-concept.

Defining the ‘positive’ in positive psychology: Part I. A descriptive analysis

Positive psychology has made a remarkable impact on psychological research and practice in recent years. Significant further work is needed, however, to clarify its core concepts. In a two-part project, the author presents the first systematic analysis of the most basic concept in positive psychology: the ‘positive’. Part I, presented here, consists of a descriptive analysis. Based on a close reading of founding documents in positive psychology, this analysis reveals six discrete meanings of the positive in these texts, then probes the considerable tensions that arise within and among them and lead to unfortunate confusions in theory, research, and practice. In Part II, the author draws various distinctions to help relieve these tensions and offers a normative definition of the positive, with the goals of providing direction for inquiry and practice and encouraging further analysis of this and other basic concepts in positive psychology.

Defining the ‘positive’ in positive psychology: Part II. A normative analysis

Positive psychology has made a remarkable impact on psychological research and practice in recent years. Significant further work is needed, however, to clarify its core concepts. In a two-part project, the author presents the first systematic analysis of the most basic concept in positive psychology: the ‘positive’. Part I consists of a descriptive analysis. Based on a close reading of founding documents in positive psychology, this analysis reveals six discrete meanings of the positive in these texts, then probes the considerable tensions that arise within and among them and lead to unfortunate confusions in theory, research, and practice. In Part II, presented here, the author draws various distinctions to help relieve these tensions and offers a normative definition of the positive, with the goals of providing direction for inquiry and practice and encouraging further analysis of this and other basic concepts in positive psychology.

FLOW AND OPTIMAL EXPERIENCE: METHODOLOGICAL IMPLICATIONS FOR INTERNATIONALIZINGAND CONTEXTUALIZING A POSITIVE PSYCHOLOGY CONCEPT. PART 1

This article represents the second part of a two part series of articles focusing upon one core positive psychology concept - the peak experience termed flow developed by psychologist Mihaly Csikszentmihalyi - as a test case for examining some of the issues involved when positive psychology is internationalized and made indigenous. In particular, methodological, measurement, and theoretical issues regarding flow research will be discussed. Quantitative, qualitative and mixed methods approaches to flow, including interviews, surveys, and the experience sampling method among others will be described. Evidence is examined from a range of existing research projects on flow from around the globe, raising questions concerning the positive psychology enterprise, including the value of psychological assessment tools and the debate over cross-cultural universals/comparisons. Rather than viewing qualitative and quantitative approaches (or anthropological and psychological perspectives) as rival factions, this project seeks to develop constructive dialogue that acknowledges both strengths and limitations of each approach to facilitate engagement with the topics of mixed methods and human strengths, subjects often neglected in cross-cultural research. The first part of the article series examined methodological implications of this positive psychology concept, and this second part of the article series focuses upon the cross-cultural implications.

Partnership Interacts with the Association between Leisure-Time Physical Activity and Positive Affect

Background: Subjective well-being is a central concept of positive psychology, and is directly coupled with a high level of positive affect and a low level of negative affect. Positive affect is associated with enthusiasm, activity, hope and inspiration, while negative affect is associated with emotions such as anger, contempt, guilt, shame, fear, anxiety, depression, and stress. Physical activity is crucial for both physical and mental health and is positively associated with well-being. Gender and social factors (e.g., parenthood or partnership) have complex relations with well-being and affect. In the present study we aimed to 1) examine the association between leisure-time physical activity and affect and 2) investigate whether or not social factors interact with this association. Method: The study included information from 155 Swedish university students: 64 men (mean age 23 years) and 91 women (mean age 27 years). Students were asked to estimate their usual engagement in physical activity during their leisure-time by responding to the Godin Leisure-Time Exercise Questionnaire. They also reported the level of positive and negative emotions experienced during past weeks by completing the Positive Affect and Negative Affect Schedule instrument. Results: In the Swedish student population leisure-time physical activity correlated only with positive and not with negative affect. Students’ gender, age or whether or not they had children did not influence this association. However, this correlation differed significantly between those who lived with a partner and those who were single. Conclusion: Leisure-time physical activity is positively correlated with an overall subjective well-being, and this correlation is modified by the social factor of partnership.