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1
Headley, Mollie Mccullough. „Improving Elementary Students’ Complete Mental Health: Examining the Added Impact of a Teacher-Focused Strengths-Based Intervention“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7518.
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Teaching is considered one of the most challenging professions, often associated with high levels of occupational stress and job turnover that perpetuates additional negative outcomes including depleted funding for school districts, poor education quality, and reduced student academic performance. Research shows that teachers are an integral part of the classroom with the power to positively influence students’ perceived classroom support and emotional competence (Jennings & Greenberg, 2009). Positive psychology has facilitated school-based initiatives that foster feelings of subjective well-being (happiness) through the implementation of brief, scripted activities (i.e., Positive Psychology Interventions; PPIs) that reflect the thoughts and behaviors of happy people (Layous & Lyubomirsky, 2014). Studies have demonstrated the positive impact of positive psychology interventions (PPIs) for adults (Bolier et al., 2013) and youth including a multicomponent, multitarget PPI (i.e., Well-Being Promotion Program) that improves students’ well-being (Suldo et al., 2015). McCullough’s (2015) investigation of the efficacy of a strengths-based intervention (Utilizing Signature Strengths in New Ways) on elementary teachers’ well-being revealed promising effects on teacher reduced emotional distress, increased life and work satisfaction, and SWB. This study examined the additive impact of teachers’ participation in the brief strengths-based teacher intervention (SBTI) on elementary students’ social and emotional outcomes, as reflected in levels of SWB, psychopathology, as well as classroom engagement and relationships among teachers and students. Concurrently, these elementary students took part in a Classwide Well-Being Promotion Program, a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with additional parent and teacher components. A total of 7 classes (4 fifth grade; 3 fourth grade) within one large elementary school received the classwide, multicomponent student intervention in spring 2016, while 3 teachers were randomly assigned to participate in the SBTI concurrently. Follow-up analyses examined group differences on the variables of interest for the combined intervention (WBPP + SBTI) group, relative to classes of students engaged in the classwide-only intervention (WBPP). At immediate post-intervention, results revealed that classes of students participating in the combined intervention group did not demonstrate significantly improved student-reported life satisfaction, positive or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the classwide-only intervention group. Additionally, students in classes within the combined approach reported statistically higher levels of negative affect and reduced levels of perceived teacher support relative to a classwide-only intervention group at immediate post-intervention, although the unexpected impact on negative affect appeared driven by data from students in the class led by a teacher with questionable fidelity of intervention implementation. Results of this study do not provide support that targeting teachers’ well-being through the SBTI may promote superior student outcomes for students concurrently engaged in the WBPP. Nonetheless, high levels of treatment acceptability reported by teachers and students participating in the combined intervention, as well as limitations to the study design, justify further investigation on the impact of targeting both teacher and student well-being in the context of positive psychological practices.
2
Exton, Carrie. „Psychosocial stress and subjective well-being in trainee teachers : evidence from survey and diary studies“. Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442942.
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3
Li, Wing-chi, und 李詠芝. „Role of psychosocial factors on subjective well-being among primary school teachers of inclusive education“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196515.
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The author examined the effect of personality traits and the buffering effect of social support on psychological well-being of primary school teachers in inclusive education in Hong Kong. A sample of 200 Chinese teachers was surveyed. Hierarchical regression analysis showed that neuroticism was highly correlated with and accounted for depression, anxiety, and burnout in our sample. Family support was found to have significant main effect on depression (R² = 48%, ΔR² = 3%), and anxiety (R² = 63%, ΔR² = 2%) when the main effects of neuroticism were partialled out. Significant moderating effect of family support on the relationship between neuroticism and depression was found. To further investigate the effect of marital status on this buffering model, hierarchical regression analysis was conducted with teachers who were married and those who were single, respectively. The analyses revealed significant main effects of neuroticism regardless of teachers’ marital status. Significant main effect of family support and interaction Neuroticism x Family Support were only found for married teachers. These findings have implications that family support was an important factor in mitigating psychological distress particularly for teachers who were married and reported high level of neuroticism. Interventions of enhancing family support and school support were discussed.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Mccullough, Mollie Marie. „Improving Elementary Teachers’ Well-Being through a Strengths-Based Intervention: A Multiple Baseline Single-Case Design“. Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5990.
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Teaching is considered to be one of the most highly demanding professions, and one that is associated with high levels of stress and sometimes deleterious outcomes. Although research demonstrates that burnout and attrition are often associated with specific characteristics of the occupation (e.g., challenging workload, standardized testing, merit-based salary) minimal research focuses on how to better support teachers’ well-being. The field of positive psychology affords a new perspective in how to obtain quality mental health without solely focusing on psychopathology within a deficits-based approach. This includes the implementation of interventions (i.e., positive psychology interventions [PPI]) that target constructs of well-being (e.g., character strengths, hope, optimism, gratitude, etc.) and are associated with positive changes in authentic happiness. This study examined how a strength-based, PPI entitled Utilizing Signature Strengths in a New Way (Seligman, Steen, Park, & Peterson, 2005) impacts dimensions of teacher well-being, as well as other relevant outcomes (i.e., flourishing, burnout) within the school context. Previous research has shown that strengths-based intervention to be the PPI with the most substantial impact and the longest lasting outcomes (Seligman et al., 2005). Utilizing a concurrent multiple baseline single-case design with eight teachers, the study evaluated the effects of the strengths-based PPI on teacher’s overall happiness (i.e., subjective well-being) as indicated by self-report measures of life satisfaction and positive and negative affect. The teachers exhibited significant gains in life satisfaction and reductions in negative affect from pre- to post-intervention that were also evident one month following the intervention. Although positive affect did not significantly change from pre- to post-intervention, a significant gain was apparent at one-month follow-up. Single-case analytic strategies (i.e., visual analysis, masked visual analysis, and hierarchical linear modeling) found that the intervention positively impacted teachers’ overall subjective well-being (composite of standardized life satisfaction, positive affect, and negative affect scores). Results for single indicators of subjective well-being found variability in basic effects among different individuals (i.e., some teachers benefited more than others) further supporting the theory of person-activity fit. Regarding the intervention’s effects on secondary outcomes that were examined only at pre, post, and one-month follow-up time points, findings indicated the teachers experienced a significant increase in work satisfaction immediately following the intervention, as well as a significant increase in feelings of flourishing at follow-up. Significant decreases in negative dimensions of teachers’ mental health including stress and burnout (i.e., emotional exhaustion) were also demonstrated. Findings from the current study provide initial support for the efficacy of a teacher-focused, strengths-based intervention and its ability to improve multiple components of teacher well-being within an elementary school. Implications for school psychologists and policy, contributions to the literature, and future directions are discussed.
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Smith, Nicholas David W. „An Application of the Dual Factor Model of Mental Health in Elementary School Students: Implications for Social Functioning and Psychopathology“. Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7231.
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In the study of positive psychology and mental health there has been greater emphasis placed on the presence of indicators of well-being, as opposed to previous models solely based on the presence or absence of psychopathological symptoms. This has yielded a model titled the Dual Factor Model of Mental Health (DFM; Suldo, 2016). Psychopathological symptoms have been conceptualized as a categorical variable encompassing an elevated level of symptoms of either externalizing or internalizing disorders. Complete Mental Health (CMH) is generally conceptualized as having low psychopathology (PTH) and high subjective well-being (SWB). Previous research has indicated more positive outcomes, such as academic achievement and supportive social relationships, are associated with CMH. The DFM has been examined in adolescents and young adults, however, only one study has identified the model in elementary school students (Greenspoon & Saklofske, 2008). The current study completed secondary analysis of an archival data set (Hearon, 2017) to examine the distribution of the DFM in a sample of 178 elementary school students (grades 4th and 5th) and the impact that mental health group status had on social functioning levels with teachers and classmates. Results from this study indicated the DFM was present in a sample of elementary school students, with the majority of participants being classified in the CMH group, consistent with previous literature. Additionally, regarding students’ perceived social support of classmates and teachers, those groups with elevated levels of SWB reported greater mean values than those groups that had decreased levels of SWB. Finally, between group differences in terms of psychopathology were present, whereas within group differences in terms of externalizing and internalizing behavior were not present in any group. Implications for school psychologists, such as the importance of assessing SWB in tandem with psychopathology are presented. Finally, limitations of this study (i.e., nested data) and avenues for future research (i.e., mental health status predicting peer networks, continued evaluation of DFM psychopathology make-up) are reviewed.
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Тамир, М., und M. Tamir. „Исследование субъективного благополучия учителей Монголии : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/99996.
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Объектом исследования является субъективное благополучие личности. Предметом исследования стали особенности субъективного благополучия учителей школ Монголии. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (40 источников) и приложений, включающих в себя бланки применявшихся для исследования методик. Объем магистерской диссертации 57 страниц, на которых размещены 8 рисунков и 11 таблиц. Во введении раскрывается актуальность проблемы исследования, теоретическая и практическая значимость работы, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования. В первой главе в результате анализа научной литературы были определены теоретические основания субъективного благополучия личности, выделены основные подходы, рассматривающие данный феномен, а также его функции, структура и детерминанты. Это позволило сформулировать определение понятия «субъективное благополучие», принятое в работе за основополагающее. Особый акцент сделан на рассмотрении роли субъективного благополучия в педагогической деятельности учителя. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Шкала «Удовлетворенность жизнью» Э. Динера (SWSL), Шкала субъективного благополучия А. ПеруэБаду (адаптация М.В. Соколовой), Шкала субъективного счастья С. Любомирски и Х. Леппер (адаптация Д.А. Леонтьева). Также в главе представлены результаты описательной статистики и сравнительного анализа результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.The object of the research is the subjective well-being of the individual. The subject of the research is the peculiarities of the subjective well-being of school teachers in Mongolia. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (40 sources) and annexes, including the forms used for the study of the methods. The volume of the master's thesis is 57 pages, which contain 8 figures and 11 tables. The introduction reveals the relevance of the research problem, the theoretical and practical significance of the work, the elaboration of the problematics, the goal and objectives of the research are set, the object and subject of the research are determined, the main hypotheses are formulated, the methods and empirical base, as well as the stages of the research, are indicated. In the first chapter, as a result of the analysis of scientific literature, the theoretical foundations of the subjective well-being of the individual were determined, the main approaches that consider this phenomenon, as well as its functions, structure and determinants, were highlighted. This made it possible to formulate the definition of the concept of "subjective well-being", which was taken as fundamental in the work. Particular emphasis is placed on considering the role of subjective well-being in the pedagogical activity of a teacher. The second chapter is devoted to the empirical part of the study. It contains a description of the organization and methods of the study and the results obtained by all the methods used: E. Diener's “Satisfaction with life” scale (SWSL), A. Peruebadu's subjective well-being scale (adaptation by M.V. Sokolova), S. Lubomirsky and H. Lepper (adaptation by D.A. Leontiev). The chapter also presents the results of descriptive statistics and comparative analysis of research results. Conclusions from Chapter 2 include the main findings of the empirical study. In the conclusion, in a generalized form, the results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for the further development of this problem are described.
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Wong, Yau-ho Paul, und 黃有豪. „Subjective well-being among Hong Kong kindergarten teachers: the roles of perceived work environment,personality types, and resilience“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329800.
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Although kindergarten work environments in Hong Kong and overseas have been found to be unfavourable, a smaller than expected number of teachers have displayed a low level of subjective well-being (SWB). This research aimed to investigate how SWB could be predicted by perceived work environment, personality types, and resilience. It also examined the mediating functions of resilience in the relationships of perceived work environment and personality types to SWB.
In this research, SWB was represented by job satisfaction, measured by the Job Satisfaction Survey; self-esteem, assessed by the Rosenberg Self-Esteem Scale; and mental health complaints, captured by the General Health Questionnaire-12. Perceived work environment comprised psychosocial and non-psychosocial aspects, with the former evaluated by the School Culture Survey and the latter measured by the Kindergarten Ergonomics-Manpower Inventory (KEMI), a new inventory developed in Study 2. Personality types were measured by the Myers-Briggs Type Indicator. Resilience was represented by hardiness and optimism, which were captured by the Hardiness Scale and the Revised Life Orientation Test, respectively.
This research adopted a mixed method design and comprised four studies. Study 1 was the pilot study involving 64 teachers in validating seven inventories and exploring the relationships between perceived school culture, personality types, hardiness, optimism, job satisfaction, self-esteem, and mental health complaints. Data analyses using SPSS 17 revealed that perceived school culture and personality types were significantly related to job satisfaction, self-esteem, and mental health complaints. Hardiness, but not optimism, mediated the relationships of perceived work environment and personality types to job satisfaction, self-esteem, and mental health complaints.
Study 2 developed a new inventory (i.e. KEMI) to measure kindergartens’ non-psychosocial work environments and comprised two stages. The first stage involved two panels of 10 kindergarten principals in the item pool development and 141 teachers rating the items. The second stage was the cross-validation of the findings and involved 125 teachers. Data analyses using SPSS 17 and AMOS 18 showed that items in the KEMI clustered into five subscales, of which the “Ergonomics” subscale contributed the largest variances.
Study 3 was the main study, involving 371 teachers. It investigated how job satisfaction, self-esteem, and mental health complaints were predicted by perceived school culture, perceived ergonomics-manpower, personality types, hardiness, and optimism, and how hardiness and optimism mediated the relationships of perceived work environment and personality types to job satisfaction, self-esteem, and mental health complaints. Data analyses using SPSS 17 and AMOS 18 revealed that perceived work environment predicted job satisfaction, but its effects on self-esteem and mental health complaints were fully mediated by hardiness and optimism. Teachers were predominantly sensing-feeling-judging types. Teachers who were extraverted, intuitive, feeling, judging types tended to perceive their work environments more favorably and to show higher levels of SWB.
Study 4 aimed to enrich the interpretations of the quantitative findings by interviews with 24 teachers (volunteers from the participants in Study 3) in four focus groups. Five main themes and two sub-themes emerged.
Theoretical and practical implications of the findings are discussed. Recommendations for future research directions are also made.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Swartz-Filies, Sylnita Phillippine. „Mental Health of Coloured Female Teachers Working in Historically Disadvantaged Special Schools in the Cape Metropole“. University of the Western Cape, 2017. http://hdl.handle.net/11394/6359.
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Philosophiae Doctor - PhD (Education)The World Health Organisation defines mental health as "a state of well-being in which the individual realizes her or his own abilities, can work productively and fruitfully, and is able to make a contribution to her or his community" (WHO, 2001, p. 1). There is a paucity of academic research about the mental health status of minority groups, especially women of colour (Moultrie & Kleintjes, 2006). In South Africa too, this gap in research is evident when focussing on the mental health of women, especially Coloured women in South Africa. Women's health and their mental health in particular are often affected by the way society treats and regards them; often they suffer from emotional, mental and physical exhaustions. This study investigated the mental health status of Coloured female teachers working in historically disadvantaged Special Schools in the Cape Metropole of the Western Cape Education Department. This group designation is the designation that was formally used during South Africa's Apartheid past policies of segregation in categorising groups according to pre-determined race categories. Coloureds where then considered to be a minority grouping in South Africa. Reference is still currently made in democratic South Africa to the Apartheid race categorisations in contemporary formal policies that seek to redress the inequities of the past, both in terms of race as well as gender categories (Conway-Smith, 2011; Stromquist, 1998). Given the intimate association between race and identity, especially within a socio-historical context such as that of South Africa, it is reasonable to consider the impact of this association on an individual's mental health status.
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Жемчугова, Т. В., und T. V. Zhemchugova. „Субъективное благополучие учителя в работе с нормотипичными и особенными детьми : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100010.
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Объектом исследования является субъективное благополучие детей. Предметом исследования являются выявление особенностей субъективного благополучия учителей, работающих с нормотипичными учащимися и учителей, работающих в коррекционных школах с особенными детьми. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (57 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 87 страниц, на которых размещены 8 рисунков и 12 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме субъективное благополучие учителя. Представлены разделы, посвященные исследованию показателей структурных составляющих субъективного благополучия и их взаимосвязей у учителей работающих с нормотипичными и особенными детьми. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Методике диагностики субъективного благополучия личности Шамионова Р.М. и Бесковой Т.В., шкале (тест-опросник) депрессии Бека А.Т., тест на эмоциональный интеллект Холла Н.. Также в главе представлены результаты описательной статистики, корреляционного и сравнительного анализа исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.The object of the study is the subjective well-being of children. The subject of the study is to identify the features of the subjective well-being of teachers working with normotypic students and teachers working in correctional schools with special children. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (57 sources) and an appendix, which includes forms of the applied methods. The volume of the master's thesis is 87 pages, which contain 8 figures and 12 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the research, defines the object and subject of the research, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the stages of the research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the subject of subjective well-being of the teacher. The sections devoted to the study of indicators of the structural components of subjective well-being and their interrelationships among teachers working with normotypic and special children are presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the study and the results obtained by all the methods used: Methods of diagnostics of subjective well-being of the individual Shamionova R. M. and Beskova T. V., scale (test-questionnaire) of depression Beck A. T., test for emotional intelligence Hall N., Also in the chapter the results of descriptive statistics, correlation and comparative analysis of the study are presented. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and possible prospects for further development of this problem are described. Keywords: subjective well-being, teachers, normotypic children, special children, emotional well-being, ego-well-being, hedonistic, socio-normative well-being, emotional intelligence.
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Phillips, Pamela L. „Beyond Subjective Well-Being“. Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131386877.
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Bourne, K. „Subjective well-being in fibromyalgia“. Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2007802/.
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This chapter aims to provide an overview of the dissertation presented here as a whole. It outlines the purpose, content and organisation of the following literature review (chapter 2) and empirical paper (chapter 3). This chapter also intends to show how the two main chapters fit together, and how they represent important research within the wider literature. Fibromyalgia (FM) is a chronic pain syndrome characterised by pain in the soft tissues of the body, general fatigue and sleep disturbance (Wolfe et al., 1990). Many individuals face a long and difficult journey to receive a diagnosis of FM. A recent survey reported that on average, respondents waited 2.3 years and saw 3.7 physicians before receiving a diagnosis of FM (Choy et al., 2010). Furthermore, individuals with FM have also reported that there is a considerable stigma associated with having the condition. In one qualitative study, women with FM reported feeling that others, including their physicians, questioned their credibility when reporting symptoms and their work ethic; and also implied that their illness was entirely psychological. As a result, the women reported that they coped with these difficulties either by withdrawing from social activity to avoid such experiences, or by putting on a façade that masked the true extent of their suffering (Asbring & Narvanen, 2002). Current medical and psychological treatments for FM are limited in success with regards to providing consistent benefits to the FM population as a whole (Abeles, Solitar, Pillinger & Abeles, 2008; Vlaeyen & Morley, 2005). Traditionally the dominant approach to intervention within both the medical and psychological fields is to focus on the reduction of negative symptoms. In contrast, the growing field of positive psychology continues to demonstrate the utility of exploring the processes and conditions that are conducive to optimal human functioning (Seligman & Csikszentmihalyi, 2000) as an alternative or complimentary approach to conventional methods of healthcare. Subjective well-being (SWB) can be defined as “a person’s cognitive and affective evaluations of his or her life” (Diener, Lucas & Oishi, 2002, p.63). A large body of evidence suggests that individuals who have higher SWB enjoy a range of positive outcomes, including health-related benefits (e.g. Deiner & Chan, 2011). The application of a positive psychology approach may be particularly relevant to FM, where there is growing evidence of a specific deficit in positive affect (PA), a major component of SWB. Chapter 2 of this thesis is a systematic review of the literature regarding PA in individuals with FM. It focuses on the quantitative literature and specifically aims to answer the question: is there a deficit in PA in individuals with Fibromyalgia relative to other pain conditions, general health conditions, and also the general population? The literature review begins by giving a rationale as to why exploring the evidence for a deficit in PA specific to the FM population is important. It also summarises the background literature regarding the structure of affect, as well as theories relating to the potential function, and proposed mechanism of action, of PA. Next, the method section outlines the systematic methods that were used to identify the relevant studies that are included in the review. This is followed by the results section, which succinctly presents a synthesis of the characteristics of the included studies, along with the key findings regarding PA. The discussion section considers how the findings answer the question of whether there is a specific deficit in PA within the FM population. It also considers the clinical implications of the findings. This is followed by an in-depth discussion of the potential limitations of the review, in terms of both the quality of the studies included and also the methodological considerations of the review process itself. Finally, recommendations for future research are made. It has been hypothesised that hope is a major contributor to well-being (Snyder, 2002). In non-clinical samples, the association between hope, particularly goal-focused hope, and SWB has been well documented (e.g. Snyder, 2002). More recently, mindfulness has also been identified as promoting increased SWB (e.g. Brown & Ryan, 2003). Chapter three of this thesis is an empirical paper that aims to add to the current literature by exploring the specific impact SWB has on improving FM-related symptoms and difficulties. It also builds on the existing literature in non-clinical samples by investigating if goal-focused hope and mindfulness significantly contribute to the promotion of SWB within the FM population. To achieve these aims, the research utilises structural equation modelling (SEM) techniques to simultaneously explore the relationships amongst the key study variables. This was done by pre-specifying a hypothesised model of how hope and mindfulness may lead to increased SWB in FM, based on past research. The extent to which this model fit the actual data collected was then examined. The empirical paper starts by considering the importance of SWB with regards to physical health outcomes. It also introduces the concepts of goal-focused hope and mindfulness, and begins to consider the theory behind how they may lead to higher SWB within the FM population. The method section then gives details of the study’s participants, measures and procedures. It also reports how the data was analysed, with a particular focus on a description of SEM. Next, the results section begins with details of how the data was prepared and includes findings from the preliminary analysis. The main focus of this section involves testing the hypothesised SEM model against the study data. Finally, the discussion section reflects on the study’s findings within the context of existing research and theory. Potential limitations of the study are considered, as well as the implications for future research and clinical practice. This section is concluded with a succinct summary of the study’s key contributions to the literature and how this should inform future work.
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Zeydanli, Tugba. „Essays on subjective Well-Being“. Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010030.
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Pas de résumé disponibleThis dissertation consists of three essays on subjective well-being.The first essay examines whether aggregate job satisfaction in a certain labormarket environment can have an impact on individual-level job satisfaction.We seek an answer to this question using two different datasets from the UnitedKingdom characterizing two different labor market environments: WorkplaceEmployment Relations Survey (WERS) at the workplace level (i.e., narrowlydefined worker groups) and British Household Panel Survey (BHPS) at thelocal labor market level (i.e., larger worker groups defined in industry × regioncells). Implementing an original empirical strategy to identify spillover effects,we find that one standard deviation increase in aggregate job satisfaction leadsto a 0.42 standard deviation increase in individual-level job satisfaction at theworkplace level and 0.15 standard deviation increase in individual-level jobsatisfaction at the local labor market level. These social interactions effectsiiiare sizable and should not be ignored in assessing the effectiveness of thepolicies designed to improve job satisfaction.Individuals tend to self-report higher subjective well-being levels on certaindays of the weeks than they do on the remaining days, controlling for observedvariation. The second essay tests whether this empirical observation suffersfrom selection bias by using the 2008 release of the British Household PanelSurvey. In other words, we examine if subjective well-being is correlated withunobserved characteristics that lead the individuals to take the interview onspecific days of the week. We focus on two distinct well-being measures: jobsatisfaction and happiness. We provide convincing evidence for both of thesemeasures that the interviews are not randomly distributed across the days ofthe week. In other words, individuals with certain unobserved characteristicstend to take the interviews selectively. We conclude that a considerable partof the day-of-the-week patterns can be explained by a standard “non-randomsorting on unobservables” argument rather than “mood fluctuations”. Thismeans that the day-of-the-week estimates reported in the literature are likelyto be biased and should be treated cautiously.In Sub-Saharan Africa, some scholars identify ethnicity as a cause of instability and poor economic growth, which is due to worse public policies. Eifert,Miguel, and Posner (2010) show that ethnic identification is more prominentduring competitive election periods in comparison to other identifying categories such as gender, religion, and class/occupation. The third essay utilizesdata from 12 Sub-Saharan African countries and over 40,000 respondents takenivfrom the Afrobarometer. It asks if individual subjective well-being changes inthe run up to competitive elections. We find strong evidence that individualsubjective well-being does change. It is positively related to the proximity toan election and this proximity effect depends on the competitiveness of theelection. We further investigate the background mechanisms behind this positive relationship i.e.: to what extent does well-being of the individual change ifthe party that the individual supports wins the election, and is there a changein well-being of the individual before and after the election? In addition, wedocument that ethnic identification also has a positive impact on individualwell-being after controlling for electoral cycle variables. Policy makers shouldinternalize these positive externalities driven from politically-induced ethnicidentification
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Ul, Haq Zia. „Adiposity and subjective well-being“. Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5519/.
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Since 1980, the global prevalence of obesity has more than doubled. According to the World Health Organization (WHO) more than one in ten of the world’s adult population are now obese. The prevalence of obesity is high both in the developed and developing countries, leading to suggestions of an “obesity pandemic” or “globesity”. In Scotland alone, 28% of adults are now obese, and a further 36% are overweight. Historically, the main focus of healthcare has been the avoidance of preventable mortality. As life-expectancy has increased, attention has focused on the need to improve health, as well as longevity. The WHO definition of health encompasses mental and social, as well as physical, well-being. It is widely accepted that obesity causes, or aggravates, a number of medical conditions, and is also associated with reduced life-expectancy. However, the research on adiposity and subjective well-being is still in its infancy and previous studies suggest that the relationship is complex. This thesis starts by demonstrating the importance of subjective well-being in terms of its association with adverse outcomes: all-cause death, coronary heart disease (CHD), cancer incidence, and psychiatric hospitalisations. This is followed by six complementary studies that explore the relationship between adiposity and subjective well-being. Subjective well-being is explored using various approaches including self-reported health (SRH), health-related quality of life (overall, physical and mental/psychosocial), mental health and mood disorder, and adiposity is assessed using four measures: body mass index (BMI), waist circumference (WC), waist-to-hip ratio (WHR) and body fat percentage (BF%) across the whole range of adiposity (from underweight to class III obese).
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Daukantaitė, Daiva. „Subjective Well-Being in Swedish Women“. Doctoral thesis, Stockholm University, Department of Psychology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1278.
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The present thesis concerns middle-aged women’s subjective well-being (SWB). The interest is focused on the importance of childhood factors, social circumstances, and personality for middle-aged women’s general SWB. Data were taken from the longitudinal research program Individual Development and Adaptation (IDA, Magnusson & Bergman, 2000) and concerned a sample of about 300 women. The main analyses were made on data collected at age 43, but data collected at age 13 and age 49 were also used to elucidate the purposes of this thesis. The results can be summarized as follows: 1) In a Swedish sample of middle-aged women, social circumstances had only a moderate effect on general SWB variables. The strongest relationship was found between marital status and global life satisfaction. When personality factors were controlled for, they wiped out nearly all relationships between the social circumstances variables and SWB, except for those between global life satisfaction and marital status or unemployment; 2) The level of general SWB was found to be considerably higher for Swedish employed women as compared to their counterparts in Lithuania and different socio-demographic variables predicted SWB in those two countries. For the Swedish sample, family-oriented variables were the strongest predictors of SWB, while for the Lithuanian sample income and educational level were more important; 3) Results from applying longitudinal structural equation modeling suggested that optimism in adolescence influenced optimism in middle age, which in its turn had both a direct influence on global life satisfaction and an indirect influence via the negative affect dimension. In relation to a number of different adjustment factors measured in adolescence it was found that optimism was the only factor that was constantly related to SWB 30 years later; 4) Typical patterns of general SWB were identified. Cluster analyses at age 43 and age 49 separately resulted in similar well-functioning six cluster solutions at both ages, indicating structural stability across six years. In addition to the typical high/low/average SWB clusters that could be to some degree expected from variable-oriented results, a cluster with intense affect and one with very low GLS emerged. All clusters except the latter one showed individual stability across six years.
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Daukantaitė, Daiva. „Subjective well-being in Swedish women /“. Stockholm : Department of Psychology, Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1278.
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Backmark, Goodwill Helena Anna. „Subjective well-being in older adults“. Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/555/.
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The current paper reviews measures of subjective psychological well-being in older adults and draws conclusions about how the concept of well-being is defined and measured. A systematic search of four databases identified eight measures developed to capture the notion of psychological well-being; the Positive And Negative Affect Schedule, the Life Satisfaction Index, the Bradburn Affect Balance Scale, the Satisfaction with Life Scale, the Perceived Well-Being Scale, the Scales of Psychological Well-Being, the Warwick Edinburgh Mental Well-Being Scale, and the Memorial University of Newfoundland Scale of Happiness. An evaluation of these measures revealed a range in dimensionality and composition, with measures defining well-being as primarily hedonic, eudaimonic, or a combination of the two. The validity of the measures was investigated by considering the extent to which measures capture facets of well-being identified by older people as important for successful aging. It was concluded that whilst all measures consider several important aspects of well-being, no measure captured the entire range of factors highlighted by older people as paramount to well-being.
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Ngamaba, Kayonda. „The correlates of subjective well-being“. Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-correlates-of-subjective-wellbeing(7374410b-78f1-4c7e-993b-1a8092ef07f9).html.
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The motivation for subjective well-being research rather than Gross Domestic Product (GDP) is becoming important to the roles of many governments across the globe and so identifying the strongest correlates of subjective well-being is vital as a starting point to informing policies that support subjective well-being. This thesis investigated the correlates of subjective well-being. Chapter 1 introduced the topic and has been divided into two parts: section 1 explores the motivation for subjective well-being research and section 2 presents the conceptual model of subjective well-being. Chapter 2 gave the rationale for the methodological approaches taken to investigate factors that are associated with subjective well-being. Also, the methods chapter presented limitations of the data used. Chapter 3 explored the determinants of subjective well-being in representative samples of nations; and the results obtained in chapter 3 led to three systematic reviews and meta-analyses (Chapter 4, 5 and 6). Chapter 4 conducted a systematic review and meta-analysis of the association between income inequality and subjective well-being to test the general assumption that people's subjective well-being can be increased by tackling income inequality and investigated inconsistencies of previous studies reporting a negative, positive or no association between income inequality and subjective well-being. Chapter 5 carried out a systematic review and meta-analysis of the association between health status and subjective well-being because the results of the empirical study conducted in chapter 3 suggest that health status is positively associated with subjective well-being. Chapter 6 conducted a systematic review and meta-analysis of the association between financial satisfaction and subjective well-being as the results of the empirical study conducted in chapter 3 suggest that financial satisfaction is positively associated with subjective well-being. Chapter 7 discussed the results, highlighted the need for further studies and policy directions and concluded. Taken altogether these studies suggest that: (1) subjective well-being is important to informing policies that support subjective well-being, (2) they might be circumstances where income inequality may not be associated with people's subjective well-being, (3) health status and financial satisfaction are positively associated with subjective well-being and the magnitude of the association is affected by key operational and methodological factors, (4) life satisfaction might be preferred to happiness as a measure of subjective well-being because it may better captures the influence of health status and financial satisfaction, (5) government policies that support subjective well-being measures should consider using self-reported health status and financial satisfaction amongst factors that are correlated with people's subjective well-being, (6) the association between health status and subjective well-being and the link between financial satisfaction and subjective well-being are medium and further research is required to identify other strongest correlates of subjective well-being.
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Blair, Marilou C. Legazpi. „Subjective well-being among the elderly“. Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45774.
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The main objective of this study is to explain and predict subjective well-being among the elderly as a function of their social location in society and the nature of their social networks. More specifically, the study seeks to answer the following questions: First, how do the elderly perceive their well-being? Second, does social location in society, as defined by income and education, produce different perceptions of well-being? Third, how would interaction and receipt of goods and services in the social support network modify the impact of social location on subjective well-being?
Using the data of the National Survey on the Aged, 1975, conducted by Ethel Shanas, the study utilized a social structure and personality framework. as an approach to the problem. Through multiple regression analyses, the study found that the impact of social locational factors on subjective well-being among the elderly is not mediated by the pattern of social interaction in the social support network. Education was found
to be an important correlate of subjective well-being among the elderly.Master of Science
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Mustapha, Mazni. „Subjective well-being among Malaysian students“. Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/5279.
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The aim of the study was to examine the determinants of well-being in Malaysian students at home and overseas. Prior to the main study, interviews were conducted with seven PhD students of Malaysia studying in Plymouth, to explore their needs and values, and their adaptation experiences in terms of missing and enjoyment experiences abroad. Based on the interview findings and literature reviews, a questionnaire was developed and named as the Adaptation to Life Index, which consisted of two scales - ‘missing experience’ and ‘enjoyment experience’. A longitudinal survey was carried out using Malaysian students in the UK, Australia, New Zealand, the US, Ireland, and Canada as well as students who remained in Malaysia. At Time 1, data were collected from 1118 students who were enrolling at various overseas preparatory studying programmes and 972 first year students in one of the public university in Malaysia who were continuing their education in Malaysia. Measurements used were the Big Five Personality Inventory (John, Donahue, & Kentle, 1991), Schwartz’s Short Value Scale (SSVS) (Lindeman & Verkasalo, 2005; Schwartz, 1992), Positive and Negative Affect Scales (PANAS) (Watson, et al, 1988), Satisfaction with Life Scale (SWLS) (Diener, et al., 1985), perceived stress scale (based on the results of Malaysian Certificate of Education and perceived English language fluency), and a section on socio-demographic background. At time 2, 30 % of the participants (N= 628) were retained. Life satisfaction for home students remained constant over time. However, life satisfaction for overseas students started much lower at Time 1 but increased at Time 2. Results showed that life satisfaction at time 1 strongly predicted life satisfaction at Time 2, but neither personality nor values were predicted life satisfaction at Time 2. Personality and values at Time 1 predicted ‘missing experience at Time 2 and in the overseas students, being fluent in English predicted less ‘missing experience’. There were few predictors of Time 1 for ‘enjoyment’ at Time 2, but fluency with English predicted better enjoyment.
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Lu-Lerner, Lily X. „How Well Can We Measure Well-Being?“ Oberlin College Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1589813816828266.
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Miranda, Alvaro. „Agency, human dignity and subjective well-being“. Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/134489.
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Tesis para optar al grado de Magíster en Análisis EconómicoAutor no autoriza el acceso a texto completo de su documento
Over the last two decades there has been an important shift in the way economists understand welfare and development. The discipline has gone from assessing wellbeing in terms of an unideminsional measure like income, to multidimensional measures that take into account non-economic variables such as what individuals do and can do, how they feel, and the natural environment they live in (Alkire, 2002; Stiglitz et al., 2009; Alkire and Foster, 2011; Alkire and Santos, 2014). In the vein of Amartya Sen's in uential work, development is seen as the process of expanding freedoms that people value and have reason to value (Sen, 1999). Two important aspects of this freedom linked to the basis of social rights are agency and human dignity (Gauri, 2004). Agency freedom refers to what the person is free to do and achieve in pursuit of whatever goals or values he or she regards as important (Sen, 1985). On the other hand, dignity is related with social inclusion, taking part in the life of the community (Sen, 1999).1 This paper explores the importance of agency, and dignity in explaining subjective well- being. We are speci cally interested in measures of life satisfaction and job satisfaction. Our work uses a unique dataset of Chilean households, the \Other Dimensions of Household Quality of Life" survey, especially designed by the Oxford Poverty and Human Development Initiative (OPHI) to gather internationally comparable indicators on employment quality, empowerment, physical safety, human dignity and psychological and subjective wellbeing, sometimes referred as the missing dimensions of poverty (Alkire, 2007). Our hypothesis is that agency is positively correlated with individual's subjective wellbe- ing, because it re ects the capacity the individual has to do what he values. The measure we use for agency is related with the individual's perception of freedom to decide for himself how to lead his life. A natural interpretation of the hypothesis is thus that the more freedom an individual has to decide how to lead her life, more wellbeing she experiences. On the other hand, our hypothesis is that individuals less likely to regularly experience shame in public are associated with higher subjective wellbeing. In particular, we focus on two aspects of dignity: shame proneness and discrimination. Therefore, individuals that experience more shame or feel discriminated should experience less wellbeing. Our rst set of results provides correlational evidence on the importance of agency, shame and discrimination in life satisfaction. The results suggest that agency, shame and discrimi- nation are correlated with life satisfaction. Next, we explore if agency and discrimination at work are correlated with job satisfaction. The results show that both agency and discrimi- nation at work explain job satisfaction. An important potencial source of bias in our estimates is the absence of personality traits. It has been shown that genetics factor are strongly correlated with happiness (Lykken and Tellegen, 1996; Inglehart and Klingemann, 2000). Moreover, personality traits as repressive- defensiveness, trust, emotional stability, locus of control-chance, desire for control, hardiness, positive a ectivity, private collective self-esteem, and tension have been linked to subjective wellbeing (DeNeve and Cooper, 1998; Diener et al., 2003). In order to attenuate the potencial bias for omitting personality traits, we follow Van Praag and Ferrer-i Carbonell (2008) and we construct a measure of personality traits that we in- clude in our regressions.The results show an important positive bias in the estimates of the relationship between subjective wellbeing, agency, shame and discrimination. In particular, after controlling by personality traits the OLS parameters associated with agency and shame decrease their magnitude in nearly 50% in the life satisfaction estimates. Also, the parameter associated with discrimination decreases in magnitude and becomes statistically insigni cant. On the other hand, the bias is less important in the estimates of job satisfaction, agency and discrimination. Overall, our results show that the di erence in life satisfaction between individuals who feel they have freedom to decide for themselves how to lead their life in comparison with the individuals that don't, has the same magnitude as the di erence in life satisfaction between people from the rst and fth quintile of income. Also, being in the fth quintile of the shame proneness index in comparison with the rst quintile has the same e ect on life satisfaction as the di erence in life satisfaction between the people from the second and fth quintile of income. Finally, perceived discrimination is not associated with life satisfaction. On the other hand, individuals with more agency at work are more satis ed with their job. In particular, individuals that do their job only because they need the money are less satis ed with their job in comparison with the individuals that do their job because they find almost twice the e ect related with working part-time. This study contributes to the recent but vast literature on subjective wellbeing and the literature on multidimensional wellbeing in development, more speci cally to recent studies emphasizing the importance of measuring dimensions of wellbeing that seem central to human development traditionally ignored in empirical work. Our results related with the relationship between agency and subjective wellbeing are consistent with international evidence (Veen- hoven, 2000; Welzel et al., 2003; Inglehart et al., 2008; Verme, 2009; Welzel and Inglehart, 2010; Fischer and Boer, 2011; Victor et al., 2013). The same can be said with respect to the results related with the relationship between perceived discrimination and subjective well- being (Werkuyten and Nekuee, 1999; Pascoe and Smart Richman, 2009). To our knowledge the association between subjective wellbeing and shame proneness has not been explored before. More closely related to our paper, Inglehart et al. (2008) and Welzel and Inglehart (2010) provide cross country evidence of the link between subjective wellbeing and freedom. In particular, Welzel and Inglehart (2010) presents a human development model that links agency to subjective wellbeing. Using data form the World Values Survey, they show that people that have more opportunities in life put more emphasis on emancipative values, and, in turn, their gains in agency have a greater impact in their subjective wellbeing. On the other hand, Verme (2009) tries to address the role of personality traits in the relationship of agency and subjective wellbeing. He argue that the locus of control plays an important role in how humans value freedom of choice. Using a combination of all rounds of the World and European Value Surveys, he nds that the variables that measures freedom of choice and the locus of control predicts life satisfaction better than any other factors included in the study. In particular, people who believe that the outcome of their actions depends on internal factors appreciate more having freedom than people who believe that the results of their actions are determined by external factors. This work, highlights the importance of taking into account personality traits when analyzing the relationship between agency and subjective wellbeing. Our paper contributes to the literature mainly in three ways. First, alongside with Verme (2009) we make a special e ort in order to control by personality traits which allow us avoid bias in the estimates of the relationship between subjective wellbeing, agency, shame and discrimination. Second, we explore the relationship between subjective wellbeing and shame. Third, we analyze the relationship between job satisfaction, agency and discrimination. The rest of the paper is organized as follows: Section 2 describes the data and introduces our measures of agency and dignity. Section 3 presents the empirical strategy. Section 4 presents the estimation results. Section 5 concludes.
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Noble, O. „Subjective well-being : a Ukrainian case study“. Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/16133/.
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In this thesis we revisit the recent and ongoing debates regarding dimensions of well-being, with particular emphasis on the complex relationship between aspects of the Capability Approach (CA) and measures emerging from the growing band of happiness studies. In doing so, we draw on literature from psychology, happiness studies, development studies, economics and sociology. We develop a conceptual model predicated on the argument that happiness is not synonymous with well-being, but is instead one important aspect of it. We develop a methodology suitable for exploring this model and test it empirically through a small-scale survey conducted in Kyiv, Ukraine. Our empirical investigation is based upon a necessary mix of quantitative and qualitative approaches, reflecting fully the interdisciplinary nature of the enquiry and subtle enough to capture the regional specificities which we argue are instrumental in determining well-being. Kyiv is an important case study, since it lies at the heart of one of the major post-communist transition economies, while as yet remaining outside of the European Union. The literature suggests that such countries are particularly ‘unhappy’, and our approach sheds light on this stylised empirical observation. Our survey provides data on wide-ranging aspects of well-being, including relationships, health, income, control, environment and trust. A carefully selected cohort of the original respondents was subsequently interviewed in-depth to explore the narratives around their own understanding of well-being in the context of our conceptual framework. We find that using a mixed methodology highlights the potential pitfalls of using surveys alone to try and capture concepts as complex as well-being, as well as suggesting that such investigations should take into account the specific context in which they are taking place. Our empirical approach also helps us to shed some light on why it is that Ukraine has tended to fare poorly in previous happiness studies.
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Mikalsen, Gro Nicoline. „Subjective Well-Being in a Norwegian Setting“. Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for sosialt arbeid og helsevitenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17012.
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Abstract artikkel 1 Subjective well-being (SWB) is an upcoming concept that has caught the attention of the scientific community and society in general. Although much has been learned about the nature of “happiness” both the definition and measurements are still a work in progress. The current paper aimed to examine how global subjective well-being best can be measured based in the current theoretical understanding of the definition and assessment methods. SWB is by Diener (2009) considered to have three main components: positive affect, negative affect and life satisfaction. The concept is complex with many interconnecting dimensions and correlates. The choice of SWB measurement method or instrument should be based on an understanding of the nature of SWB in addition to the study’s design and purpose. Self-report measures are the most utilized and generally shows good psychometric properties. This paper primarily recommends using the Satisfaction With Life Scale (SWLS; Diener, Emmons, Larsen & Griffin 1985) combined with Scale of Positive And Negative Experience (SPANE; Diener et al. 2009) to measure SWB. Abstract artikkel 2 The interest and knowledge of subjective well-being (SWB) and its applicability has the latest decades grown both socially and scientifically. Assessment instruments validated for different languages and cultures can assist in the further development of the SWB concept as well as provide a base for monitoring communities’ fluctuations in SWB levels and operate as a social indicator index. Objective: The following study aimed at translating and validating four acknowledged SWB instruments on a Norwegian sample. Participants: Self-completion questionnaires were administered to convenience samples of senior citizens and university students in Trondheim, Norway. n = 254, 154 females, age 19-96. Design: Psychometric properties such as internal consistency, normative data, factorial structure and convergence validity were examined using independent sample t-tests and principal component factor analyses. Results and conclusions: The findings were overall consistent with previous findings. Overall no major divergences from the scales established psychometric standards were found which suggests that the questionnaires are fit for use on Norwegian samples. Furthermore, the study supports the scales as having good psychometric properties.
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Naeger, Mary. „Temporal, Perspectives, Dispositional Styles, and Subjective Well-Being“. TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/690.
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This study investigated the relationship between time perspective (TP) and the personality dispositions of optimism, pessimism, and realism with regard to their proposed influence on three measures that collectively assessed subjective well-being (SWB). The Depression-Happiness Scale (McGreal & Joseph, 1993) assessed happiness or the presence of positive affect and the absence of negative affect, the cognitiveaffective components of SWB. The Satisfaction with Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) provided the measurement of subjective life satisfaction, the essential final cognitive-judgmental component of SWB. The Life Orientation Scale-Revised (LOT-R) (Scheier, Carver, and Bridges, 1994) and a Reality Scale, composed by the author, assessed the dispositional styles. The Zimbardo Time Perspective Inventory (ZPTI) (Zimbardo & Boyd, 1999) assessed TP. Five temporal perspectives were found. Results indicated that the TPs emerged as strong and unique predictors of SWB in regression analysis. An optimal temporal profile was found that consisted of a combination of Present-Hedonistic, Future, and Past-Positive TP characteristics.
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Goldsmith, Glenn Fraser. „Essays in the economics of subjective well-being“. Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:0106206d-80b7-45f9-9850-cd8e7d5c0e97.
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This thesis explores three major issues in the burgeoning empirical literature on the determinants of subjective well-being (SWB). While economic theory assumes that it is current consumption that matters to SWB, empirical work has focused almost exclusively on the effect of income. In Part 1, we use household panel data from Russia and Britain to show that neither the standard theoretical account, nor the standard empirical practice may be adequate. Consumption, income, and wealth each contribute separately to SWB, in particular via perceptions of status and anticipation of the future; and omitting consumption from SWB equations significantly understates the importance of money to SWB. Distinguishing between consumption and income is also important to identifying reference effects. In Part 2, we confirm earlier findings that others' income has a positive (informational) effect on SWB in Russia, but show that others' consumption has an offsetting negative (comparison) effect. The net effect depends on how we define individuals' reference groups. We develop a novel econometric model that lets us estimate these reference groups from the data. Contrary to previous results, we conclude that comparison dominates information. Most SWB analyses focus on the average effects of money, relationships, and other outcomes across a given population; yet there may be significant differences in what is important to different people. In Part 3, we employ parametric and semi-parametric random coefficient models to show that there are large differences in the determinants of individual SWB in Britain, and (in contrast to previous work) that such differences cannot simply be attributed to differences in individuals' reporting functions. While individual differences correlate with (some) observable demographic variables, they do not generally correlate with individuals' perceptions about what is important to them. The results of SWB research may therefore be a useful source of information.
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Danzer, Natalie. „Essays on subjective well-being and human capital“. Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542427.
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Kelly, Grace. „Subjective well-being and the measurement of poverty“. Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675662.
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Within the United Kingdom, assessments of societal progress have traditionally been made according to objective measures such as Gross Domestic Product. However, measures of subjective human conditions, such as 'quality of life', 'happiness' or 'well-being' are now being used more widely. This is reflective of a concern about the limitations of economic measures and the growing desire for complementary subjective measures to inform policy making. This thesis is concerned with the level of enthusiasm and speed at which these alternative subjective measures have being embraced and the consequences this poses for objective measures of poverty based on low income and material deprivation. This is because reflective measures like life satisfaction and overall well -being have been shown to be vulnerable to the phenomenon of adaptation and social comparisons, where people rate their situation with that of similar others and relative to what they have come to expect. This study uses a mixed methods approach to investigate how poverty indicators are affected by such processes. It does so through the lens of Walter G. Runciman's (1966) concept of relative deprivation. Results reveal that people often make comparisons with similar others, either in a lateral or downward manner. As a result, expectations are lowered with aspirations and preferences being adapted to people's material and financial constraints. The study concludes that the 'enforced lack' (Mack and Lansley, 1985) measure is the most effective in identifying individuals at risk of material deprivation. Meanwhile, levels of overall life satisfaction are argued to be particularly vulnerable to adaptation processes. This is because people rate their satisfaction relative to the quality of their personal relationships, rather than using a more reflective view of life overall.
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Jankovic, Judita. „Value conflict, materialistic values and subjective well-being“. Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421724.
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Catibusic, Sanda-Wictoria. „Subjective Well-Being and Biomarkers of Health : The Relationship between Subjective Well-Being, The immune system and Hypothalamic-Pituitary Adrenal Axis Activation“. Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144135.
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An association between inflammation and mood deterioration has been proposed as a potential explanatory mechanism underlying many pathologies. Previous research attributes this consistently reoccurring connection between inflammation and psychopathology that is often reported within the literature, to a relationship between the HPA axis, the body’s stress response system and the immune system. There is evidence of a bidirectional feedback loop between end-products of the immune system and the HPA-axis such as cytokines and cortisol. This is supported by research reporting that components of subjective well-being such as positive affect, optimism and life satisfaction can produce beneficial health outcomes by potentially targeting this feedback loop. The present longitudinal study tested if higher positive affect independently corresponds to lower levels of inflammatory markers Interleukin-6 (IL-6) and C-reactive protein (CRP) and HPA axis marker cortisol. The study further tested if higher subjective well-being decreases levels of IL-6 and CRP as well as cortisol. The study employed a subsample of participants from the Midlife in Japan (MIDJA) Biomarker project (n=174) that underwent testing at two separate time points across a period of 4 years. The data included subjective well-being, positive affect, IL-6, CRP, cortisol, perceived stress, neuroticism and demographic variables. Positive affect was not associated with any inflammatory marker or cortisol. Subjective well-being had no effect on CRP but reduced IL-6 and cortisol even when controlling for all control and demographic variables. It is concluded that subjective well-being may be linked to lower inflammation and HPA axis activity.Ett samband mellan inflammation och sjukdomsbeteende har föreslagits som en förklaringsmekanism bakom förekomsten av många patologier. Den konsekventa anknytningen mellan inflammation och psykopatologi som många tidigare studier demonstrerat innebär ett samband mellan immunsystemet och HPA-axeln som är den struktur som utgör kroppens svar på stressorer. Det finns tecken på en återkopplingsslinga mellan slutprodukter av det immunologiska systemet och HPA-axeln såsom cytokiner och kortisol. Detta har stöd i tidigare forskning som rapporterat att komponenter av subjektivt välbefinnande så som positiv affekt, optimism och livstillfredställelse kan medföra positiva hälsoutfall genom att potentiellt influera denna återkopplingsslinga. Förevarande longitudinella studie testar om högre positiv affekt leder till lägre nivåer av de inflammatoriska markörerna interleukin-6 (IL-6) och C-reaktivt protein (CRP) samt HPA-axel markören kortisol. Studien testar vidare även om högre subjektivt välbefinnande leder till lägre nivåer av IL-6, CRP och kortisol. Deltagarna är ett subsampel från Biomarkerprojektet (n = 174) inom Midlife in Japan (MIDJA) som genomgick testning vid två separata tidpunkter över en period av 4 år. Data består av subjektivt välbefinnande, positiv affekt, IL-6, CRP, kortisol, upplevd stress, neuroticism samt demografiska variabler. Positiv affekt hade ingen signifikant effekt på någon av de inflammatoriska markörerna eller kortisol. Subjektivt välbefinnande hade inte någon signifikant effekt på CRP men reducerade signifikant IL-6 och kortisol och dessa effekter förblev signifikanta efter kontroll för samtliga kontroll och demografiska variabler. Följaktligen dras slutsatsen att subjektivt välbefinnande kan leda till lägre inflammation och HPA-axel aktivitet.
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Sanchez, Indira. „Culture and Subjective Well-Being: A Cross-Cultural Evaluation of Methods“. Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1731.
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The study of subjective well-being an interdisciplinary field that borrows from and contributes to disciplines such as psychology, economics, philosophy, and related fields due to the positive effects correlated with high subjective well-being. Cross cultural examinations of well-being help expand the knowledge base of subjective well-being, however, if current measures fail to take into account cultural variances in subjective well-being it undermines the validity of subjective well-being as a construct because western understandings of well-being are not as generalizable to other cultures as seems to be assumed by some measures. This essay provides an examination of popular measurements of subjective well-being and an analysis of the way they could interact with cultural differences in constructs related to subjective well-being.
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Wint, Shirlette. „Race and the subjective well-being of black Canadians“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31040.
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This thesis explores the notion of whether or not race is a determining factor in how African-Canadians perceive their subjective well-being. To this end, this study seeks to understand Blacks perception of what constitutes their identity and how they resist against minority consciousness. Also examined are their integration aspirations and the set of strategies they use to claim mobility status in mainstream North American society. The areas explored reflect interviewees' perceptions of the social factors that determine how they view their well-being. The data for this inquiry is gathered from in-depth interviews and focus group discussions. Data from focus groups, are discussions that I facilitated while working on the Montreal Black Communities Demographic Project. Empirical research is used to support the data at specific points.Analysis of the data does not support the view that Blacks perceive their well-being as dependent on their status as racialized subjects. Research findings do however show that the social determinant of race has an impact on the strategies Blacks choose to obtain socio-economic status.
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Kim, Byunggook. „A conceptual framework for leisure and Subjective Well-Being“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378361.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 4047. Adviser: Bryan McCormick.
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Greenspoon, Peter Jay. „Toward an integration of subjective well-being and psychopathology“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/NQ32785.pdf.
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Dirksen, Shannon Elaine Ruff. „Subjective well-being in patients diagnosed with malignant melanoma“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184289.
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The purpose of this study was to test a theoretical model which predicted subjective well-being in patients who had been diagnosed with malignant melanoma. The theoretical model was developed from empirical findings based on a review of the literature in which health locus of control, social support and self-esteem were identified as significant predictors of well-being. The specific aim of this study was to examine the strength of the predicted relationships between selected psychosocial variables and subjective well-being. The study utilized a nonexperimental correlational design with a causal modeling approach. The convenience sample was composed of 75 individuals (x age = 52.5) who had been diagnosed with malignant melanoma. Subjects completed four instruments which measured the theoretical concepts under study. Two additional instruments were administered which indexed the variables of search for meaning and concern of recurrence. Descriptive statistics were used in examining the demographic and situational characteristics of the sample. Multiple regression techniques were utilized to empirically test the predicted theoretical relationships and to estimate predictive validity for the theoretical concepts. Graphic residual analysis was performed to assess for violations in the statistical and causal model assumptions. Study findings revealed that social support had a direct positive impact on self-esteem (B =.27, R² =.06) and that self-esteem had a direct positive impact on well-being (B =.49, R² =.37). The two demographic variables of employment and income were found to have a direct positive impact on well-being (B =.22 and B =.26, respectively), and resulted in a 10% increase in the total explained variance in well-being. The theoretical model, which was generated to predict subjective well-being in malignant melanoma patients, explained 47% of the total variance in well-being. Research into the variables which influence patient well-being during the cancer experience is vital if nursing is to implement therapeutic interventions which will promote an improved life quality. By intervening with nursing actions that focus on a positive self-esteem, a greater sense of well-being could be attained by individuals diagnosed with cancer.
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Boyce, Christopher J. „Subjective well-being : an intersection between economics and psychology“. Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3121/.
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This thesis uses subjective well-being data to understand the impact that an individual’s economic circumstances have on their well-being. Chapters 2, 3, 4 and 5 look specifically at the role of income on well-being; whilst Chapters 6 and 7 focus on the effect of employment status. This thesis draws heavily on psychological concepts and ideas; highlighting that an interdisciplinary approach to subjective well-being data can have substantial benefits to the study of well-being. Chapter 2 seeks to understand how people compare their incomes with one another. Relative judgment models from psychology are explored and the evidence suggests that individuals may be concerned with their rank position rather than their absolute position or how they compare relative to a mean level. Applying this idea to relative income studies it is shown that an individual’s rank income provides a better explanation of life satisfaction than either absolute income or their income relative to the mean income of those around them. Chapter 3 highlights that although more money may reduce psychological distress it is a relatively inefficient way to do so. This chapter provides medical evidence to suggest that psychological therapy is a more efficient way to reduce psychological distress. Income growth does not appear to increase national well-being in developed countries so this chapter suggests that increasing access to mental health care could be a better way to raise national well-being. Personality, although appropriately controlled for, is mostly ignored by economists researching subjective well-being data. Chapters 4, 5 and 6 therefore explore the use of personality measures in economic subjective well-being research. Chapter 4 proposes a new methodological technique that incorporates personality measures. Chapters 5 and 6 then show that personality interacts with important economic variables. These chapters show that personality is an important aspect to be understood by economists. Chapter 7 demonstrates the importance of using longitudinal data to understand causal effects on well-being. Improvements to occupational status have been argued to lead directly to improvements to health. This argument has been based solely on the cross-sectional association that individuals with high occupational status tend to have better health. Chapter 7 shows that improvements to occupational status actually tend to increase mental strain. Taken altogether these studies suggest that subjective well-being data provides a useful arena in which interdisciplinary research can be conducted.
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Ratcliffe, Anita. „House prices and consumption, subjective well-being and retirement“. Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544333.
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Abdullah, Junaida Lee Binti. „A study on leisure travel and subjective well-being“. Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/761/.
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Yang, Lin. „Subjective and preference-sensitive multidimensional well-being and inequality“. Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3493/.
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This thesis proposes a comprehensive framework that allows analysis of preference-sensitive well-being and inequality. It draws together complementary aspects of attempts to operationalise a more inclusive and multidimensional definition of well-being, through subjective well-being measurement, social welfare theory, and multidimensional indices of well-being and inequality. Theoretical proposals and empirical strategies are put forward, with illustrations using data from the British Household Panel Survey. Chapter 1 examines the underlying structure of subjective well-being, and the relationship between these subjective components of well-being and commonly targeted objective well-being indicators. A key finding is that subjective well-being follows a time-consistent dual structure of underlying ‘life satisfaction’ and ‘emotional well-being’ components. Additionally, the ‘life satisfaction’ component appears more strongly associated than the ‘emotional well-being’ component to changes in objective indicators of well-being. The ‘preference index approach’, the central proposal of the thesis, is introduced in Chapter 2. Preference comparisons are inspected at the individual and subgroup level, and a preference-sensitive index of multidimensional well-being is proposed. The chapter then uses the results of Chapter 1 to support the use of longitudinal life satisfaction regression to estimate the heterogeneous preferences between objective dimensions of life. Chapter 3 illustrates the properties of the preference index approach in terms of multidimensional inequality analysis. The main contribution is the incorporation of preference inequality as well as distributional inequality, and the ability to quantify their interdependent contributions to overall inequality in multidimensional well-being.
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Dlamini, Sizakele. „Orientations to happiness and subjective well-being among teachers in Swaziland“. Thesis, 2011. http://hdl.handle.net/10413/7579.
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Teachers play a pivotal role in the education system and in society at large. With this in mind, the government should address their particular needs. In the context of positive psychology, issues of happiness and subjective well-being could lead to increased educational outcomes and general health. The purpose of the research was to determine the relationship between orientations to happiness and subjective well-being and to determine whether the orientations to happiness hold predictive value for satisfaction with life. A cross-sectional survey design was used for the study. A sample of 175 (N=175) teachers in Swaziland was used. Three demographic questionnaires were used: the Orientations to Happiness Questionnaire (OHS) (Peterson, Park, & Seligman, 2005), Satisfaction With Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) to measure subjective well-being, General Health Questionnaire (GHQ-28) (Goldman & Hillier, 1979) as well as a biographical questionnaire. Results indicated that pleasure and engagement (subscales of orientations to happiness) were positively correlated with satisfaction with life. General health subscales, somatic symptoms, anxiety/insomnia, and severe depression had a negative relationship with satisfaction with life. Of the three orientations, pleasure was found to have predictive value for life satisfaction. Implications of the findings on the relationships between orientations and subjective well-being for helping teachers to promote a more satisfying life are discussed.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.
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Chen, Kuan-Ting, und 陳官廷. „A Survey of Subjective Well-Being on Retired Primary School Teachers“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/77076945617659241675.
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碩士國立臺灣海洋大學
教育研究所
98
This research aims to explore the subjective well-being of retired primary school teachers in Keelung city. Based on related literature and clinical interviews, a ‘questionnaire of subjective well-being on retired school teacher’ has been developed. The snowball sampling method has been employed, and there were 74 respondents involved in this research (response rate is 57.3 %) from 43 primary schools within 7 districts in Keelung city. This research results clearly show as follows: (1) The level of subjective well-being is less than median. (2) The factors of major subjective well-being are ‘I am always committed and involved’, ‘life is good’ and ‘I find beauty in some things’. (3) The factors of minor subjective well-being are ‘I I do think I look attractive’, ‘I feel I have a great deal of energy’ and ‘I don’t find it easy to make decision’. (4) Based on principal component analysis, the major dimensions are ‘positive outlook’, ‘Internal control’, ‘mentally alert’, ‘meaningful life’, ‘satisfaction with life’ and ‘cheerfulness’, these accounted respectively for the following percentages of the variance: 38.747, 10.520, 6.131, 5.565, 4.850 and 3.994, and totally, 69.847 % of variance has been accumulated. (5) The total score of subjective well-being are positively related with ‘satisfaction with life’, ‘family life satisfaction’, ‘personal interaction’ and ‘friend support’, and negatively correlated with ‘life stress’. (6) The level of subjective well-being has shown the significant difference on ‘gender’ and ‘age’, but without any difference on ‘health’, ‘the involvement of leisure’ and ‘the length of retired years’. It is proposed that the results can be implied for retired primary school teachers to understand their subjective well-being, and furthermore, it can provide school and education authorities to develop coping strategies for promoting the level of retired primary school teachers’ subjective well-being.
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Hunang, Chiung-Hui, und 黃瓊慧. „Effect of Line’s Using Behaviors on Subjective Well-being of Retired Teachers“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/14316853605046018290.
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碩士中華大學
科技管理學系
104
ABSTRACT With the advance in technology, the most commonly used communication tools beside telephones are the mobile communication softwares. And “LINE ” is almost the most popular among them. The mobile communication softwares have users of a wide range of ages. Beside young-age groups, the growth momentum of the penetration rate of smartphone comes primarily from people who are above 50 years old. Most elementary school teachers retire after their age is above 50. After retirement, their lifestyles change. By using “LINE”, they can interact with their families and friends, have more opportunities of social participation, and establish a closer relationship with people, hence increasing their subjective well-being. Therefore, this study discussed the effect of Line’s using behaviors on subjective well-being of retired teachers, in the hope of providing some advices for retired teachers or other related facilities to improve their quality of life. In my study, questionnaires were designed according to related references. The items in the questionnaires included “Line’s using behaviors”, “subjective well-being”, and “the basic information of the retired teachers and their current condition of using LINE”. The objects of this study are retired teachers from elementary and junior high schools. The questionnaires were delivered to them and answered on line as Google Forms. They were also welcomed to share the questionnaires to other retired colleagues. A total of 240 questionnaires were collected. They were analysed by independent t test, one way analysis of variance, and regression analysis. The result shows that a high percentage of retired teachers use LINE. The aspects of“ manipulative participation”, and “emotion expression” in the using of LINE positively affect the “subjective well-being”, “positive viewpoint”, “joyfulness”, “internal control”, and “vitality’. “Instant interaction” doesn’t significantly affect “subjective well-being”, but positively affected the “meaningfulness of life”. As a conclusion, retired teachers interact and communicate with families and friends by sending appropriate texts and pictures through LINE, and make their relationship with other people more active, and establish closer connections with them. Thus further generates the feeling of well-being and joyfulness. Keywords: retired teachers, Line’s using behaviors, subjective well-being
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LIN, YA-HUI, und 林雅恵. „The Study on the Relationships among Time Perspective,Teacher Self-efficacy and Subjective Well-being of Junior High School Teachers“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/46523160602465018165.
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碩士大葉大學
教育專業發展研究所
105
In this study, exploring the relationship between teacher self-efficacy and subjective well-being of junior high school teachers by time perspective theory. Therefore, the purpose of this study is to explore the relationship between time perspective, teacher self-efficacy and subjective well-being of junior high school teachers. The research adopted the method of questionnaires. There were 687 participants selected from junior high schools in Taiwan. The main research scale used the Zimbardo Time Perspective Inventory, Teachers's Self Efficacy Scale and Teachers' subjective well-being Scale. The research data was analyzed by t-test, one-way ANOVA, Pearson correlation analysis and path analysis. The main results were as following: 1.There was partial differences among gender, teacher' working years and position on the part of teachers` ZTPI. 2.There was partial differences among gender, teacher' working years and position on the part of Teacher's Self Efficacy. 3.There was no significant differences among gender, teachers' working years and position on the part of teachers' subjective well-being. 4.There were related among Teachers's ZTPI, teacher's self efficacy and teachers's subjective well-being. Negative relationships existed between teacher's ZTPI and teacher's self efficacy, between teacher's ZTPI and Teachers' subjective well-being. Besides, positive relationships existed between teacher's self efficacy and teachers' subjective well-being 5.Teacher's ZTPI had significant prediction to teacher's self efficacy. 6.Teacher's ZTPI had significant prediction to teacher's subjective well-being.
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Chung, Wei-Chin, und 鐘偉晉. „A Study of Junior High School Teachers’ Emotional Management and Subjective Well-being“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/04788941770454089300.
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碩士臺北市立教育大學
國民教育研究所
97
The main purposes of this study were to examine the different level of emotional management and subjective well-being of junior high school teachers in Taipei City among diverse backgrounds , and to identify the relationship of teachers’ emotional management and subjective well-being. This study employed “Questionnaire of Teacher’s Emotional Management” and “Questionnaire of Teacher’s subjective well-being” for data collection. As a result of stratified random sampling by administrative division, there were 305 valid samples for this study. The collected data were analyzed by Descriptive Statistics, T-test, One-way ANOVA and multiple stepwise regression analysis. The conclusions of the study were as follows: 1.There were significant differences in the teachers’ emotional management with different gender, age, seniority, academic background and school location, but was no significant difference with different office duties. 2. There were significant differences in the teachers’ subjective well-being with different, age, seniority, academic background office duties and school location, but was no significant difference with different gender. 3. Teachers can get higher level in positive preference, mental and physical health, life satisfaction and working achievement of subjective well-being as their behaviors are higher in overall emotional management section. 4. The variables of self-emotion recognition, self-emotion control, self-motivation and relationship regulation can significantly forecast the teachers’ overall subjective well-being. According to the results and conclusions of this study, some suggestions were offered as references for the members in the educational correlated organizations and studies in the future.
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Lu, Hui-Sheng, und 呂輝勝. „Relationships of Exercise, Personality Traits and Subjective Well-Being in Elementary School Teachers“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/69433551187333979054.
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碩士國立體育大學
體育研究所
101
The purposes of this study were (1) to examine the Relationships of Exercise, Personality Traits and Subjective Well-Being in Elementary School Teachers; (2) to examine the prediction of exercise behaviors on subjective well-being; and (3) to examine the prediction of personality traits on subjective well-being. This study sampled 17 elementary school teachers with 250 participants. After preliminary screening, 237 participants were retained with 94.8% returning rate (Males=98,41.4%; Females=139,58.6%)with mean age of 37.86(SD=6.13). Participants completed Gordin Leisure Time Exercise Questionnaire, NEO- Personality Inventory, Satisfaction With Life Scale and Positive and Negative Affect Scales. With Pearson Correlation and Stepwise Regression, this study found following results: (1) exercise behavior positively correlated with consciousness but negatively correlated with neuroticism; (2) exercise behavior predicted subjective well-being; (3) exercise behaviors positively predicted consciousness but negatively predicted neuroticism; (4) exercise behavior predicted subjective well-being; (5) dominance positively predicted subjective well-being while neuroticism negatively predicted subjective well-being in terms of different gender. This study discussed its implications and applications accordingly and proposed future research suggestions.
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TSAI, HSIU-HUA, und 蔡秀華. „Relationship of Self-Esteem, Spiritual Health,and Subjective Well-Being of School Teachers“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/598596.
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碩士大葉大學
運動健康管理學系
106
The contemporary society is faced with significant educational reforms and social turbulence. At the front line to implement education, teachers must have healthy physical and mental states and recognize how to enhance personal well-being to become learning model for students’ positive thinking and guide and encourage students to be enthusiastic about learning and construct proper view of life. The purpose of this study is to find if enhancement of teachers’ self-esteem and spiritual health will upgrade their subjective well-being and probe into relationship among self-esteem, spiritual health and subjective well-being. This study adopts questionnaire survey and retrieves 339 valid questionnaires. It analyzes data by SPSS and AMOS as tools. According to research findings, (1) School teachers’ spiritual health positively influences self-esteem. (2) School teachers’ spiritual health positively influences subjective well-being. (3) School teachers’ self-esteem does not significantly influence subjective well-being. This study proposes suggestions based on findings as reference for educational authority, school administration, teachers and future academic researchers.
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王敘馨. „An Exploration of Subjective Well-Being on Junior High School Teachers in Keelung City“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/07171826967433843973.
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碩士國立臺灣海洋大學
教育研究所
98
This research aims to explore the subjective well-being of junior high school teachers in Keelung city. Based on related literature and clinical interviews, a ‘questionnaire of subjective well-being on senior high school teacher’ has been developed. The stratified sampling method has been employed, and there were 350 respondents involved in this research (response rate is 96.57 %) from 16 junior high schools within 7 districts in Keelung city. This research results clearly show as follows: 1. The level of subjective well-being is morn than median. 2.The factors of major subjective well-being are ‘I am always committed and involved’, ‘I do have particularly happy memories of the past’, ‘I have very warm feelings towards almost everyone’, ‘I find beauty in some things’ and ‘life is good’ priority of subjective happiness is ‘ 3. Based on principal component analysis, the major dimensions are ‘cheerfulness’, ‘positive outlook’, ‘satisfied with life’, ‘look attractive/influence’, ‘leisure’ and ‘mentally alert’, these accounted respectively for the following percentages of the variance: 35.194, 6.575, 4.709, 3.591, 3.443 and 3.141, and totally, 56.652 % of variance has been accumulated. 4.The lower scores on the dimensions of subjective well-being are ‘satisfied with life’ and ‘mentally alert’. 5. The total score of subjective well-being are positively correlated with ‘positive affectivity’, ‘job satisfaction’, ‘family life satisfaction’, ‘personal income’, ‘professional development’ and ‘job commitment’ and negatively correlated with ‘negative affectivity’, ‘life stress; and ‘job stress’. 6. The level of subjective well-being has shown the significant difference on ‘marriage’, ‘the length of teaching’ and ‘different position’, but without any difference on ‘gender’, ‘the number of children’, ‘age’, ‘born family’ and ‘academic degree’. It is proposed that the results can be implied for junior high school teachers to understand their subjective well-being, and furthermore, it can provide school and education authorities to develop coping strategies for promoting the level of junior high school teachers’ subjective well-being.
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CHANG, PAO-YUN, und 張寶云. „The Study of Life Values and Subjective Well-Being toward the Retired Elementary Teachers“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53058844769260913875.
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碩士佛光大學
未來與樂活產業學系
103
This study was aimed to investigate the relationship between “life values” and “subjective well-being” toward the lives of retired elementary school teachers. Twelve qualitative interviews were implemented. The study shown the following conclusions: (1) Health is the priority to raise the life values (2) Good family relationship matters (3) Social engagement is the source of the subjective well-being (4) Leisure activities make the retiring lives abundant (5) Holding a positive attitude make life more meaningful (6) The pursuit of transcendence in life makes teachers happier (7) A strong faith fulfills a peaceful heart In sum, the study proved that there is a positive relationship between life values and subjective well-being for the retired elementary teachers. The result indicated that those who had positive life values were happier and more content with higher social engagements. In addition, those who held a strong faith and belief led more positive attitudes toward life, and thus, led a better sense of subjective well-being to continue their aging lives. Overall, this study suggests the retiring teachers follow the tips below to lead positive lives 1. Take exercise regularly 2. Lead an actively social engagement 3. Hold a positive attitude toward life 4. Have a lifelong Education 5. Do good deeds daily
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CHEN, HSING-TUAN, und 陳幸端. „The Relationships among Positive Events, Capacity to Savor and Subjective Well-being for Retired Teachers“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/n7dgw7.
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碩士玄奘大學
應用心理學系碩士在職專班
107
As people get older, their social support network gradually decrease due to deaths of spouses, colleagues, and friends. In this research, we focused upon in this population was retired teachers in primary and secondary schools with retirement time facing this situation. Retirees’ capacity to savor and subjective well-being is a topic that cannot be ignored and is of great concern to modern people. The purpose of this study is to understand the current status and relationships between “positive events”, “capacity to savor” and “subjective well-being” of retired teachers in primary and secondary schools. The way that capacity to savor plays a mediating role in positive events and subjective well-being is also further tested. This study surveyed 174 primary and secondary school retired teachers, using questionnaires to measure subjective well-being, positive events, and capacity to savor. The Pearson product-moment correlation and mediation regression analysis were used for data analysis and interpretation. The results show that: (1) the correlation coefficient of positive events, capacity to savor and subjective well-being is between .43 and .70, indicating that these are highly correlated. (2) The capacity to savor item "Share with people" plays the mediating role between positive events and well-being. Finally, this study makes recommendations based on the aforementioned findings and on educational practice and future research.
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Huang, Szu-Chi, und 黃思琪. „Research on Social Support, Peer Group Pressure, and Subjective Well-being in Elemtentary School Teachers“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37995429462430316900.
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碩士臺北市立大學
心理與諮商學系心理與諮商教學碩士學位班
103
The aim of this study was to explore the relationship among social support, peer group pressure, and subjective well-being in elementary school teachers. Participants were 523 elementary school teachers in the schools located in northern regions of Taiwan. The teachers responded to a questionnaire consisted of Social Support Scale, Elementary School Teachers’ Peer Pressure Scale, and Elementary School Teachers’ Subjective Well-being Scale. Major findings were: (1) For elementary school teachers, the perceived emotional and information aspects of social support varied with age and marital status; evaluation social support varied with school size; instrumental support varied with job position. (2) Elementary school teachers’ peer group pressure covered three aspects: peer involvement, school affairs participation, and conformity to peer norms. (3) For teachers, overall peer group pressure varied as a function of job position; peer group pressure in involvement with peers varied with gender, year of teaching, and job position; peer group pressure in participation in school affairs varied with job position and number of kids; conformity to peer norms varied with gender and number of kids. (4) Overall subjective well-being varied as a function of job position, marital status, and number of kids; life satisfaction varied with marital status and number of kids; positive emotion varied with job position and negative emotion varied with with marital status and number of kids. (5) No significant correlation was found between peer group pressure and subjective well-being, whereas social support was found to significantly predict subjective well-being. Suggestions are provided for teachers, schools and future researchers, based on the results of this study. Key words: elemtentary school teachers, peer group pressure, social support, subjective well- being
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Yen-Chun, Lin, und 林妍均. „The Relationships Between Family Relationship, Parent-Teacher Relationship, Peer Relationship, and Subjective Class Well-Being Among Junior High School Students“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/91339069949959339514.
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碩士國立臺灣師範大學
教育心理與輔導學系在職進修碩士班
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The purpose of the study was to explore the relationships between family relationship, parent-teacher relationship, peer relationship, and subjective class well-being among junior high school students. Participants were 493 junior high school students (244 males and 249 females) from six junior high schools in Taipei and New Taipei. The instruments applied were Basic Data Scale, Family Relationship Scale, Parent-teacher Scale, Peer Relationship Scale, and Subjective Class Well-Being Scale. The obtained data were analyzed by descriptive statistics, one-way ANOVA, Scheffe’s method, Pearson’s correlation, regression analysis. The results were as follows: 1. There was a significant difference between different genders in perception of peer relationship. The female’s perception of peer relationship was more positive than that of males. 2. There was a significant difference between different siblings in perception of parent relationship. The perceived parent relationship of the students with siblings was more positive than that of the students without siblings. 3. There was a significant difference among students with different achievements in their perception of family relationship, parent-teacher relationship, and peer relationship. 4. There was a significant difference among students of different socioeconomic status in perception of parent relationship, parent-child relationship, parent-teacher relationship, peer relationship, and subjective class well-being. 5. There was a positive correlation between perceived family relationship, parent-teacher relationship, peer relationship, and subjective class well-being. 6. The subjective class well-being is predictable from the perceived family relationship, parent-teacher relationship, and peer relationship, with the peer relationship being the most powerful predictor. Implications of this study for junior high school guidance work, parental education, and suggestions for future researches were also discussed.