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Объектом исследования явилась удовлетворенность жизнью. Предметом исследования стали личностные характеристики молодых людей с разными показателями удовлетворенности жизнью. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (69 источников) и приложения, включающего в себя бланки применявшихся методик и рисунки. Объем магистерской диссертации 88 страниц, на которых размещены 4 рисунка и 7 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель исследования, определяются объект и предмет исследования, формулируются основная гипотеза, конкретизированная в трех предположениях, указываются методики исследования и теоретическая база, а также этапы проведения исследования, теоретическая и практическая значимость работы. Первая глава включает в себя анализ научной иностранной и отечественной литературы по теме удовлетворенности жизни. Представлены разделы, посвященные исследованию предикторов удовлетворенности жизнью. 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: опросник «Удовлетворенность жизнью» (УДЖ) Н.Н. Мельниковой, «Тест жизнестойкости С. Мадди» (в адаптации Д.А. Леонтьева, Е.И. Рассказовой), «Тест смысложизненных ориентаций» (СЖО) Д. Крамбо и Л. Махолика в адаптации Д.А. Леонтьева, опросник «Способы совладающего поведения» (копинг-тест) Р. Лазаруса. Также в главе представлен сравнительный и корреляционный анализ 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 study was life satisfaction. The subject of the research was the personal characteristics of young people with different indicators of life satisfaction. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (69 sources) and an appendix, which includes the forms of the applied techniques and drawings. The volume of the master's thesis is 88 pages, which contain 4 figures and 7 tables. The introduction reveals the relevance of the research problem, the elaboration of the problematics, the goal of the research is set, the object and subject of the research are determined, the main hypothesis is formulated, concretized in three assumptions, the research methods and theoretical base are indicated, as well as the stages of the research, the theoretical and practical significance of the work. The first chapter includes an analysis of foreign and domestic scientific literature on the topic of life satisfaction. Sections devoted to the study of predictors of life satisfaction are presented. Conclusions for the first chapter represent the results of the study of theoretical material. 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: the questionnaire "Satisfaction with life" (LJ) by N.N. Melnikova, “Hardiness syrvey by S. Maddy” (adapted by DA Leontiev, EI Rasskazova), “Test of life-meaning orientations” (LSS) by D. Krambo and L. Makholik as adapted by D.А. Leontyev, the questionnaire “Methods of coping behavior” (coping test) by R. Lazarus. The chapter also presents a comparative and correlation analysis of the 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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Life satisfaction is key indicator of psychological well-being, a central component of positive psychology, and an important correlate of positive development. Concurrent and predictive validity of global and domain-specific life satisfaction reports were explored with respect to social success within the classroom, peer rejection, and externalizing behavior problems. The Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS), which yields an overall subjective life satisfaction score in addition to five domain-specific satisfaction scores (family, friends, self, school, living environment), was administered to a sample of 198 3rd through 8th grade students in an urban public school in a northeastern U.S. city during the fall of 2008 (Time 1) and spring 2009 (Time 2). A friendship survey was also administered at both time points; peer nominations from these surveys were used to calculate individual peer acceptance and peer rejection scores, as well as to identify classroom social networks and students' salience within them. Data were also collected on individual disciplinary incidents throughout the year resulting in a total number of office discipline referrals (ODRs) for each student. Given the abundance of literature suggesting that low levels of self-reported life satisfaction are linked to poor social and behavioral outcomes, it was expected that subjective satisfaction ratings would demonstrate an inverse relationship with peer rejection and disciplinary referrals, and a positive relationship with social success, as measured by peer acceptance and social network centrality. At Time 1, in contrast with the hypothesis, none of the domain-specific or global life satisfaction variables were found to demonstrate any significant relationships with peer rejection or acceptance. However, as expected, Time 1 social network centrality demonstrated a small but significant correlation with satisfaction with self and a moderate correlation with satisfaction with friends. This relationship remained significant with respect to satisfaction with friends and Time 2 social network centrality, but decreased in magnitude. Regression analyses revealed that Time 1 life satisfaction variables were not able to predict a significant portion of the variance in any of the established outcome variables. This research was limited by its use of a single school with a homogenous student population; nevertheless, it provides an exploratory look into the potential of subjective life satisfaction profiles to serve as a screening tool for identifying students that may benefit from targeted social or behavioral interventions. Future research should examine this potential with larger and more diverse samples of students. / School Psychology

Yes / Aims: Theoretical arguments and empirical evidence have been provided in the literature for the role of fairness in wellness. In this paper we explore the role of two potential mediating variables: autonomous human choice and social capital. Methods: Using aggregated panel data across countries belonging to the Organisation for Economic Co-operation and Development (OECD) we compared the OECD Social Justice Index with data on life satisfaction to test whether fairness has direct and indirect effects on wellness. Results: Results from a series of Manifest Path Analyses with time as fixed effect, support the hypothesis that the OECD Social Justice Index is directly linked to country-level life satisfaction and also reveal that its indirect effect operates primarily through people’s autonomous choices in life and their country’s level of social capital. Conclusions: Our results contribute to two distinct bodies of knowledge. With respect to community psychology, the findings offer empirical evidence for the synergistic effect of personal, relational, and collective factors in well-being. With respect to the impact of economic inequality on wellness, we extend the literature by using social justice as a more comprehensive measure. Limitation and recommendations for future studies are discussed. / Research Development Fund Publication Prize Award winner, Jan 2022.

Thesis (MScMedSc (Rehabilitation))--University of Stellenbosch, 2005. / Many South African National Defence Force (SANDF) soldiers have suffered spinal cord injury either in the line of duty or otherwise. This injury affects all spheres of life (physical, emotional, social and psychological). Servicemen are often considered heroes of their country and are often the ones who need to set aside their emotions in order to fulfil their roles as soldiers. However, it is anticipated that a permanent impairment/disability e.g. SCI will have an impact on their quality of life (QOL) and satisfaction with living (SWL). This study aims to explore whether emotional support offered to soldiers with spinal cord injury (SCI) during rehabilitation improve their long-term QOL and SWL. Thirteen soldiers who have been re-employed post injury were asked to complete a selfcompiled, self-administered questionnaire regarding the emotional support offered during rehabilitation and the impact thereof on long-term QOL and SWL. The questionnaire focused on their ratings of the QOL and SWL in different areas of their lives and circumstances and asked what they would advise newly injured individuals regarding SCI and rehabilitation. Data was analysed using a combination of qualitative and quantitative methods. Pearson’s chi-square test and the M-L chi-square tests were used to analyse the data with the Statistica programme. A p-value of < 0.05 were calculated as statistically significant. Emotional support during rehabilitation showed a significant impact on QOL (p=0.0497). Ninety-two percent (n=12) of participants rated their QOL as good or excellent while 77% (n=10) rated their SWL as good. Participants who were older than 26 reported a significantly higher rate of SWL than younger ones (p=0.0292). Furthermore, results showed that the family was the most constant source of support during rehabilitation (54%, n=7). Despite that, 77% (n=10) of participants felt that they received excellent emotional support from the rehabilitation team. The study results are intended to facilitate growth and development in the rehabilitation process and guide professionals in the offering of emotional support.

人口快速老化與平均餘命的延長，使我們越來越重視老年退休生活，加上高齡者健康、經濟資源的提升，與家庭支持系統轉弱等現代社會特性，鼓勵高齡者從事社會參與乃成為老人福利中的重要課題。台灣地區高齡者從事社會參與的情形為何？影響高齡者從事社會參與的因素有哪些？從事社會參與是否能提升生活滿意度？究竟哪種社會參與面向才是主要影響生活滿意度的因素？均是本研究關注的焦點。首先根據文獻探討高齡者生活滿意度及社會參與的意涵、相關因素與相關研究，並以社會老年學觀點作為本研究的理論基礎。 本研究乃是使用行政院衛生署國民健康局人口與健康調查研究中心執行之「臺灣地區中老年身心社會生活狀況長期追蹤調查系列」1999年調查資料進行次級資料分析，研究樣本為年滿六十五歲以上之高齡者，有效樣本數為2890人，針對所得的資料，以描述統計、單因子變異數分析、卡方檢定、獨立樣本t檢定、點二系列相關、皮爾森積差相關、邏輯迴歸、多元迴歸分析及階層迴歸分析等統計方法進行分析。綜合本研究主要發現，獲致下列結論： 一、高齡者具有社會參與的需求。 二、參加「老人團體」是高齡者社會參與的最愛。 三、意向障礙是阻礙高齡者社會參與的主因。 四、高齡者的社會參與與生活滿意度有關。 五、社會參與面向中，影響生活滿意度最關鍵的因素為「參與程度」。 六、影響高齡者社會參與的因素為，性別、年齡、教育程度、經濟狀況、健康狀況、居住地。 七、影響高齡者生活滿意度的因素為，教育程度、經濟狀況、健康狀況、婚姻狀況、居住安排及有無社會參與。 八、影響有社會參與的高齡者生活滿意度的因素為，教育程度、經濟狀況、健康狀況、居住安排及參與程度。 根據上述研究結論，本研究分別就政府機關、辦理老人社會參與相關機構及高齡者本身提供以下建議：一、對政府機關之建議：(一)健全老人經濟及健康之福利服務；(二)透過社會教育的方式，向老人宣導社會參與對老化調適的好處；(三)廣設老人活動中心，鼓勵並協助老人組成社團；(四)營造高齡者社會參與的無障礙環境。二、對辦理老人社會參與相關機構之建議：(一)排除機構障礙，增加高齡者社會參與的機會；(二)提供多元的社會參與類型，並注重活動進行的品質。三、對高齡者本身之建議：(一)破除意向障礙，積極從事社會參與；(二)從事退休準備，以擁有健康、滿意的老年生活。 / Due to the rapid aging of population and the prolongation of life expectancy, people pay more and more attention on elders’ retirement life. According to the characteristics of modern society, such as elders’ health, increase of economic resources and the obsolescence family support system, encouraging elders to have social participation becomes an important issue of elderly welfare. How is elders’ social participations in Taiwan? What are the key factors of elders’ social participations? Could social participation increase their life satisfactions? Which of the social participation is the main factor that influences life satisfactions? Above are the targets of this study. At first, we probe into life satisfactions, social participation meanings, related factors, and research from bibliography, and we take social gerontology as the theoretical base of this study. This study conducted a secondary data analysis based on the data from 1999 Survey of Health and Living Status of the Middle Aged and the Elderly in Taiwan, provided by the Bureau of Health Promotion, Department of Health, R.O.C. (Taiwan). The study subjects were elders over 65 years old, and the number of valid samples was 2890. The data were analyzed with descriptive statistics, one-way ANOVA, Chi-square test(X2), Independent-Samples t-test, point biserial correlation, the Pearson product-moment correlation, logistic regression analysis, multiple regression analysis and hierarchical regression analysis. Based on the main findings of this study, we have the following conclusions: 1.Elders have needs of social participation. 2.“The elderly group” is elders’ favorite social participation target. 3.Intention obstacle is the main reason hindering elders’ social participation. 4.Elders’ social participation is related to life satisfaction. 5.The most critical factor in social participation which influences life satisfaction is “participation degree”. 6.The factors influencing elders’ social participation are gender, age, educational level, economic status, health status and residential locations. 7.The factors affecting elders’ life satisfaction are educational level, economic status, health status, marital status, residential arrangement and social participation. 8.The factors affecting the life satisfaction of the elderly who has social participation are educational level, economic status, health status, residential arrangement and participation degree. According to the above conclusions, this study proposes the following suggestions for the governments, institutions dealing with elders’ social participation and elders: 1. Suggestions for the governments: (1) Complete elderly economic and healthy welfare services. (2) Promoting the advantage of social participation on aging accommodation to elders by social education. (3) Constructing elderly community centers, encouraging and helping elders to establish the associations. (4) Constructing the barrier-free environment for elders’ social participation. 2. Suggestions for the institutions dealing with elders’ social participation: (1) Eliminating the obstacles of the institutions to increase probability of elders’ social participation. (2) Providing diverse types of social participation and focusing more on the quality of the activities. 3. Suggestions for elders: (1) Overcoming the intention obstacles to have more social participation. (2) Being prepared for the retirement to have healthy and satisfying elderly life.

Emotional intelligence is a relatively new and growing area of behavioural research, which stimulated the imagination of the general public, the commercial world and the scientific community. Only a few studies have been done on the relationship between emotional intelligence and academic performance. The objective of this study was to determine the relationship of emotional intelligence, optimism, life satisfaction and self-efficacy, as well as the validity and reliability of these measures on a sample of university students. Further objectives included conceptualising emotional intelligence, optimism, life satisfaction, self-efficacy, wellbeing and academic performance and determining the validity and reliability of the 33-item measurement of emotional intelligence (SEIS) for a sample of potential future employees in economical sciences professions. The results obtained from this study will help organisations determine the level of emotional intelligence and well-being of their future workforce, in order to implement certain interventions to improve it. A cross-sectional survey design was used for this study. A sample of 341 students was used for this study, but only 324 of the responses could be utilised. The participants (N = 324) were students within the field of economics. 1 17 Students were from the Vanderbijlpark Campus and 207 students were from the Potchefstroom Campus. The Schutte Emotional Intelligence Scale, Life Orientation Test Revised, Satisfaction with Life Scale, and the General Perceived Self- Efficacy Scale were administered. Descriptive and inferential statistics were used to analyse the statistical data. The results obtained from the SEIS proved this measuring instrument to be valid and reliable. By using the multiple linear regression analysis approach, a six dimensional factor structure for emotional intelligence among students emerged, which supported earlier conceptions in this regard. The results showed that Interpersonal factors consisted of Positive Affect, Emotions-Others, Happy Emotions, Emotions-Own, Non-Verbal Emotions and Emotional Control. Intrapersonal factors consisted of Self-Efficacy, Life Satisfaction and Optimism. Self-efficacy, Life satisfaction, Optimism, Pessimism, Positive Affect, Emotion-Others, Happy Emotions, Emotion-Own, Non-Verbal Emotions and Emotional Control, predict 16% of the variance in Academic Performance. Significant predictors of Academic Performance are Life Satisfaction, Optimism, Pessimism and Emotions-Others. A second order factor analysis was done on the factors of the SEIS, LOT-R, GPSES, and the SWLS. Two factors were extracted explaining 50,95% of the variance. These factors were called Interpersonal Factors and Intrapersonal Factors. On the Intrapersonal Factor, the following factors loaded: Emotions-Others, Happy Emotions, Emotions-Own and Non-Verbal Emotions. Self-Efficacy, Life Satisfaction and Optimism, Positive Affect and Emotional Control loaded on the Interpersonal Factor. It is evident from the above that psychological well-being consisted out of two dimensions namely Interpersonal and Intrapersonal aspects. Positive Affect is significantly positively related (large effect) to Optimism and Self-Efficacy and significantly positive related (medium effect) to Emotions-Others, Happy Emotions, Emotions-Own, Non-Verbal Emotions and Emotional Control. Emotions-Others is significantly positively related (medium effect) to Happy Emotions, Emotions-Own and Self-Efficacy. Happy Emotions is significantly positively related (medium effect) to Emotions-Own, Non-Verbal Emotions, Emotional Control, Optimism and Self-Efficacy. Emotions-Own is significantly positively related (medium effect) to Non-verbal Emotions, Emotional Control, Optimism and Self-Efficacy. Non-verbal Emotions significantly positively related (medium effect) to Emotional Control and Self-Efficacy. Emotional Control significantly positively related (large effect) to Self-Efficacy and significantly positively related (medium effect) to Optimism and Life Satisfaction. Optimism significantly positively related (medium effect) to Life Satisfaction and Self-Efficacy. Pessimism is significantly negatively related (medium effect) to Life Satisfaction and Self- Efficacy. Life satisfaction is significantly positively related (medium effect) to Self-Efficacy and Academic Performance. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.