Previous research has shown that humankind is not becoming happier, and that in fact symptoms of depression continue to rise, despite the belief of many that happiness is the ultimate purpose of human life. The purpose of this study was to investigate whether happiness can be taught through an intervention programme aimed at increasing levels of subjective wellbeing as measured by scales of self-reported happiness and depression. Participants attending a course based on research into Positive Psychology that included the practice of multiple validated interventions made up the experimental group (N=33), and participants in other community education courses made up the control group (N=41). A pre-intervention, post-intervention and follow-up design was used, with participants completing sets of questionnaires designed to test levels of happiness and depression, and additional questionnaires capturing demographic information and signature character strengths. The results of this study suggested that the intervention had a positive effect on increasing happiness and reducing symptoms of depression. The non-randomised groups resulted in a more depressed experimental than control group prior to the intervention. Generally speaking, it was not true that any subgroup benefited more from the intervention than others, nor were happier or more depressed than others. This study appears to support earlier research that found that subjective wellbeing could be increased through education and volitional behaviour. Implications for the findings are discussed in relation to group education and therapeutic intervention both for increasing happiness as well as reducing symptoms of depression.

published_or_final_version / Comparative Literature / Master / Master of Philosophy

Two studies were conducted to examine if and how failure can lead to subsequent psychological flourishing. Both studies used the context of individuals’ biggest job-related failure or most significant challenge to test a proposed model of adaptive response to failure. Specifically, it was proposed that, at a cognitive/emotional level, an adaptive response to failure is characterized by acceptance of negative emotions and self-acceptance. Further, it was proposed that at a behavioral level, an adaptive response to failure involves goal disengagement coupled with goal reengagement, including reengaging with new goals that are intrinsically meaningful. These complementary studies both examined the relationship between individuals’ response to failure and psychological flourishing. Studies were conducted with different participant samples and used complementary designs to provide converging evidence for the proposed model. Using a random sampling process to recruit participants, Study 1 (N = 50) consisted of semi-structured interviews with individuals from the Austin community. Study 2 (N = 101) was an online study and consisted of a series of questionnaires and a writing task. Analyses were conducted on interviews, questionnaires, and writings to examine the relationships between response to failure, including acceptance of negative emotions, self-acceptance, goal disengagement, and goal reengagement, and psychological flourishing. Overall, findings underscored the significance of acceptance and goal reengagement in predicting psychological flourishing after failure. Goal reengagement, in particular, consistently predicted subsequent flourishing. Results also indicated that in response to failure, both persistence toward meeting established goals and moving beyond established goals can lead to subsequent flourishing. These findings imply that flexibility, rather than adherence to a singular response, may be adaptive in responding at a behavioral level to failure. Furthermore, results showed that failures characterized by higher emotional distress can lead to greater subsequent psychological flourishing than failures characterized by low levels of emotional distress. Overall, both studies demonstrate that failure, when responded to in an adaptive way, can lead to a broad range of positive psychological outcomes. / text

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.

This thesis is not intended for those who regard practical problems as something to be talked about. It is not for those who believe that every question has an objective, absolute, or interpretable answer. It is not intended for the individual who knows what happiness is, in that the very definition of happiness is not to be found; at best only suggested. It is not intended solely for Eastern thought. It is not intended solely for Western thought - it is intended for both. Most importantly, this thesis attempts to exclude the esoteric language common in the philosophical discipline. Arthur Schopenhauer once said that one should use common words to say uncommon things. This thesis is intended for both the common and the uncommon reader, as is the subject - Happiness. Simply stated, this thesis is an exploration into why the contemporary notion of how one should best pursue happiness is flawed. This exploration shall encompass a vast array of subjects, many now far departed from the philosophical tradition. In by neglecting these deeper, sometimes more intimate forms of inquiry, is to waste a central resource for the study of philosophy; let alone a study on happiness. From this, I take a particular interest in culture. And, regarding America's contemporary culture, I hold, that we make a distinction between behaviors that bring true happiness and behaviors that only make you feel happy. For this reason, my thesis is as followed: The 21st century’s primary conflict is not the poverty in plenty but the unhappiness brought in the pursuit of pleasure by most. I hold that the current American model of what brings happiness is in direct contradiction to what it takes for actually being happy. In short, there is ongoing contradiction between restraint and freedom, between adversity and fulfillment, and between the individual and the whole. We pursued freedom but we now live in a world that is more monitored, and more subjected to a network of small complicated rules that strangle freedom. We pursued happiness and it leads to resentment, it leads to pathological disease, and it leads to even more unhappiness. We pursed happiness within, and forget that happiness is only real when shared. In sum, my attempt is to elucidate the themes, problems, and contradictions within today’s pursuit disclosed on the - Horizon of Happiness.

劉宇光. / 論文(神學碩士) -- 香港中文大學硏究院哲學學部, 1997. / 參考文獻: leaves 67-69. / Liu Yuguang. / 導論 --- p.3 / Chapter 第一章 --- 「幸福」槪念的分疏 --- p.6 / Chapter 第二章 --- 「幸福」在倫理學原理論中的消極角色 --- p.19 / Chapter 第三章 --- 「幸福」作爲自然目的 --- p.38 / Chapter 第四章 --- 「幸福」作爲道德的手段 --- p.50 / Chapter 第五章 --- 「幸福」與圓善 --- p.56 / 參考書目: --- p.67

Thesis (M.Sc.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 55-69.

Thesis (M.C.S.)--Regent College, 1999. / Abstract and vita. Includes bibliographical references (leaves 154-161).

Thesis--Auburn University, 2009. / Abstract. Includes bibliographic references (p.51-52).

The study investigated whether providing autonomy support and implementation intention would enhance participants’ subjective well-being in a counting blessings intervention. One hundred and one senior secondary school students were randomly assigned into four conditions: (1) with both autonomy support and implementation intention; (2) with autonomy support only; (3) with implementation intention only; and (4) without autonomy support and implementation intention (control). They were then instructed to count three blessings daily for two weeks. The results indicated that participants’ positive affect was significantly enhanced by counting blessings intervention with autonomy support; while their life satisfaction and positive affect were significantly promoted by the intervention supplemented with implementation intentions. Implications of the findings were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences