Seligman recently introduced the PERMA model with five core elements of psychological well-being: positive emotions, engagement, relationships, meaning, and accomplishment. We empirically tested this multidimensional theory with 516 Australian male students (age 13–18). From an extensive well-being assessment, we selected a subset of items theoretically relevant to PERMA. Factor analyses recovered four of the five PERMA elements, and two ill-being factors (depression and anxiety). We then explored the nomological net surrounding each factor by examining cross-sectional associations with life satisfaction, hope, gratitude, school engagement, growth mindset, spirituality, physical vitality, physical activity, somatic symptoms, and stressful life events. Factors differentially related to these correlates, offering support for the multidimensional approach to measuring well-being. Directly assessing subjective well-being across multiple domains offers the potential for schools to more systematically understand and promote well-being.
Indicators of social progress are the primary drivers of public policy. If existing economic measures of prosperity are complemented with wellbeing metrics that better capture changes in individuals' quality of life, decision makers will be better informed to assess and design policy. The science of wellbeing has yielded extensive knowledge and measurement instruments during more than three decades. We review the existing wellbeing literature and answer three questions: (1) What is wellbeing? (2) How do we measure wellbeing? And, importantly, distinguishing this review from previous ones, (3) How do we use wellbeing metrics to assess and design policy? We suggest that the science of wellbeing is empirically mature enough to complement economic assessments of national progress. We build on existing work to provide recommendations on metrics and new, specific policies for societal wellbeing.
Purpose: Drawing on recent advances in the field of positive psychology, we conducted a pilot evaluation of employee wellbeing using Seligman's (2011) multidimensional PERMA (positive emotion, engagement, relationships, meaning, and accomplishment) model of flourishing. We analyzed associations between multiple aspects of employee wellbeing and three outcomes: physical health, life satisfaction, and professional thriving. Method: Employees (N = 153) from a large private school in Australia completed a survey with items theoretically relevant to the PERMA theory. Factor analyses recovered the expected five PERMA components and a negative emotion factor. Regression analyses estimated cross-sectional associations between the wellbeing factors and self-reported physical health, life satisfaction, and professional thriving (job satisfaction and organizational commitment). Results: Differential associations support the multidimensional approach to defining and measuring wellbeing. For example, staff with higher engagement and better relationships reported greater job satisfaction and organizational commitment. Conclusions: Multidimensional wellbeing assessments can help school administrators understand and improve staff wellbeing, supporting policy and practice designs that ultimately will promote wellness for all stakeholders in the education system.
a educación transforma al ser humano. A través de la transmisión de conocimiento y habilidades, la educación le transporta de su estado presente a un estado distinto futuro. Por lo tanto, la educación implica el cambio y el crecimiento del individuo en una cierta dirección. La pregunta importante al abordar el tema de la educación es: ¿en qué dirección queremos transformar cognitiva y emocionalmente al individuo en su proceso educativo? En otras palabras, ¿cuál es el propósito de la educación y cuál debe ser su fin?El sentido común, junto con estudios más rigurosos en campos como la psicología positiva, nos dice que el bienestar integral es una meta fundamental en la vida del ser humano, y podría decirse que la más importante. Sin embargo, independientemente de ideologías y creencias morales, es innegable que nos encontramos en una época en la que el progreso se mide, en gran parte, de acuerdo con la acumulación de dinero y bienes materiales, desde el éxito individual hasta el nivel del desarrollo nacional. La gran mayoría de los sistemas educativos actuales reflejan esta concepción del progreso en la manera en la que preparan al individuo, especialmente durante sus años más formativos: la niñez y la adolescencia. Los sistemas educativos tratan de preparar a los alumnos para tener vidas productivas, más no les proveen de herramientas para tener vidas plenas y sanas, con significado y propósito.La psicología positiva reconoce que la economía es un motor esencial para el funcionamiento de nuestra sociedad, y que es necesario preparar al ser humano para que esta economía prospere de manera sostenible e igualitaria. No obstante, la psicología positiva también reconoce que la economía debe servir al individuo, y no el individuo a la economía. Por consiguiente, la educación debe proporcionar al estudiante el conocimiento y las herramientas para tener una vida productiva y una vida plena. La plenitud no es una amenaza al progreso económico; al contrario, es un complemento que amplifica la productividad del individuo durante su vida y que simultánea-mente incrementa la satisfacción del ser humano con su vida. Hay amplia investigación que nos demuestra que la felicidad contribuye de manera significativa y positiva a la salud física, la creatividad, la productividad, la innovación, y las relaciones sociales (Howell, Kern, y Lyubomirsky, 2007;Lyubomirsky, King y Diener, 2005; Pressman y Cohen, 2005). Por lo tanto, un sistema educativo que promueva el bienestar del alumnado y de la comunidad al mismo tiempo que fomenta el progreso más tradicional, brindará a sus estudiantes las herramientas
Religion and spirituality are multidimensional constructs including practices, rituals, and experiences, though they are often treated solely in terms of belief. In this study (N = 2,389), we investigate dimensions examined in previous linguistic analysis studies-religious affiliation and experiences of unity-and new dimensions: religious services, prayer, meditation, and religious/spiritual experience. We replicate previous findings related to the linguistic correlates of religious affiliation, in which language categories of religion, social, and positive emotion categories are positively related, while negative emotion and insight (a marker of analytic thinking) are negatively related. However, we find that other dimensions (practices, prayer, meditation, and experiences) show a different profile of language associations. We also examined dimensions of religion/spirituality across believers and non-believers. We find that among non-believers, associated language points to emotions--such as inspiration and gratitude--rather than mentions of religious doctrine. Taken together, these results reinforce that religion and spirituality are multidimensional constructs with divergent profiles in natural language use.
Using data from a nationally representative sample of 46,179 US adults from the Gallup-Healthways Wellbeing Index, we investigate covariates of four subjective mental wellbeing dimensions spanning evaluative (life satisfaction), positive affective (happiness), negative affective (worry), and eudaimonic wellbeing. Negative covariates were generally more strongly correlated with the four dimensions than positive covariates, with depression, poor health, and loneliness being the greatest negative correlates and excellent health and older age being the greatest positive correlates. We reproduce previous evidence for a "midlife crisis" around age 50 across the four wellbeing dimensions. Notably, although salutogenic behaviors (diet, exercise, socializing) correlated with greater wellbeing, there were diminishing benefits beyond thresholds of about four hours a day spent socializing, four days per week of consuming fruits and vegetables, and four days per week of exercising. Findings suggest that wellbeing is easier lost than gained, underscore the influence that relatively malleable lifestyle factors have on wellbeing, and stress the importance of multidimensional measurement for public policy.
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