Does Higher Education Increase Hedonic and Eudaimonic Happiness?

Nikolaev, Boris

doi:10.1007/s10902-016-9833-y

Cited by 74 publications

(96 citation statements)

References 45 publications

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“…Green (2011) finds a negative effect of higher education on LS with Australian (HILDA) data using many controls, but Nikolaev and Rusakov (2016) find that higher education has a positive and increasing effect on LS from about the age of 35 in the same data set. Nikolaev (2016) also reports generally positive associations of education with various components of LS with the same data. Adding to conflicting results from HILDA, Powdthavee et al (2015) estimate a structural model of education and life satisfaction and conclude that the direct effect of education is negative, while positive associations arise from the well-known positive effects of education on income and health.…”

Section: Introductionsupporting

confidence: 60%

Education, income and happiness: panel evidence for the UK

FitzRoy

Nolan

2018

Empir Econ

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Using panel data from the BHPS and its Understanding Society extension, we study life satisfaction (LS) and income over nearly two decades, for samples split by education, and age, to our knowledge for the first time. The highly educated went from lowest to highest LS, though their average income was always higher. In spite of rapid income growth up to 2008/2009, the less educated showed no rise in LS, while highly educated LS rose after the crash despite declining real income. In panel LS regressions with individual fixed effects, none of the income variables was significant for the highly educated.

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Section: Introductionsupporting

confidence: 60%

Education, income and happiness: panel evidence for the UK

FitzRoy

Nolan

2018

Empir Econ

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“…In all models, our measure of entrepreneurship is associated with higher levels of well-being, and the coefficient is positive and statistically significant ( p < .01). This relationship is robust to the inclusion of a large number of socio-economic characteristics including age and its quadratic (Blanchflower & Oswald, 2004; Cheng, Powdthavee, & Oswald, 2017), gender (Fairlie & Robb, 2009; Stevenson & Wolfers, 2009), health (Graham, 2008; Veenhoven, 2010), disability (Bailey, 2017), marital status (Özcan, 2011), unemployment (Gohmann & Fernandez, 2014), education (Nikolaev, 2016), and income (Kahneman & Deaton, 2010).…”

Section: Resultsmentioning

confidence: 93%

“…To account for other socio-economic conditions that can influence psychological functioning, subjective well-being, and entrepreneurship, we included the following controls: age and age squared (Blanchflower & Oswald, 2004; Parker, 2009), gender (Fairlie & Robb, 2009; Stevenson & Wolfers, 2009), health and disability (Graham, 2008; Simoes, Crespo, & Moreira, 2016), marital status (Frey & Stutzer, 2002; Gohmann & Fernandez, 2014; Özcan, 2011; Parker, 2009), unemployment (Powdthavee & Vernoit, 2013), educational level (Brown, Farrell, & Harris, 2011; Nikolaev & Rusakov, 2016; Nikolaev, 2016), and income (Boudreaux & Nikolaev, 2018; Evans & Jovanovic, 1989; Kahneman & Deaton, 2010). We also included country dummies to account for regional differences that may be correlated with both well-being and entrepreneurship (e.g., Sternberg & Wennekers, 2005).…”

Section: Data and Research Designmentioning

confidence: 99%

Entrepreneurship and Subjective Well-Being: The Mediating Role of Psychological Functioning

Nikolaev

Boudreaux

Wood

2019

Entrepreneurship Theory and Practice

Self Cite

111

115

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Well-being is an essential outcome of engagement in entrepreneurship, but the pathway from self-employment to well-being is poorly understood. To address this, we develop a model in which psychological functioning—purposeful engagement with life, realization of personal talents and capabilities, and fulfillment of intrinsic needs such as autonomy and competence—mediates the relationship between entrepreneurship and subjective well-being. We test our model with data from the European Social Survey using structural equation modeling and a series of robustness tests (e.g., propensity score matching estimators and accounting for model uncertainty). Results suggest that entrepreneurship is associated with substantial benefits in terms of psychological functioning—both personal and social—which almost entirely mediate the relationship between entrepreneurship and subjective well-being. These findings highlight psychological functioning as a critical pathway between entrepreneurship and subjective well-being.

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“…EWB (Joshanloo, 2016) Eudaimonic SWB (Nikolaev, 2018) EWB ( (Waterman, 1993) EWB (Bauer, McAdams, & Pals, 2008) Personal expressiveness EWB (Berrios, Totterdell, & Kellett, 2018) Ego development Eudaimonic motives for activities EWB (Joshanloo, 2018b) EWB (Nelson, Fuller, Choi, & Lyubomirsky, 2014 Note. EWB = eudaimonic well-being; SWB = subjective well-being; OECD = Organization for Economic Co-operation and Development.…”

Section: Three Categories Of Well-being: Eudaimonic Motives/activitiementioning

confidence: 99%

Clarifying the Concept of Well-Being: Psychological Need Satisfaction as the Common Core Connecting Eudaimonic and Subjective Well-Being

Martela

Sheldon

2019

Review of General Psychology

250

189

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Interest in the experience of well-being, as both a research topic and as a policy goal, has significantly increased in recent decades. Although subjective well-being (SWB)—composed of positive affect, low negative affect, and life satisfaction—is the most commonly used measure of well-being, many experts have argued that another important dimension of well-being, often referred to as eudaimonic well-being (EWB), should be measured alongside SWB. EWB, however, has been operationalized in at least 45 different ways, using measures of at least 63 different constructs. These diverse measurement strategies often have little overlap, leading to discrepant results and making the findings of different studies difficult to compare. Building on the Eudaimonic Activity Model, we propose a tripartite conception of well-being, distinguishing between eudaimonic motives/activities, psychological need satisfaction, and SWB, arguing that the needs category provides a parsimonious set of elements at the core of the well-being construct. Based on the self-determination theory claim that all human beings share evolved psychological needs for autonomy, competence, and relatedness, we show that satisfaction of all three needs directly affect SWB and other health and wellness outcomes, can efficiently explain the effects of various behaviors and conditions upon well-being outcomes, and are universally impactful across cultures. We conclude that routinely measuring psychological needs alongside SWB within national and international surveys would give policymakers a parsimonious way to assess eudaimonic dimensions of wellness and provide powerful mediator variables for explaining how various cultural, economic, and social factors concretely affect citizens’ well-being and health.

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Does Higher Education Increase Hedonic and Eudaimonic Happiness?

Cited by 74 publications

References 45 publications

Education, income and happiness: panel evidence for the UK

Education, income and happiness: panel evidence for the UK

Entrepreneurship and Subjective Well-Being: The Mediating Role of Psychological Functioning

Clarifying the Concept of Well-Being: Psychological Need Satisfaction as the Common Core Connecting Eudaimonic and Subjective Well-Being

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