Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement

Ouweneel, Ape; Blanc, Le; Schaufeli, W.B.

doi:10.1080/17439760.2011.558847

Cited by 243 publications

(214 citation statements)

References 51 publications

Supporting

Mentioning

169

Contrasting

Unclassified

Order By: Relevance

“…These findings suggest that it is worthwhile to actively promote positive emotion rather than simply remediating distress (Lyubomirsky, King & Diener, 2005). Studies in college settings find that students who experience positive emotion study more, and students who study more then experience further positive emotion (Ouweneel, Le Blanc & Schaufeli, 2011). Furthermore, there appears to be significant room for improvement; an estimated 21% of college students report high well-being, that 21% works harder and does better in school compared to the 19% who report low well-being or the 60% who fall somewhere in between (Howell, 2009).…”

Section: Group-based Resilience Interventions In College Freshmenmentioning

confidence: 97%

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

Parks¹,

Szanto²

2013

Ter Psicol

View full text Add to dashboard Cite

The current article discusses the potential utility of self-help books as a means of disseminating positive psychological interventions, and presents data comparing a positive psychology-based self-help book with a cognitive-behavioral self-help book and a self-monitoring control condition. We studied college freshmen (N=58), and argue that this population is a particularly appropriate target for well-being intervention. Outcome measures included both indices of efficacy (depressive symptoms and life satisfaction) and effectiveness (e.g. the extent to which participants found their assigned activities to be meaningful). The two book groups outperformed the control and were equivalently efficacious at reducing depressive symptoms; on life satisfaction, positive self-help outperformed cognitive-behavioral, but only at 6-month follow-up. Positive self-help was also superior to cognitive-behavioral self-help on indices of effectiveness. Possibilities for future directions are discussed, with an emphasis on the realities of practical dissemination to both college students, and to the general public. Key words. self-help books, positive psychological interventions, efficacy, effectiveness ResumenEl presente artículo analiza la utilidad potencial de los libros de auto-ayuda como medio de difusión de las intervenciones psicológicas positivas, y presenta datos comparando libro de autoayuda basado en psicología positiva, un libro de autoayuda cognitivo-conductual, y una condición de control de auto-monitorización. Participaron estudiantes universitarios de primer año (N = 58), y defendemos que esta población es un objetivo particularmente apropiado para intervenciones centradas en el bienestar. Las medidas de resultado incluyeron tanto índices de eficacia (síntomas depresivos y satisfacción con la vida) como de efectividad (por ejemplo, el grado en el que los participantes juzgaron que sus actividades asignadas tenían sentido). Los dos grupos de libros superaron al grupo control y fueron igualmente eficaces en la reducción de los síntomas. Respecto a la satisfacción vital, el grupo de autoayuda positiva superó al cognitivo-conductual, pero sólo a los 6 meses de seguimiento. La intervención positiva de auto-ayuda también fue superior a la cognitivo-conductual en los índices de efectividad. Se discuten las posibilidades de futuras direcciones, enfatizando las realidades de la difusión práctica tanto en estudiantes universitarios como al público en general. Palabras Clave: libro de autoyuda, intervenciones psicológicas positivas, eficacia, efectividad

show abstract

Section: Group-based Resilience Interventions In College Freshmenmentioning

confidence: 97%

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

Parks¹,

Szanto²

2013

Ter Psicol

View full text Add to dashboard Cite

show abstract

“…Thus far, empirical studies have not demonstrated the independent effect of hope on engagement. However, several longitudinal studies have shown that psychological capital (Luthans, 2002), consisting of self-efficacy, optimism, resilience, and hope, was positively related to work engagement among employees (Avey et al, 2010) and students (Ouweneel et al, 2011). On a daily basis, optimism, self-esteem, and self-efficacy were significantly related to work engagement (Tims et al, 2011;Xanthopoulou et al, 2008Xanthopoulou et al, , 2009a.…”

Section: Building Towards Engagementmentioning

confidence: 99%

“…Despite this theoretical reasoning, hope has never been considered as a single predictor of work engagement, neither in survey research nor in diary studies. The predictive role of positive emotions on engagement has not received much attention either, with a few exceptions (Avey et al, 2008;Ouweneel et al, 2011). Therefore, Gallagher and Lopez (2009) and Magaletta and Oliver (1999) state that longitudinal research is needed on establishing hope's predictive value for well-being.…”

Section: Work Engagement: An Individual Perspectivementioning

confidence: 99%

Good morning, good day: A diary study on positive emotions, hope, and work engagement

et al. 2012

Self Cite

View full text Add to dashboard Cite

The objective of this diary study was to look at the potential positive within-person relationships between positive emotions, work-related hope, and the three dimensions of work engagement on a daily level (i.e. vigor, dedication, and absorption). Following Broaden-and-Build theory and Affective Events Theory, it was expected that the experience of positive emotions would cause hope, which in turn would lead to a state of vigor, dedication, and absorption. The study was conducted among 59 employees of a Dutch university, who filled in a diary questionnaire for five consecutive working days, twice a day. As expected, the experience of positive emotions had an indirect effect on the level of vigor, dedication, and absorption through hope across days. So, it seems that an individual and daily perspective on work engagement is particularly worthwhile and provides valuable insights to enhance employee engagement in practice.

show abstract

“…In a recent study, it was found that optimistic students were more academically engage that non-optimistic ones (Ouweneel et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Optimism and resilience among university students

Gómez‐Molinero¹,

Zayas²,

González³

et al. 2018

Revista INFAD de Psicología

View full text Add to dashboard Cite

University life is full of stressful stimuli that can contribute to psychological distress and lower performance levels. Despite academic demands, university students also face new stressors, such as different social networks, financial changes, and adaptation to new family and social roles that may have a negative impact on their mental health (Pidgeon & Pickett, 2017). In this sense, resilience literature has gained acceptance explaining how some students successfully adapt to university life while others find great challenges. Since resilience has been defined as the ability to successfully adapt in the face of stress and adversity, it is important to determine what psychological factors contribute enhancing this resilience levels. One of the factors related to life adaptation is optimism, understood as the general expectancy of obtaining positive outcomes in the future (Scheier & Carver, 1985). Hence, the aim of this study is to study the relationship between optimism and resilience among a sample of university students in Spain.The sample was comprised of 132 students from the University of Cádiz (Spain). Participants were selected by quota sampling from first to last year of studies. The majority of students (72.5%) were female and average age was 21.71 (range = 18-48, SD = 3.75). Participants completed the Wagnild and Young Resilience Scale (Spanish version adapted by Novella, 2002) We performed hierarchical multiple regression analysis and obtained that optimism explained 25% of resilience among university students (R 2 = .25, β = .49). No gender and age differences were observed. Thus, identifying the factors that influence students' adjustment to university life can improve the targeting of interventions to improve university academic performance. Moreover, this research could contribute helping students to successfully face this life transition, increasing their well-being and life satisfaction levels and decreasing university absenteeism.

show abstract

Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement

Cited by 243 publications

References 51 publications

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

Assessing the efficacy and effectiveness of a Positive Psychology-based self-help book

Good morning, good day: A diary study on positive emotions, hope, and work engagement

Optimism and resilience among university students

Contact Info

Product

Resources

About