Handbook of Eudaimonic Well-Being

Thin, Neil

doi:10.1007/978-3-319-42445-3

Cited by 103 publications

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“…Per definition, character strengths contribute to individuals' fulfillment, flourishing, and thriving (Peterson and Seligman 2004). Accordingly, research has shown meaningful relations between specific character strengths and favorable outcomes in different areas of life, including physical health, life satisfaction, psychological well-being, and young people's school achievement and vocational orientation (e.g., Harzer 2016;Park et al 2004;Proyer et al 2012Proyer et al , 2013Weber 2018).…”

Section: Cognitive Strengths That Entail the Acquisition And Use Of Kmentioning

confidence: 99%

“…The goal of this special issue is to provide insights into individual and organizational strategies and interventions which may foster individual growth, flourishing, and thriving at work. Individual growth, flourishing, and thriving at work are very broadly construed in this paper, and include improvements in subjective and psychological well-being (Harzer 2016(Harzer , 2017a as well as increases in performance and proficiency on the individual, team, and organizational level (Harzer et al 2017;Harzer und Ruch 2014). The present paper aims to summarize and discuss relevant strategies and interventions on the individual, team, and organizational level to promote the use of character strengths in the workplace, which should in turn increase individual growth, flourishing, and thriving at work.…”

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confidence: 99%

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Fostering character strengths to promote thriving and flourishing in organizations

Harzer¹

2020

Organisationsberat Superv Coach

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Character strengths are positively valued personality traits that find expression in individuals' thoughts, feelings, and behaviors. Most adults develop up to seven core character strengths (i.e., "signature strengths") which are central to their identity. According to fundamental theoretical assumptions about signature strengths, Person-Environment Fit Theory, Job Demands-Resources Theory and prior empirical research, employing one's signature strengths leads to a number of favorable general and work outcomes. Strategies on the individual, team, and organizational level fostering signature strengths use in the workplace are summarized. Keywords Character strengths • signature strengths • coaching Charakterstärken als Ansatzpunkt zur Förderung des persönlichen Wachstums in Organisationen Zusammenfassung Charakterstärken sind positiv bewertete Persönlichkeitsmerkmale, die sich im individuellen Denken, Fühlen und Verhalten widerspiegeln. Erwachsene entwickeln meist bis zu sieben Kerncharakterstärken, sogenannte "Signaturstärken", die besonders zentral für sie sind. Entsprechend theoretischen Annahmen zu Signaturstärken, Person-Environment Fit Theorie und Job Demands-Resources Theorie sowie Forschungsbefunden führt die Anwendung der Signaturstärken zu zahlreichen gewünschten allgemeinen und berufsbezogenen Outcomes. Strategien auf individueller, Team-und Organisationsebene zur Erhöhung der Anwendung der Signaturstärken im Beruf werden zusammengefasst.

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Section: Cognitive Strengths That Entail the Acquisition And Use Of Kmentioning

confidence: 99%

mentioning

confidence: 99%

Fostering character strengths to promote thriving and flourishing in organizations

Harzer¹

2020

Organisationsberat Superv Coach

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“…Estos hallazgos, por tanto, son consistentes con nuestra hipótesis de partida y sugieren que las creencias de competencia personal del estudiantado universitario estarían altamente influenciadas por el grado en que los aprendices se consideran hábiles para gestionar las demandas de su día a día (e.g., adaptarse a nuevas exigencias, preparar exámenes y trabajos, hacer nuevas amistades, trabajar con otras personas, vivir alejados de sus familias, etc.) y aprovechar las oportunidades que el contexto les ofrece para satisfacer sus propias necesidades y valores (Ryff, 2016). Sin embargo, la autopercepción de baja capacidad para hacer frente a estas exigencias cotidianas (i.e., bajo dominio del ambiente) podría resquebrajar las expectativas de autoeficacia del estudiantado, lo que, a su vez, podría repercutir negativamente sobre su nivel de implicación académica (Bresó et al, 2005; 6!…”

Section: Discussionunclassified

“…Finalmente, tienen capacidad para elegir o crear contextos apropiados para la satisfacción de las propias necesidades y valores. Por el contrario, las personas con bajo dominio percibido del ambiente tienen dificultades para manejar los acontecimientos cotidianos, se sienten incapaces de cambiar o mejorar su entorno personal, desaprovechan las oportunidades que este proporciona y manifiestan una palpable carencia de percepción de control con respecto al mundo exterior (Ryff, 2016). Partiendo de esta caracterización, resulta plausible hipotetizar que el alumnado que evidencie niveles más elevados de dominio percibido del ambiente desarrollará expectativas de autoeficacia más elevadas.…”

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Relación entre percepción de dominio del ambiente y autoeficacia en estudiantes universitarios

Rodríguez¹

2019

Revista INFAD de Psicología

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RESUMENLa percepción de dominio del ambiente se erige una de las dimensiones esenciales para el bienestar psicológico de los seres humanos, en la medida en que alude al grado en que la persona se siente responsable de los hechos que ocurren en su vida y, por ende, se percibe competente para elegir y crear entornos propicios para satisfacer sus propias necesidades de desarrollo personal. En el presente trabajo se pretende estudiar la relación entre esta dimensión del bienestar psicológico y la conducta motivada de los estudiantes universitarios. Específicamente, se analiza si el grado (bajo, medio o alto) de dominio del ambiente percibido por los estudiantes influye en sus juicios de autoeficacia. En el estudio participaron 630 estudiantes (427 mujeres y 203 hombres) de la Universidade da Coruña (Medad = 21.17; DT = 3.31). Los niveles (bajo, medio y alto) de dominio del ambiente se determinaron con base en los percentiles 33 y 66, que fueron tomados como puntos de corte. Las diferencias de autoeficacia entre los tres niveles de dominio del ambiente percibido se analizaron mediante un ANCOVA. La titulación, el curso y el género fueron tomadas como covariables. Como prueba de contrastes a posteriori se utilizó la de Games-Howell. Se estimó el tamaño del efecto de las diferencias mediante el estadístico d de Cohen. Los resultados obtenidos muestran una relación positiva entre el nivel de dominio del ambiente y la autoeficacia, de tal forma que el grupo de dominio del ambiente autopercibido más alto evidencia niveles de autoeficacia significativamente más elevados que los grupos medio y bajo. Habida cuenta de la importancia de la autoeficacia para favorecer la implicación y el esfuerzo de los estudiantes, los resultados de este trabajo enfatizan la conveniencia de fomentar ambientes de aprendizaje que favorezcan la percepción de dominio. Palabras ABSTRACTRelationship between perceived environmental mastery and self-efficacy in university students. Perceived environmental mastery is one of the core dimensions of psychological well-being. Environmental mastery refers to the degree to which the person feels responsible for the events that occur in his/her life and, therefore, he/she is competent to choose and create enabling environments to meet his/her own personal development needs. The present work analyzes the relationship between this dimension of psychological well-being and the motivated behavior in university students. Specifically, it is studied if the degree (low, medium, or high) of perceived environmental mastery influences the students judgments of self-efficacy. 630 students (427 women and 203 men) from the University of A Coruña (Mage = 21.17; SD = 3.31) took part in the study. The levels (low, medium, and high) of environmental mastery were determined based on the 33rd and 66th percentiles, which were taken as cut points. The differences in self-efficacy according to the level of perceived environmental mastery were analyzed using an ANCOVA. Degree, course and gender were estimated as covariates. The Game...

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“…Therefore, the study of eudaimonia is as critical in 21 st century behavioral science agendas as it was in ancient philosophies [20]. In recent decades, since the emergence and impetus of Positive Psychology [32], more attention has been paid to the study of eudaimonic well-being [33,34], suggesting that it is especially relevant to study its facets related to valuing and fulfilling the mission at work, which help to develop the individual’s identity and self-realization.…”

Section: Introductionmentioning

confidence: 99%

Daily eudaimonic well-being as a predictor of daily performance: A dynamic lens

2019

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Sustaining employees’ well-being and high performance at work is a challenge for organizations in today’s highly competitive environment. This study examines the dynamic reciprocal relationship between the variability in office workers’ eudaimonic well-being (i.e., activity worthwhileness) and their extra-role performance. Eighty-three white-collar employees filled in a diary questionnaire twice a day, once in the morning and once in the afternoon, on four consecutive working days. The results show that eudaimonic well-being displays clear variability in a short time frame. In addition, Bayesian Multilevel Structural Equation Models (MSEMs) reveal a significant positive relationship between the levels of state eudaimonic well-being in the afternoon and the increase in the levels of state extra-role performance from that afternoon to the next morning. Moreover, the overall levels of self-reported state eudaimonic well-being across the diary measurements are significantly and positively related to the overall levels of extra-role performance assessed by the supervisor during the diary measurement. Finally, there is a significant negative relationship between the amount of intra-individual variability in state eudaimonic well-being during the week and the overall levels of self-rated state extra-role performance during the same week. These findings shed light on the dynamic nature of both the eudaimonic component of well-being and performance, highlighting the importance of eudaimonic well-being for extra-role performance and expanding the happy-productive worker thesis. The results suggest that the daily eudaimonic experience of meaning at work should complement the experience of hedonic well-being because it is an important factor in achieving better and more sustainable employee performance on a daily basis.

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Handbook of Eudaimonic Well-Being

Cited by 103 publications

References 0 publications

Fostering character strengths to promote thriving and flourishing in organizations

Fostering character strengths to promote thriving and flourishing in organizations

Relación entre percepción de dominio del ambiente y autoeficacia en estudiantes universitarios

Daily eudaimonic well-being as a predictor of daily performance: A dynamic lens

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