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Lyubomirsky, Sonja; Lepper, Heidi S.

doi:10.1023/a:1006824100041

Cited by 2,811 publications

(852 citation statements)

References 36 publications

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“…Then again, people from top or bottom halves or quartiles are not really extreme, and the mean happiness levels of our groups were comparable to those found in other samples (e.g., Lyubomirsky & Lepper, 1999).…”

Section: Limitations and Future Research Questionssupporting

confidence: 85%

“…It further has shown high correlations with measures of theoretically related constructs, such as resilience (r ϭ .45; Smith et al, 2008), optimism (rs range from .47 to .62 in four studies; Scheier & Carver, 1985), self-esteem (rs range from .53 to .58 in four studies; Rosenberg, 1965), extraversion (r ϭ .36; Eysenck & Eysenck, 1975), and positive emotionality (r ϭ .48; Tellegen, 1985), suggesting that happiness is related, but not equivalent, to these constructs. For more detailed information on this measure, see Lyubomirsky and Lepper (1999). of feedback (relative failure-relevant, relative failure-nonrelevant, and control). In the relative failure-relevant condition (ns ϭ 10 and 13, for the unhappy and happy groups, respectively), the confederate solved anagrams at a much faster pace than the participant, and the participant was led to believe that this other "subject" was solving the same number of anagrams as him or her.…”

Section: Procedures and Materialsmentioning

confidence: 99%

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The cognitive and hedonic costs of dwelling on achievement-related negative experiences: Implications for enduring happiness and unhappiness.

Lyubomirsky¹,

Boehm²,

Kasri³

et al. 2011

Emotion

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Increasing evidence suggests that multiple cognitive and motivational processes underlie individual differences in happiness (Lyubomirsky, 2001(Lyubomirsky, , 2008. One behavior that is associated with (un)happiness is self-reflection or dwelling. We hypothesized that unhappy individuals would be inclined to dwell about themselves, and that this behavior would have a variety of adverse consequences. Three studies tested the prediction that, unlike their happier peers, unhappy participants would be sensitive to unfavorable achievement feedback, likely to dwell about its implications and, hence, show impaired attention during important academic tasks. The results of Studies 1 and 2 showed that unhappy participants who had "failed" relative to peers subsequently displayed increased interfering thoughts; spent the most time performing a portion of the graduate record examination; and later demonstrated impaired reading comprehension. Study 3 experimentally induced versus inhibiting dwelling and found that the manipulation only impacted unhappy students. Implications of our results for the consequences of dwelling for work and social functioning, as well as for detracting from enduring happiness, are discussed.

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Section: Limitations and Future Research Questionssupporting

confidence: 85%

Section: Procedures and Materialsmentioning

confidence: 99%

The cognitive and hedonic costs of dwelling on achievement-related negative experiences: Implications for enduring happiness and unhappiness.

Lyubomirsky¹,

Boehm²,

Kasri³

et al. 2011

Emotion

Self Cite

View full text Add to dashboard Cite

show abstract

“…c) Children's questionnaire contained demographic and lifestyle questions similar to those used in adult research and recently explored in children's research on happiness (De Neve & Cooper, 1998;Holder & Coleman, 2008;Lyubomirsky & Lepper, 1999;Myers & Diener, 1995). The questionnaire sought to determine whether students were popular, confident, extroverted and optimistic; all indicators of children's happiness.…”

Section: Survey Materialsmentioning

confidence: 99%

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

O’Rourke¹,

Cooper²,

Gray³

2012

IJPS

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Little is known about the relationship between students' perceptions of their behaviour and intellectual status within the classroom and their happiness. Educational practitioners consistently confront misbehaviour and academic failure; whether this is an indicator of student happiness is unclear. In this exploratory research two hundred and fifty six students were asked to self-rate their happiness via a faces scale. These students also completed a self-concept scale focussed on behavioural adjustment and intellectual and school status to determine whether these were factors that impacted on their happiness. Additionally, parents and teachers rated the participant's happiness. The findings of this research indicate that the students' perceptions of their behaviour and academic capability accounted for variance in their self-rated happiness. Both sub-scales accounted for more variance in the students' self-reported happiness than the teachers' and parents' ratings. The findings of this research are consistent with the few previous studies that attribute social factors such as belonging to childhood happiness.

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“…The 4-item Subjective Happiness Scale (Lyubomirsky & Lepper, 1999) was employed in Sample 2 to assess individuals' overall happiness in life. A sample item is "In general, I am .…”

Section: Subjective Happiness Scale (Shs)mentioning

confidence: 99%

Psychometric Properties of the Abbreviated Perceived Motivational Climate in Exercise Questionnaire

Moore

Brown

Fry

2015

Measurement in Physical Education and Exercise Science

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The purpose of this study was to develop an abbreviated version of the Perceived Motivational Climate in Exercise Questionnaire (PMCEQ-A) to provide a more practical instrument for use in applied exercise settings. In the calibration step, 2 shortened versions' measurement and latent model values were compared to each other and the original PMCEQ using a 3-group CFA invariance testing approach with previously collected exercise setting data (N = 5,427). Based on the model fit and reliability values, the 12-item version performed better than the 17-item version. The resultant 12-item PMCEQ-A's CFA model estimates were then compared to the PMCEQ's model values for 2 different, previously conducted studies of exercise settings (N = 414 and 770). The more parsimonious 12-item PMCEQ-A can be used by exercise psychology researchers to gain insight into members' perspectives on the motivational climate and may lead to developing effective strategies to enhance members' experiences and commitment.

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Cited by 2,811 publications

References 36 publications

The cognitive and hedonic costs of dwelling on achievement-related negative experiences: Implications for enduring happiness and unhappiness.

The cognitive and hedonic costs of dwelling on achievement-related negative experiences: Implications for enduring happiness and unhappiness.

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

Psychometric Properties of the Abbreviated Perceived Motivational Climate in Exercise Questionnaire

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