Positive emotions in early life and longevity: Findings from the nun study.

Danner, Deborah D.; Snowdon, David A.; Friesen, Wallace V.

doi:10.1037/0022-3514.80.5.804

Cited by 1,052 publications

(622 citation statements)

References 36 publications

(55 reference statements)

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“…Despite a general self-enhancement bias in well-being (e.g., the stability-despite-loss paradox), perceptions and evaluations of the self show sufficient reliable diversity allowing subtle differences to be powerful enough to predict outcomes such as morbidity (Levy, 2003) and mortality (Danner, Snowdon, & Friesen, 2001;Maier & Smith, 1999).…”

Section: Conceptual Implicationsmentioning

confidence: 99%

Well-being affects changes in perceptual speed in advanced old age: Longitudinal evidence for a dynamic link.

Gerstorf

Lövdén

Röcke

et al. 2007

Developmental Psychology

103

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This study examined competing hypotheses about dynamic cross-domain associations between perceptual speed and well-being in advanced old age. We applied the bivariate dual change score model (J. J. McArdle & F. Hamagami, 2001) to 13-year incomplete longitudinal data from the Berlin Aging Study (P. B. Baltes & K. U. Mayer, 1999; N ϭ 516, 70 -103 years at T1, M ϭ 85 years). Reports of well-being were found to influence subsequent decline in perceptual speed (time lags of 2 years). No evidence was found for a directed effect in the other direction. None of the potential covariates examined (initial health constraints, personality, and social participation) accounted for these differential lead-lag associations. Our results suggest that well-being is not only a consequence of but also a source for successful aging. The discussion focuses on conceptual implications and methodological considerations.

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Section: Conceptual Implicationsmentioning

confidence: 99%

Well-being affects changes in perceptual speed in advanced old age: Longitudinal evidence for a dynamic link.

Gerstorf

Lövdén

Röcke

et al. 2007

Developmental Psychology

103

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“…Se trata de un concepto multidimensional y dinámico que está presente cuando la relación que mantiene la persona con ella misma y con su entorno social se muestra equilibrada y se realiza con armonía (Carriedo, González, & López, 2013). Desde esta perspectiva el concepto de salud también debe asociarse al de bienestar social y emocional, ya que la persona que goza de este bienestar tiene una percepción positiva de la realidad y hace un uso adecuado de sus emociones con ella misma y con los demás, lo cual repercute positivamente sobre su salud (Danner, Snowdon, & Friesen, 2001;Diener, 2009;Fredrickson & Joiner, 2002).…”

Section: Introductionunclassified

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Duran¹,

Burgués²,

Salas³

et al. 2015

CCD

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ResumenLos juegos deportivos son recursos pedagógicos de primer orden cuando se trata de educar competencias emocionales orientadas a la mejora del bienestar socioemocional del alumnado. Esta investigación examinó la capacidad predictiva de seis variables dominio acción motriz (familia de juegos), competición (presencia o ausencia), género (masculino y femenino), tipo de emoción (trece emociones organizadas en positivas, negativas y ambiguas) e historial deportivo (con o sin historial) para explicar la intensidad emocional suscitada en la práctica de juegos deportivos. Participaron 220 estudiantes de ESO y Bachillerato de 5 centros educativos de las regiones de Cataluña y Valencia. Se realizaron 2 sesiones con juegos con o sin competición de los cuatro dominios de acción motriz. Tras finalizar cada juego los alumnos respondieron la escala validada Games and emotions Scale (GES) para identificar la intensidad de trece emociones básicas. El análisis de los datos se realizó mediante la técnica estadística de árboles de clasificación. Entre los hallazgos obtenidos destacamos: los juegos deportivos generan intensidades elevadas de emociones positivas. El tipo de juego (dominio) y la competición son las principales variables predictivas de la alegría, el humor y la felicidad. Las emociones negativas registraron los valores menos intensos. La competición (derrota) y el historial deportivo (disponer de antecedentes deportivos) fueron las principales variables predictivas de la ira y la ansiedad. El género (chicos) y el historial deportivo (con historial) fueron las principales variables predictivas del rechazo. Este estudio aporta criterios sobre la utilización del juego deportivo en programas de educación física emocional en adolescentes.Palabras clave: Educación secundaria, juego deportivo, emociones, árboles de clasificación. AbstractSports games are first-rate teaching resources in relation to the education of emotional skills used to improve the socio-emotional welfare of students. This research tested the predictive capacity of six motive action domain variables (family of games), competition (presence or absence), gender (masculine or feminine), type of emotion (thirteen emotions classified under positive, negative and ambiguous) and sporting history (with or without records) to explain the emotional intensity achieved by sports games practice. Two hundred and twenty students of ESO and Bachillerato from 5 schools in Catalonia and Valencia took part in the study. Two sessions with games with or without competition of the four motive action controls were carried out. After finishing each game, the students answered the validated Games and Emotions Scale (GES) to identify the intensity of thirteen basic emotions. The analysis of the data was made using the classification tree statistical method. Key findings highlight that sports games generate a high intensity of positive emotions. The type of game (control) and competition are the main predictive variables of joy, mood and happiness. Negative emotions were record...

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“…At a more general level, relationships have been found between positive affect and composite cardiovascular indicators (Wright, Cropanzano, Bonett, & Diamond, 2009) and even mortality (Danner, Snowden, & Friesen, 2001).…”

mentioning

confidence: 99%

Help yourself: The mechanisms through which a self-leadership intervention influences strain.

Unsworth

Mason

2012

Journal of Occupational Health Psychology

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This research reports on two field studies which demonstrate that self-leadership training decreases strain via increases in self-efficacy and positive affect. The first, an experimental study, found that strain was reduced in the randomly assigned training group, but not in the control group. The second was a longitudinal study and supported the hypotheses that self-efficacy and positive affect mediated the effect of self-leadership training on strain. Our findings extend both self-leadership and stress management literatures by providing a theoretical framework within which the effects of self-leadership on strain can be understood. Practically speaking, our findings suggest that self-leadership training offers an individual-level preventive approach to stress management.

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Positive emotions in early life and longevity: Findings from the nun study.

Cited by 1,052 publications

References 36 publications

Well-being affects changes in perceptual speed in advanced old age: Longitudinal evidence for a dynamic link.

Well-being affects changes in perceptual speed in advanced old age: Longitudinal evidence for a dynamic link.

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

Help yourself: The mechanisms through which a self-leadership intervention influences strain.

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