Stressed and Happy? Investigating the Relationship Between Happiness and Perceived Stress

Schiffrin, Holly H.; Nelson, S. Katherine

doi:10.1007/s10902-008-9104-7

Cited by 239 publications

(180 citation statements)

References 27 publications

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“…Interventions directing both stress and happiness have found that activities such as exercise, meditation, and written expression have been shown to decrease level of stress and in turn increase level of SWB (Lyubomirsky, Sousa, & Dickerhofo, 2006). Our Findings are supported by Schiffrin and Nelson, (2010) who found that participants who perceived higher levels of stress found to be less happy than those with lower levels of stress, which specify that negative emotions do decrease level of well-being.…”

Section: International Journal Of Research Studies In Psychology 37supporting

confidence: 82%

The moderating role of positive and negative emotions in relationship between positive psychological capital and subjective well-being among adolescents

Afzal¹,

Malik²,

Atta³

2014

IJRSP

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The current research was aimed to investigate the moderating role of positive and negative emotions between the relationship of PsyCap and subjective well-being (SWB) among adolescents. Sample was comprised 616 school adolescents of rural and urban areas. Urdu version of Trait Well-being Inventory by Fatima (2004) and PANAS (Watson, Clark & Tellegen, 1988) were used to measure the constructs, whereas PsyCap scale for adolescents was used to measure PsyCap (Afzal, 2013). Moderated hierarchical regression analysis depicted that low level negative emotions moderated the relationship of self-efficacy, hope and optimism with SWB. Further results of study also illustrated that high level of positive emotions strengthen the relationship between hope and SWB, whereas positive emotions did not yield significant moderating role in relationships between the optimism and self-efficacy with SWB.

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Section: International Journal Of Research Studies In Psychology 37supporting

confidence: 82%

The moderating role of positive and negative emotions in relationship between positive psychological capital and subjective well-being among adolescents

Afzal¹,

Malik²,

Atta³

2014

IJRSP

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“…Even more alarming, according to the US National College Health Association, which tracks trends in health issues in its yearly National College Health Assessment, in 2006, 55% of male and 64% of female university students reported that in the last 12 months they had felt so depressed it was difficult to function at some time during the previous year (American College Health Association, 2011). With this in mind, during the next version of the course, students will be asked to complete a measure used by Seligman and his colleagues in their test of the effectiveness of the interventions we used, the Steen Happiness Index (Seligman et al, 2005), now a 24-item scale known as the Authentic Happiness Inventory or AHI (Schiffrin & Nelson, 2010), at the beginning of the course and after each exercise. We hope that student scores will increase throughout the semester.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…We hope that student scores will increase throughout the semester. The AHI, designed to measure weekly upward changes in happiness, has been found to have strong psychometric support (Schiffrin & Nelson, 2010).…”

Section: Findings and Discussionmentioning

confidence: 99%

Teaching Undergraduate Positive Psychology: An Active Learning Approach Using Student Blogs

Bridges

Harnish

Sillman

2012

Psychology Learning & Teaching

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In just over ten years positive psychology has become a major subfield in psychology. This is reflected in the development of positive psychology courses at many universities and in over a thousand empirical articles published in peer-reviewed journals. Thus far, there is little published research suggesting ways to incorporate active learning techniques into these courses. This article describes the use of student blogs, employing a university blog platform, to teach several interventions in an undergraduate positive psychology course. The authors asked students enrolled in an introductory positive psychology course at a large university to complete three exercises, referred to as Three Good Things (recalling three good things that happened in the last 24 hours), Signature Strengths (using signature strengths in novel ways), and the Gratitude Letter (writing a letter of gratitude to someone who has been a positive influence in one's life), and record their experience in a blog. These exercises have been found to increase happiness and positive emotions. Students made a significantly higher evaluation of the course with blogs than of the same course without blogs. The authors describe how the techniques were assigned and scored, and examine the benefits and challenges of this method.In 1998, the president of the American Psychological Association, Martin E. P. Seligman, reminded psychologists of the largely forgotten mission of psychology -to focus on well-being and the strengths and virtues that allow people to thrive (Compton, 2005). In asking psychology to reorient itself, Seligman, along with colleague Mihaly Csikszentmihalyi, had conceived a new subfield for psychology, called positive psychology, which focuses on the empirical study of positive emotions and character strengths (Azar, 2011). Prior to the creation of positive psychology the study of mental illness had been the disproportionate focus of psychology (Azar, 2011).Seldom had a science added a new subfield that was embraced as quickly; Compton (2005) noted that within a few years of its founding, positive psychology had become an influential area of inquiry in psychology. Indeed, this paradigm shift was so rapid that many universities began to offer courses and programs in positive psychology almost immediately. Such a transformation is usually much more gradual, especially at large institutions. This change resulted in the creation of positive psychology centres at several major universities, the addition of over 70 colleges and universities with positive psychology faculty (Penn Positive Psychology Center, 2011), and the development of more than 50 positive research groups at universities all over the world (Seligman, Steen, Park, & Peterson, 2005). The swift development of positive psychology also saw the creation of the Journal of Positive Psychology, devoted to research on optimal human functioning, and the publication of more than 1000 articles related to the field published in peer-reviewed journals between 2000(Azar, 2011. Our institution,...

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“…However, in cases of abnormal warmness, the level of happiness will decrease (4). In psychology, the term happiness is widely used to express positive mental and emotional experiences (15). It is also mentioned as a kind of excitement and positive feelings (16).…”

Section: Introductionmentioning

confidence: 99%

An Assessment of the Correlation between Happiness and Mizaj (Temperament) of University Students in Persian Medicine

Salmannezhad

Mojahedi

Ebadi

et al. 2017

Iran Red Crescent Med J

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Stressed and Happy? Investigating the Relationship Between Happiness and Perceived Stress

Abstract: Perceived stress, Happiness, Positive affect, Negative affect, Relationship between stress and happiness,

Cited by 239 publications

References 27 publications

The moderating role of positive and negative emotions in relationship between positive psychological capital and subjective well-being among adolescents

The moderating role of positive and negative emotions in relationship between positive psychological capital and subjective well-being among adolescents

Teaching Undergraduate Positive Psychology: An Active Learning Approach Using Student Blogs

An Assessment of the Correlation between Happiness and Mizaj (Temperament) of University Students in Persian Medicine

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