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This authoritative volume reviews the breadth of current scientific knowledge on subjective well-being (SWB): its definition, causes and consequences, measurement, and practical applications that may help people become happier. Leading experts explore the connections between SWB and a range of intrapersonal and interpersonal phenomena, including personality, health, relationship satisfaction, wealth, cognitive processes, emotion regulation, religion, family life, school and work experiences, and culture. Interventions and practices that enhance SWB are examined, with attention to both their benefits and limitations. The concluding chapter from Ed Diener dispels common myths in the field and presents a thoughtful agenda for future research.
In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students wellness can be fostered. While research in this area has primarily focused on positive indicators of adults and adolescents mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a mixed methods approach with an explanatory design was adopted to investigate both the quantitative relationship between school social support variables (i.e., Teacher-Student Relations, Teacher Support, Classmate Support) and students subjective well-being (SWB; i.e., happiness), as well as qualitative responses of students and teachers regarding displays of support and care in the classroom. Results provide support for the existence of a relationship between Classmate and Teacher Support and elementary students subjective well-being, with student perceptions of Instrumental and Emotional Classmate Support and Teacher Emotional Support as unique contributors to student subjective well-being. Qualitative results supplement quantitative findings by highlighting the salience of forms of Instrumental and Emotional Support in discussions of both Teacher and Classmate Support and care. These findings add to the current knowledge base on how building supportive relationships may be incorporated in prevention efforts aimed at fostering a positive school climate and enhancing students complete mental health.
These Guidelines represent the first attempt to provide international recommendations on collecting, publishing, and analysing subjective well-being data.
At the core of education, the notion of wellbeing permeates both learner and teacher wellbeing. This book explores the central role and responsibility of education in ensuring the wellbeing of children and young people. Through the employment of vignettes, proactive educational wellbeing initiatives are provided to address issues pertaining to learner and teacher wellbeing, mainstream classrooms, educational marginalisation, disabilities, cyber citizens, initial teacher education and rural education. Through employing diverging theoretical approaches of; expectancy x value theory; ecological systems theory and community practices across digital imagery; case studies; questionnaires and survey methodology, the key message of the centrality of wellbeing to educational success pervades. This book provides a critical engagement with the educational discourse of wellbeing, whilst addressing issues impacting on wellbeing with worldwide implications. It offers a unique insight into both learner and teacher wellbeing and how education can contribute to enhancing wellbeing outcomes for society in general.
Subjective Well-Being and Social Media shows how, by exploiting the unprecedented amount of information provided by the social networking sites, it is possible to build new composite indicators of subjective well-being. These new social media indicators are complementary to official statistics and surveys, whose data are collected at very low temporary and geographical resolution. The book also explains in full details how to solve the problem of selection bias coming from social media data. Mixing textual analysis, machine learning and time series analysis, the book also shows how to extract both the structural and the temporary components of subjective well-being. Cross-country analysis confirms that well-being is a complex phenomenon that is governed by macroeconomic and health factors, ageing, temporary shocks and cultural and psychological aspects. As an example, the last part of the book focuses on the impact of the prolonged stress due to the COVID-19 pandemic on subjective well-being in both Japan and Italy. Through a data science approach, the results show that a consistent and persistent drop occurred throughout 2020 in the overall level of well-being in both countries. The methodology presented in this book: enables social scientists and policy makers to know what people think about the quality of their own life, minimizing the bias induced by the interaction between the researcher and the observed individuals; being language-free, it allows for comparing the well-being perceived in different linguistic and socio-cultural contexts, disentangling differences due to objective events and life conditions from dissimilarities related to social norms or language specificities; provides a solution to the problem of selection bias in social media data through a systematic approach based on time-space small area estimation models. The book comes also with replication R scripts and data. Stefano M. Iacus is full professor of Statistics at the University of Milan, on leave at the Joint Research Centre of the European Commission. Former R-core member (1999-2017) and R Foundation Member. Giuseppe Porro is full professor of Economic Policy at the University of Insubria. An earlier version of this project was awarded the Italian Institute of Statistics-Google prize for "official statistics and big data".