Studying the flourishing of Iranian students based on Seligman model and its comparison based on demographic variables
International Journal of Applied Behavioral Sciences,
Vol. 2 No. 2 (2015),
20 Dey 2016
,
Page 21-28
https://doi.org/10.22037/ijabs.v2i2.8311
Abstract
Introduction: The basic objective of this paper was to study the flourishing of Iranian students based on Seligman model and its comparison based on demographic variables. Methods: 400 subjects of all students enrolled in the second semester of academic year of 20142015 in Ferdowsi University of Mashhad were randomly classified and studied as the sample group. Flourishing questionnaire was used to test the hypotheses. The flourishing questionnaire includes four components of positive emotions, relationships, meaning and achievement. To analyze the research data, the followings were used: percentage, mean, system dynamics (SD), multivariate analysis of variance, univariate analysis of variance and post hoc least significant difference (LSD) test. Results: Descriptive results showed that 5% of students are at wilting point; 30% have relative mental health and 65% are at flourishing state. The highest percentage of flourishing students was in the meaning component (72.5%), while the lowest percentage of them was found in the positive emotions component (59.75%). The results of MANOVA test and follow-up tests also showed that the flourishing rate of the students is not affected by father's education, mother's education, father's occupation, mother's occupation, school and residence of the students (native or non-native); however, the flourishing rate of the students in the relationships component was significantly different with regard to the gender and education of the students; This means that the female students compared to the male students, and master and PhD students compared to the undergraduate students had earned higher scores in the relationships component. Conclusion: At the end, according to the results of the present study, it is suggested to develop a unique intervention program to promote and foster flourishing of the students, while considering gender and educational differences in the relationships component. Declaration of Interest: None.
- Flourishing
- Positive emotions
- Relationships
- Meaning
- Achievement
- Seligman.
How to Cite
References
Compton WC, Hoffman E. Positive Psychology: The Science of Happiness and Flourishing: The Science of Happiness and Flourishing: Cengage Learning; 2012.
Seligman ME, Rashid T, Parks AC. Positive psychotherapy. American Psychologist. 2006;61(8):774.
Gokcen N, Hefferon K, Attree E. University Students' Constructions of'Flourishing'in British Higher Education: An Inductive Content Analysis. International Journal of Wellbeing. 2012;2(1).
Petri LH. Motivation: Theory, Research, and Applications. . California: Wadsworth, Inc. 1996.
Zigler D, Hagel L. Theories of Personality: Islamic Azad University, Saveh; 1965.
Keyes CL. The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior. 2002:207-22.
Keyes CL. Subjective well-being in mental health and human development research worldwide: An introduction. Social indicators research. 2006;77(1):1-10.
Babapour Kheirodin J, Toosi F, Hekmati E. Examine the role of determinants in social health, Tabriz University. Journal of Psychology, Tabriz University. 2009;4(16).
Diener E, Kahneman D, Helliwell J. International differences in well-being: Oxford University Press; 2010.
Dolan P, Peasgood T, White M. Do we really know what makes us happy? A review of the economic literature on the factors associated with subjective well-being. Journal of economic psychology. 2008;29(1):94-122.
Huppert FA. Psychological Well‐being: Evidence Regarding its Causes and Consequences†. Applied Psychology: Health and Well‐Being. 2009;1(2):137-64.
Lyubomirsky S, Sheldon KM, Schkade D. Pursuing happiness: The architecture of sustainable change. Review of general psychology. 2005;9(2):111.
Soleimani S, Rezaei A, M Kianersi F, Hojabrian H, Khalaji Paji K. Construction and Validation of Flourishing Questionnaire Based on Seligman's Model among Iranian University Students. Journal of Research & Health 2014;Early View.
Esmaeelkhani F, Najjarian B, Mehrabi Zade Honarmand M. Constructing and validating an instrument for measuring self-actualization. Journal of Human Sciences of Alzahra University. 2001;11(39).
Diener E, Wirtz D, Tov W, Kim-Prieto C, Choi D-w, Oishi S, et al. New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research. 2010;97(2):143-56.
Beck A, Rush A, Shaw B, Emery G. Cognitive therapy of depression, 1979. Guilford, New York.
Ryff CD, Keyes CLM. The structure of psychological well-being revisited. Journal of personality and social psychology. 1995;69(4):719.
Keyes CLM. Social well-being. Social psychology quarterly. 1998:121-40.
NOSRATABADI M, JOSHANLOO M, MOHAMMADI F, SHAHMOHAMMADI K. ARE IRANIAN STUDENTS FLOURISHING? DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS). 2010.
Joshanloo M, Rastegar P. The big five personality traits and self-esteem as predictors of eudaimonic well-being. J Iran Psychol. 2007;4:13-24.
Keyes CL. Promoting and protecting mental health as flourishing: a complementary strategy for improving national mental health. American Psychologist. 2007;62(2):95.
Farquhar M. Health and Well-being for People. Sidney Toronto. 2002.
Rafati N. Quality of life and its influencing factors in adults aged 65 and older in nursing home: University of Medical Sciences; 2003.
Abdullah Tabar H, Kaldi A, Mohaghgheghi Kamal S, Forozan A, Salehi M. Evaluation of students' social health. Journal of Social Welfare. 2008;8(30,31.)
Yarmohammadian A, Kamali F. Relationship between emotional intelligence and self-actualization in high school students. Journal of Humanities and Social Sciences, Shiraz University. 2007;26(52.)
- Abstract Viewed: 332 times
- PDF Downloaded: 249 times