Positive Emotions

2020 ◽  
Author(s):  
Michele M. Tugade ◽  
Hillary C. Devlin ◽  
Barbara L. Fredrickson
Keyword(s):  
Empirical Research ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Subjective Experience ◽  
Intervention Studies ◽  
Well Being ◽  
Future Directions ◽  
Building Effects ◽  
Broaden And Build Theory

Positive emotions have long been studied as markers of people’s overall well-being or happiness, but looking at positive emotions as outcomes is just the beginning. This chapter focuses on the various facets of positive emotions, including how they are measured (behaviorally, psychologically, physiologically), their outcomes, and their subjective experience. The broaden-and-build theory of positive emotions is described, with empirical research described that supports both the broadening effects and the building effects that arise from experiences of positive emotions. Empirical research that investigates physiological and neurological connections and intervention studies that examine the effects of positive emotions on stress, health, and resilience are discussed. Finally, future directions that examine different models of positive emotion as well as the differentiation of positive emotions are discussed.

Impact of Gratitude on Resource Development and Emotional Well-Being

2015 ◽  
Vol 43 (3) ◽  
pp. 493-504 ◽  
Author(s):  
Chih-Che Lin
Keyword(s):  
Coping Style ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Social Cognitive ◽  
Empirical Support ◽  
Well Being ◽  
Avoidant Coping ◽  
Adaptive Coping ◽  
Psychological Resources ◽  
Broaden And Build Theory

Using the broaden-and-build theory, I examined whether or not gratitude can build social, cognitive, physical, and psychological resources, and whether or not gratitude induces other positive emotions that trigger upward spirals toward emotional well-being. I recruited participants (N = 375 undergraduates) to complete measures of the variables of interest. The results indicated that higher levels of gratitude significantly predicted increases in social support, adaptive coping abilities, and beneficial psychological outcomes (e.g., life satisfaction), as well as decreases in avoidant coping style and detrimental physical outcomes (e.g., negative emotions). Further, I found that gratitude could induce other positive emotions which partially mediated the effects of gratitude on emotional well-being. These findings provide empirical support for the idea that gratitude is, in essence, a positive emotion beneficial for positive functioning, as well as broadening and building other positive emotions, which, in turn, result in an increase in emotional well-being.

Positive Emotions

2009 ◽  
pp. 12-24 ◽  
Author(s):  
Michael A. Cohn ◽  
Barbara L. Fredrickson
Keyword(s):  
Positive Emotions ◽  
Well Being ◽  
Life Outcomes ◽  
Short Term ◽  
Future Success ◽  
Broaden And Build Theory ◽  
Mental And Physical Health ◽  
Very High ◽  
Future Growth

Positive emotions include pleasant or desirable situational responses, ranging from interest and contentment to love and joy, but are distinct from pleasurable sensation and undifferentiated positive affect. These emotions are markers of people's overall well-being or happiness, but they also enhance future growth and success. This has been demonstrated in work, school, relationships, mental and physical health, and longevity. The broaden-and-build theory of positive emotions suggests that all positive emotions lead to broadened repertoires of thoughts and actions and that broadening helps build resources that contribute to future success. Unlike negative emotions, which are adapted to provide a rapid response to a focal threat, positive emotions occur in safe or controllable situations and lead more diffusely to seeking new resources or consolidating gains. These resources outlast the temporary emotional state and contribute to later success and survival. This chapter discusses the nature of positive emotions both as evolutionary adaptations to build resources and as appraisals of a situation as desirable or rich in resources. We discuss the methodological challenges of evoking positive emotions for study both in the lab and in the field and issues in observing both short-term (“broaden”) and long-term (“build”) effects. We then review the evidence that positive emotions broaden perception, attention, motivation, reasoning, and social cognition and ways in which these may be linked to positive emotions' effects on important life outcomes. We also discuss and contextualize evidence that positive emotions may be detrimental at very high levels or in certain situations. We close by discussing ways in which positive emotions theory can be harnessed by both basic and applied positive psychology research.

scholarly journals The broaden–and–build theory of positive emotions

2004 ◽  
Vol 359 (1449) ◽  
pp. 1367-1377 ◽  
Author(s):  
Barbara L. Fredrickson
Keyword(s):  
Close Relationships ◽  
Positive Emotions ◽  
Social Bonds ◽  
Well Being ◽  
Psychological Resources ◽  
Form And Function ◽  
Broaden And Build Theory ◽  
And Function ◽  
Health And Well Being ◽  
Action Tendencies

The broaden–and–build theory describes the form and function of a subset of positive emotions, including joy, interest, contentment and love. A key proposition is that these positive emotions broaden an individual's momentary thought–action repertoire: joy sparks the urge to play, interest sparks the urge to explore, contentment sparks the urge to savour and integrate, and love sparks a recurring cycle of each of these urges within safe, close relationships. The broadened mindsets arising from these positive emotions are contrasted to the narrowed mindsets sparked by many negative emotions (i.e. specific action tendencies, such as attack or flee). A second key proposition concerns the consequences of these broadened mindsets: by broadening an individual's momentary thought–action repertoire—whether through play, exploration or similar activities—positive emotions promote discovery of novel and creative actions, ideas and social bonds, which in turn build that individual's personal resources; ranging from physical and intellectual resources, to social and psychological resources. Importantly, these resources function as reserves that can be drawn on later to improve the odds of successful coping and survival. This chapter reviews the latest empirical evidence supporting the broaden–and–build theory and draws out implications the theory holds for optimizing health and well–being.

Positive Processes in Close Relationships

2019 ◽  
Author(s):  
Shelly L. Gable ◽  
Natalya C. Maisel
Keyword(s):  
Intimate Relationships ◽  
Positive Emotions ◽  
Human Life ◽  
Well Being ◽  
Self Concept ◽  
Positive Events ◽  
Future Directions ◽  
The Social ◽  
Close Relationship ◽  
Health And Well Being

Although psychologists have learned a great deal about negative and harmful processes in relationships, they have focused less on understanding the positive and beneficial processes in relationships. Of course, almost every close relationship offers the promise of both meaningful rewards and substantial risks, such as support, intimacy, companionship, conflict, rejection, and criticism. In this chapter, we attempt to highlight the complexities involved in relationships and emphasize the positive processes, with the goal of creating a picture that represents the dynamic reality of the social world. We first discuss the important role that intimate relationships play in human life and their strong links with health and well-being. We then highlight research on the positive processes in relationships, such as positive emotions, intimacy, growth of the self-concept, and the benefits of sharing positive events. This work complements previous literature, which has tended to focus on the potential pitfalls in relationships. Inherent in our position is that a lack of negatives in a relationship is not equivalent to a positive relationship; just as an absence of psychopathology is not equivalent to flourishing. We end with outlining future directions in the positive psychology of relationships, such as a greater focus on biology and health and the need for examining moderating conditions.

scholarly journals Reflections on Positive Emotions and Upward Spirals

2018 ◽  
Vol 13 (2) ◽  
pp. 194-199 ◽  
Author(s):  
Barbara L. Fredrickson ◽  
Thomas Joiner
Keyword(s):  
Positive Emotions ◽  
Empirical Support ◽  
Well Being ◽  
Research Report ◽  
Reciprocal Relations ◽  
Psychological Science ◽  
Spiral Dynamics ◽  
Broaden And Build Theory ◽  
The Impact ◽  
Health And Well Being

We reflect on our 2002 article and the impact this research report has had both within and beyond psychological science. This article was both one of the first publications to provide empirical support for hypotheses based on the broaden-and-build theory of positive emotions and a product of the genesis of positive psychology. We highlight empirical and theoretical advancements in the scientific understanding of upward spiral dynamics associated with positive emotions, with particular focus on the new upward spiral theory of lifestyle change. We conclude by encouraging deeper and more rigorous tests of the prospective and reciprocal relations associated with positive emotions. Such progress is needed to better inform translations and applications to improve people’s health and well-being.

Features of University Environments That Support Well-Being as Perceived by Lesbian, Gay, Bisexual, and Questioning Undergraduate Music and Art Students

2019 ◽  
Vol 67 (2) ◽  
pp. 171-192
Author(s):  
Nicholas E. Roseth
Keyword(s):  
College Student ◽  
Student Engagement ◽  
National Survey ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Well Being ◽  
Music Majors ◽  
Education Majors ◽  
Art Students ◽  
Composite Variables

The purpose of this study was to explore features of university environments that support well-being as perceived by undergraduate lesbian, gay, bisexual, and questioning (LGBQ) music and art students. Data were drawn from the 2013–2015 administrations of the College Student Report (CSR) by the National Survey of Student Engagement. Responses of students who identified as music majors, music or art education majors, or as LGBQ ( n = 30,014) were extracted. CSR items regarding the students’ collegiate experiences corresponding with dimensions of Seligman’s well-being theory (i.e., positive emotions, engagement, relationships, meaning, achievement) were used to create composite variables for analysis. The data indicated similar ratings between heterosexual and LGBQ music/art students for positive emotion, engagement, and relationships. In contrast, non–music/art LGBQ students rated items pertaining to positive emotions and relationships lower than heterosexual music/art students and lower than both heterosexual students and LGBQ music/art students in engagement. Both LGBQ groups rated meaning items significantly higher than heterosexual music/art students. The data also indicated that heterosexual music/art students rated achievement items significantly higher than both LGBQ groups. These findings suggest that heterosexual and LGBQ music/art students may perceive better support for their well-being by their institutions’ environments than their non–music/art LGBQ peers.

Experiences of Playing Volt Hockey With Focus on Well-Being According to Positive Emotion, Engagement, Relationships, Meaning, Achievement: An Interview Study

2021 ◽  
pp. 1-19
Author(s):  
Anna Carin Aho ◽  
Elisabeth Renmarker ◽  
Malin Axelsson ◽  
Jenny Jakobsson
Keyword(s):  
Focus Group ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Physical Disabilities ◽  
Well Being ◽  
Team Sport ◽  
Subjective Well Being ◽  
Main Category ◽  
Individual Interviews ◽  
Five Elements

Volt hockey is a team sport developed for persons with physical disabilities, but its influence on well-being is unknown. Elements of well-being have been described as positive emotions, engagement, relationships, meaning, and achievement constituting a theoretical framework referred to as PERMA. The purpose of this study was to describe how well-being according to PERMA is reflected in the experiences of playing volt hockey. Data were collected through focus group and individual interviews including 21 players. A deductive analysis was conducted using the elements in PERMA as preexisting main categories with an additional main category, named resources needed. Findings showed that all five elements constituting well-being according to PERMA were reflected in the experiences of playing volt hockey. In addition, players emphasized the importance of having the resources needed to play volt hockey. In conclusion, having the opportunity to enjoy playing volt hockey enabled the players to flourish and experience feelings of subjective well-being.

Introducing Goal Focused Positive Psychotherapy

2017 ◽  
pp. 1-19
Author(s):  
Collie W. Conoley ◽  
Michael J. Scheel
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Psychological Distress ◽  
Posttraumatic Stress ◽  
Positive Emotions ◽  
Therapeutic Process ◽  
Well Being ◽  
Theory Of Change ◽  
Positive Psychotherapy ◽  
Broaden And Build Theory ◽  
Client Strengths

This chapter provides an overview of the philosophy and foundational premises of Goal Focused Positive Psychotherapy. Goal Focused Positive Psychotherapy is described as a comprehensive psychotherapy model built primarily upon positive psychology principles to optimize well-being, which diminishes the effects of psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, and positive emotions in order to assist the client in attaining goals, making growth toward goals in psychotherapy and life more enjoyable. Issues of ethics, psychological metaphor, therapeutic alliance, client context, and a case example of a client with posttraumatic stress disorder are presented.

Bullying and Students With Disabilities

2016 ◽  
Vol 37 (5) ◽  
pp. 259-273 ◽  
Author(s):  
David E. Houchins ◽  
Wendy Peia Oakes ◽  
Zachary G. Johnson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Intervention Studies ◽  
Experimental Studies ◽  
Well Being ◽  
Bullying Prevention ◽  
Education Students ◽  
Future Directions ◽  
Quality Research ◽  
General Education Students

Bullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this article is twofold. First, we introduce a special issue on bullying and students with disabilities. Summaries of recent studies conducted on the bullying and students with disabilities are described. Next, we report the findings from a systematic literature review on bully intervention studies focused on students with disabilities. We identified six experimental studies meeting the search criteria. One study met all of the quality research indicators. Findings, future directions, and conclusions are discussed taking into consideration quality research indicators for evidence-based bullying prevention or intervention studies.

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