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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Psychological Needs; Need Gratification; Well Being; Income; Older Adults; Security (Psychology); Path Analysis; Poverty; Life Satisfaction; Theories; Economic Status
Abstract:
The most prominent theory to explain the curvilinear relationship between income and subjective well-being (SWB) is need theory, which proposes that increased income and wealth can lead to increased well-being in poverty because money is used to satisfy basic physiological needs. The present study tests the tenets of need theory by proposing that money can buy happiness beyond poverty if the money satisfies higher-order needs. Findings indicate that in older adults (n = 1,284), as economic standing rises, so do individual perceptions of financial security (a safety need), which in turn increases overall life satisfaction. Further, a path model tested the degree to which financial security and psychological need satisfaction mediated the path from economic standing to life satisfaction and demonstrated the complete mediation through higher-order needs--there was a 66% reduction in the direct link through financial security and a 34% reduction through psychological need satisfaction. Discussion focuses on how these mediation and path models extend need theory.
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Pub Date: |
2013-05-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Psychological Needs; Well Being; Personality Measures; Depression (Psychology); Personality Traits; Psychology; Taxonomy; Life Satisfaction; Mental Health; Models; Personal Autonomy; Symptoms (Individual Disorders); Correlation
Abstract:
There is considerable evidence that two higher order factors underlie the Big-Five dimensions and that these two factors provide a parsimonious taxonomy. However, not much empirical evidence has been documented as to the extent to which these traits relate to certain psychological constructs. In this study, we tested a structural model to investigate the individual differences in well-being and ill-being by examining the mediating effects of autonomy, relatedness, and competence on the extent to which two higher order factors of personality, namely Stability and Plasticity, are linked to life satisfaction and depression. In testing the model, we controlled for the effects of current affect. A large community sample participated and responded to self-measures of The Big-Five personality, basic psychological needs satisfaction, satisfaction with life, depressive symptoms, and positive and negative affect. The results revealed that satisfaction of basic psychological needs fully mediated the relationship between Plasticity and life satisfaction, as well as depression. It also fully mediated the relationship between Stability and life satisfaction, and partially mediated the relationship between Stability and depression.
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Familiarity; Priming; Classification; Cues; Stimuli; Evaluation; Novelty (Stimulus Dimension); Experiments; Models; Comparative Analysis; Statistical Analysis; Undergraduate Students; Higher Education; Scores; Regression (Statistics); Psychological Needs
Abstract:
Combining regulatory focus theory (Higgins, 1997) and novelty categorization theory (Forster, Marguc, & Gillebaart, 2010), we predicted that novel stimuli would be more positively evaluated when focused on growth as compared with security and that familiar stimuli would be more negatively evaluated when focused on growth as compared with security. This would occur, at least in part, because of changes in category breadth. We tested effects of several variables linked to growth and security on evaluations of novel and familiar stimuli. Using a subliminal mere exposure paradigm, results showed novel stimuli were evaluated more positively in a promotion focus compared to a prevention focus (Experiments 1A-1C), with high power compared to low power (Experiment 2A), and with the color blue compared to red (Experiment 2B). For familiar stimuli, all effects were reversed. Additionally, as predicted by novelty categorization theory, novel stimuli were liked better after broad compared to narrow category priming, and familiar stimuli were liked better after narrow compared with broad category priming (Experiment 3). We suggest, therefore, that although familiarity glows warmly in security-related contexts, people prefer novelty when they are primarily focused on growth. (Contains 5 tables and 6 footnotes.)
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Author(s): |
Gartrell, Dan |
Source: |
Young Children, v67 n4 p78-80 Sep 2012 |
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Psychological Needs; Daily Living Skills; Democratic Values; Social Development; Emotional Development; Social Cognition; Skill Development; Developmentally Appropriate Practices
Abstract:
"Democratic life skills" are social-emotional capacities that children need to be productive citizens and healthy individuals in a modern, diverse society. The construct for these skills comes from many sources. One helpful source is Maslow's concept of two coexisting sets of motivational needs in each individual: one set for security, belonging, and affection; the other set for exploration, learning, and growth. Democratic life skills 1 and 2 relate to the stronger motivational source--for physical and emotional security. As children attain skills 1 and 2, they become ready to make progress with skills 3, 4, and 5. The author begins a series exploring the five democratic life skills: (1) Finding acceptance as a member of the group and as a worthy individual; (2) Expressing strong emotions in nonhurting ways; (3) Solving problems creatively--independently and in cooperation with others; (4) Accepting unique human qualities in others; and (5) Thinking intelligently and ethically. This article focuses on the first democratic skill.
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Author(s): |
Riva, Giuseppe |
Source: |
American Psychologist, v67 n7 p574-575 Oct 2012 |
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Personality Traits; Psychology; Psychological Needs; Well Being; Clinical Psychology; Cognitive Psychology
Abstract:
This article presents comments on the original article by McNulty and Fincham ("American Psychologist," v67 n2 p101-110 Feb-Mar 2012). The authors indicated the need to think beyond positive psychology. In particular, they argued that positive psychology needs "to move beyond labeling psychological traits and processes as positive." In general, the current author agrees with the two authors on the need for a "situated" positive psychology that is able to address the context in which we spend our lives. However, their suggestions have a critical flaw: They do not clearly distinguish between psychology and positive psychology. The current author lists a number of suggestions on ways to overcome this issue with a different approach.
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Student Needs; School Psychology; College Students; Expertise; School Psychologists; Counselor Role; Role Perception; Psychoeducational Methods; Caseworker Approach; Intervention; Change Strategies; Psychological Needs
Abstract:
Many college students display academic and social-emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work with or serve college students. To address unmet student needs and illustrate the fruitful role of school psychology in college communities, this article discusses ways university-based or -affiliated school psychologists can expand their current roles. Additionally, a multitiered framework is included that encourages the provision of interventions at universal, selective, and targeted service delivery levels. Although many of the interventions and ideas discussed in this article are not yet widely implemented, they warrant consideration and further elaboration because of their potential to impact college students and the practice of school psychology.
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Student Needs; Teaching Methods; Teaching Experience; Grounded Theory; Teacher Attitudes; Psychological Needs; Behavior Modification; Positive Reinforcement; Teachers; Preservice Teachers; Teacher Surveys
Abstract:
The practices of school-wide positive behavior supports (SWPBS) are dependent on teachers to implement them in their classrooms; thus, gaining the "buy-in" and support of teachers is a critical step in reaching full, building-wide implementation. One step toward achieving this support may be to gain a better understanding of the perceptions and practices of teachers. To this end, 69 preservice and practicing teachers were provided four fictitious student scenarios and asked to describe potential social, behavioral, emotional, and academic needs and the method in which they would address the needs of these students. Written responses were analyzed using a grounded theory approach, and major themes related to social, emotional, and behavioral supports were identified. Across all responses, we noted both common themes and tensions in teacher perceptions that may have important implications for SWPBS. Differences in responses were noted by level of teaching experience. Different trends were also noted in the responses of teachers in schools implementing SWPBS and those in schools without SWPBS. Detailed results, study limitations, and implications for future research are discussed. (Contains 1 table.)
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