Happiness around the world: A combined etic-emic approach across 63 countries.

What does it mean to be happy? The vast majority of cross-cultural studies on happiness have employed a Western-origin, or "WEIRD" measure of happiness that conceptualizes it as a self-centered (or "independent"), high-arousal emotion. However, research from Eastern cultures, particularly Japan, conceptualizes happiness as including an interpersonal aspect emphasizing harmony and connectedness to others. Following a combined emic-etic approach (Cheung, van de Vijver & Leong, 2011), we assessed the cross-cultural applicability of a measure of independent happiness developed in the US (Subjective Happiness Scale; Lyubomirsky & Lepper, 1999) and a measure of interdependent happiness developed in Japan (Interdependent Happiness Scale; Hitokoto & Uchida, 2015), with data from 63 countries representing 7 sociocultural regions. Results indicate that the schema of independent happiness was more coherent in more WEIRD countries. In contrast, the coherence of interdependent happiness was unrelated to a country's "WEIRD-ness." Reliabilities of both happiness measures were lowest in African and Middle Eastern countries, suggesting these two conceptualizations of happiness may not be globally comprehensive. Overall, while the two measures had many similar correlates and properties, the self-focused concept of independent happiness is "WEIRD-er" than interdependent happiness, suggesting cross-cultural researchers should attend to both conceptualizations

Causes and Effects of Teacher Conflict-Inducing Attitudes towards Pupils: A Path Analysis Model.” Teaching and Teacher Education 18 (8

Abstract A model explaining several causes and consequences of negative teacher-pupil relationships was developed. Data from 109 teachers and 946 high school pupils was analyzed using path analysis. The results suggest that teachers who prefer a custodial approach of controlling pupils, who have lower morale due to school climate conditions and who are less likely to burn out, tend to adopt conflict-inducing attitudes towards pupils. The results also demonstrate a high incidence of educational, psychological and somatic complaints in students whose characterized teachers are perceived as more hostile in their attitude towards pupils. Implications of these findings are discussed.

Personality characteristics that are valued in teams:Not always "more is better"?

10.1002/ijop.12511International Journal of Psychology545638-64

Multilevel results for the prediction of TWMM change.

<p>Multilevel results for the prediction of TWMM change.</p

Conscientiousness, Aggreableness, Neuroticism and their relation with four coping strategies with interpersonal relevance.

<p>Conscientiousness, Aggreableness, Neuroticism and their relation with four coping strategies with interpersonal relevance.</p

The Moderation Effect of Neuroticism on the Relation between Relationship Conflict and TWMM Change.

<p>Note: TWMM change reflects the difference in teamwork-related mental models (TWMM post-task minus TWMM pre-task).</p