A two-dimensional conceptual framework for understanding mental well-being

The complex nature of mental well-being is reflected in the great diversity of variables thought to represent aspects of mental flourishing. Discovering the underlying structure of mental well-being is important for a full understanding of this complex construct. Using data from 3 countries (the United States, Japan, and Iran), we performed multi-dimensional scaling to analyze the representation of 9 hedonic and eudaimonic well-being variables in a 2-dimensional psychological space. The analyses revealed 2 interpretable underlying dimensions across cultures and gender groups. The first dimension—eudaimonic well-being versus hedonic well-being—is well-known to well-being researchers. The second dimension—existential relatedness versus Epicurean independence—has not been recognized before. Existential relatedness is the characteristic of being meaningfully interconnected with things other than oneself, and is mainly based on the variables positive relations with others, personal growth, purpose in life, and life satisfaction. Epicurean independence is the characteristic of being relatively free of painful experiences and not feeling the need to have ones’ views accepted by anyone but oneself. Epicurean independence is mainly based on the variables autonomy and absence of negative affect. We explain these dimensions in detail and discuss the implications for well-being research and policy

Burnout, depression, efficacy beliefs, and work-related variables among school teachers

The present study investigated burnout and its associated factors in school teachers. We tested the relationships between burnout, depression, efficacy beliefs (self and collective), school climate, and organizational justice in a sample of 609 Italian school teachers. Using path analysis and controlling for age and gender, we found that collective efficacy, school climate, and organizational justice were significantly associated with burnout and depression. The relationships between these variables and depression were mediated by burnout. Results suggest that planning development programs to reduce teachers’ malaise and improve their evaluation methods involves taking into account the buffering effect of efficacy beliefs, school climate, and organizational justice against burnout and depression

Development and cross-national investigation of a model explaining participation in WHO-recommended and placebo behaviours to prevent COVID-19 infection

To protect themselves from COVID-19, people follow the recommendations of the authorities, but they also resort to placebos. To stop the virus, it is important to understand the factors underlying both types of preventive behaviour. This study examined whether our model (developed based on the Health Belief Model and the Transactional Model of Stress) can explain participation in WHO-recommended and placebo actions during the pandemic. Model was tested on a sample of 3346 participants from Italy, Japan, Poland, Korea, Sweden, and the US. It was broadly supported: objective risk and cues to action showed both direct and indirect (through perceived threat) associations with preventive behaviours. Moreover, locus of control, decision balance, health anxiety and preventive coping moderated these relationships. Numerous differences were also found between countries. We conclude that beliefs about control over health and perceived benefits of actions are critical to the development of interventions to improve adherence to recommendations

Measurement invariance of the Scale of Positive and Negative Experience Across 13 countries

The Scale of Positive and Negative Experience (SPANE) is widely used to measure emotional experiences, but not much is known about its cross-cultural utility. The present study evaluated the measurement invariance of the SPANE across adult samples (N = 12,635; age range = 18-85 years; 58.2% female) from 13 countries (China, Colombia, Germany, Greece, India, Italy, Japan, Poland, Portugal, Serbia, Spain, Turkey, and the United States). Configural and partial scalar invariance of the SPANE were supported. Three items capturing specific negative emotions (sad, afraid, and angry) were found to be culturally noninvariant. Our findings suggest that the SPANE's positive emotion terms and general negative emotion terms (e.g., negative and unpleasant) might be more suitable for cross-cultural studies on emotions and well-being, whereas caution is needed when comparing countries using the SPANE's specific negative emotion item

Reconceptualizing Profit-Orientation in Management: A Karmic View on "Return on Investment" Calculations

From the perspective of the present day, Puritan-inspired capitalism seems to have succeeded globally, including in India. Connected to this, short-term profit-orientation in management seems to constrain the scope of different management approaches in a tight ideological corset. This article discusses the possibility of replacing this Puritan doctrine with the crucial elements of Indian philosophy: Karma and samsara. In doing so, the possibility of revising the guiding principles in capitalist management becomes conceivable, namely the monetary focus of profit-orientation and its short-term orientation. This perspective allows a detachment of the concept of profit from the realm of money, as the seemingly only objectifiable measure of profit. Furthermore it allows a removal of the expectation that every "investment" has to directly "pay off". A karmic view offers management a possible facility for being more caring about the needs and fates of other stakeholders, as profit-orientation would no longer be attached as a factual constraint to merely accumulate money. (author's abstract

Children’s and Adolescents’ Happiness Conceptualizations at School and their Link with Autonomy, Competence, and Relatedness

Previous research on children’s and adolescents’happiness either focused on their conceptualisations or the link between self-reported happiness with different outcomes. However, very few studies have connected both approaches to better understand children’s and adolescents’ happiness. To address this gap, we used a mixed-method approach, to investigate if the conceptualizations of happiness at school of 744 British children and adolescents could signal differences in autonomy, competence, and relatedness. An initial coding of the responses showed thirteen conceptualizations (i.e., positive feelings, harmony/balance, leisure, friends, getting good grades, non-violence, moral actions, purpose, autonomy, competence, teachers, emotional support, and learning). Log-linear models showed that some of the conceptualizations differed across both age groups and gender. Latent class analysis showed that happiness conceptualizations could be classified in five different groups. Interestingly, whereas for children there were no differences; for adolescents, there were differences between classes in their levels of autonomy and relatedness. The implications of these findings for promoting students' well-being at school are discussed