Overestimated relationships with subjective well-being.
Notice bibliographique
Résumé
This article is about relationships between subjective well-being (SWB) and variables such as demographics, intentional activities, personality traits, and personal characteristics. Causal interpretation of these relationships is usually asymmetric from the variable to SWB, although the literature also contains interpretations of reverse or bidirectional causality. Evidence reviewed here suggests that heritable personality traits may underlie some of these relationships. A consequence is that covariance may be lower than lower than indicated by phenotypic (within individual) correlations. The article discusses some implications for positive psychology. Keywords: subjective well-being, happiness, satisfaction, heritability, general factor of personality This article discusses models of probabilistic causation that encompass well-being measures and their correlates. Causal models contain a set of variables overlaid by two mathematical structures: a graph indicating causal direction in relationships between variables, and probabilistic estimates related to such relationships. Received opinion influences the former while methodological considerations overall confidence in a model (e.g., type of data, statistical power). Lyubomirsky, King, and Diener (2005) comment on an established bias in causal attribution even with data from one-time assessment: associations between desirable outcomes and happiness have led most investigators to assume that success makes people happy. (p. 803). A focus of the article is on comparison this assumption with alternative propositions. The article begins with a brief discussion of definitions and well-being measures used in positive psychology, followed by a description of causal assumptions that may pertain to relationships involving these measures. The next two sections respectively discuss correlates of well-being and the relevance of higher-order dispositions to these relationships. The final section considers some implications for positive psychology. Throughout the article, we highlight contributions by Canadian researchers. Definitions and Measures Definitions of well-being include the following. Subjective wellbeing (SWB) is an evaluation of in terms of satisfaction and the balance between positive and negative affect (Keyes, Shmotkin, & Ryff, 2002, p. 1007). Psychological well-being (PWB) refers to perception of engagement with existential challenges of life (p. 1007). Eudaimonic well-being (EWB) includes feelings of personal expressiveness associated with the pursuit of excellence, virtue, and self-realisation (p. 42; Waterman et al., 2010). Canadian proponents of existential and eudaimonic conceptions of wellbeing include O'Brien (2008), Ryan, Huta, and Deci (2008), and Wong (1998). The most common names of SWB measures are satisfaction and happiness scales, with comparable measures known as affect, morale, or self-reported depression scales (Kozma, Stones, & McNeil, 1991). A Canadian measure used frequently in North America, Europe, and Asia is the Memorial University of Newfoundland Scale of Happiness (MUNSH; Kozma, Stone, Stones, Hannah, & McNeil, 1990; Kozma & Stones, 1980, 1983, 1987, 1988; Kozma, Stones, & Kazarian, 1985; Kozma et al., 1991; Stones & Kozma, 1986a). Along with widely cited measures of satisfaction, such as the Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), evidence for psychometric adequacy is convincing. Measures that fall under Keyes et al.' s (2002) existential challenge rubric include Canadian scales addressing attitudes (Reker & Peacock, 1981), perceived well-being (Reker & Wong, 1984), and personal meaning (Wong, 1998). A widely used battery by Ryff (1989) measures independence and self-determination, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,042 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».