- Email: [email protected]
Personality and Happiness among Academicians in Malaysia
Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
5th World Conference on Educational Sciences - WCES 2013
Personality and happiness among academicians in Malaysia Rashid Aziz a, Sharif Mustaffa*b Narina A.Samah a, Rosman Yusof c a
Faculty of Education, Universiti Technologi Malaysia, Skudai, 81310 Johor, Malaysia Counselling Centre, Universiti Technologi Malaysia, Skudai, 81310 Johor, Malaysia c Faculty of Management and Human Resource Development
b
___________________________________________________________________________________________ Abstract This research study attempted to perceive the relationship between personality and happiness among academicians in Malaysia through the investigation of their state of subjective well-being. There were 317 lecturers has been selected from one research university in Malaysia by way of stratified random sampling. The survey method has been applied to analyze the extent of happiness among academicians in terms of affective and cognitive state over the course of life. The result has shown that the academicians are in medium level of overall happiness which had served as the essential key components for upgrading the level of happiness. The results also revealed that happiness has been influenced by various type of personality traits such as extraversion (r = 0.79), agreeableness (r = 0.65) and conscientiousness (r = 0.72), openness (r = 0.34) effects positively on happiness, while neuroticism (r = -0.61) effects negatively on happiness. Therefore, the University top management should promote and increase subjective well-being among academicians to be competitive, as well as to be in the excellence and outstanding among research universities around the world.
©2013 2013The The Authors. Published by Elsevier © Authors Published by Elsevier Ltd. All Ltd. rights reserved Selectionandand/or peer-review responsibility World Education and Research Center. Selection peer review under theunder responsibility of Prof. of Dr.Academic Servet Bayram Keywords: Happiness, subjective well-being, academician __________________________________________________________________________________________________________________________________
1. Introduction Over the past decade, research in the field of positive psychology has emerged to answer and guide scientists towards questions of human thriving, especially the personal experiences of Subjective Well-being (SWB) or happiness. Happiness can be defines as a combination of frequent positive affect, infrequent negative affect and high level of satisfaction with life (Diener, 1984; Myers & Diener, 1995; Diener et al., 1999). In fact, happiness arises in the form of pleasant moods and emotions, well-being and positive attitudes (Jain, 2012). Studies show that happiness is actually beneficial and acts as important psychological capital. For instance, happier people tend to be more helpful, creative, pro-social, charitable, altruistic and healthier (Diener & Dean, 2007) and they also win out in the workplace, with better organizational citizenship, performance evaluations and increased productivity as well (Lyubomirsky et al., 2005). According to Boehm and Lyubomirsky (2008), happiness is not only correlated with workplace success but it often precedes measures of success and that induction of positive affect leads to improve the workplace outcomes. Steptoe and Wardle (2011) found that happy people were at reduced risk of dying over the five years period and the happiest people had a 35 % lower risk of death than the least happy. The most dominant value in life is the coherent and continuously improving personality with self-identity (Horvath, 2012) and through communication, the person participates characteristically with their whole personality especially in the familiar, emotional community such as family, friendship, neighbors (Horvath, 2008). Personality factors play an important role in happiness occurrence, meanwhile personality traits were found significantly associated with happiness (DeNeve & Cooper, 1998). Costa and Mcrae (1995) strongly stated that personality and happiness can be measured through model that had been developed, and suggested that Big Five Corresponding author: Rashid Aziz Tel: 48767899034 E-mail: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.918
4210
Rashid Aziz et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
model of personality is the most comprehensive empirical model in studying personality. The Big Five model of personality recommends structural organisation personality traits in expression of five broad factors, including extraversion, openness, conscientiousness, agreeableness and neuroticism (Goldberg, 1981; Kim et al., 2007). Unhappiness academicians are synonym to depression in which associates to the low mood and aversion of activity. Moreover, it can affect a person's thoughts, behaviour, feelings and psychological well-being (Lyubomirsky, King & Diener, 2005; Pressman & Cohen, 2005). Academicians without happiness may feel sad, anxious, empty, hopeless, worthless, guilty, irritable, or restless. In worse situation, they may lose interest in activities that once were pleasurable, experiences overeating or loss of appetite, or problems concentrating, remembering details or making decisions; and may contemplate or attempt suicide. According to Sharif et al., (2012), happiness among academicians is affected significantly by health condition but not gender. Recently many promising approaches have been formulated to increase happiness by treatments, methods, or an intentional activity that aims to inculcate positive feelings, behaviors, or cognitions (Sin & Lyubomirsky, 2009). Happiness study is a serious business, for the reason that happier employees contributed toward more motivated and productive as well as better at relationship in workplace (Jain, 2012). For this particular reason, the happiness survey which relate to personality among academician uniquely allows organizations to look beyond stress management and engagement to get real drivers of great jobs. Warr & Clapperton (2010) stated that workplace happiness is significant for every person and every organization. Aimed at this rationale, a study on personality and relation toward happiness among academician in Malaysia universities are relevant. The study aims to find out the level of happiness among academician based on affective and cognitive components of subjective well-being. This study also aim to identify the difference level of happiness according to demographic factors such as gender (males and females). Apart from that, it also aims to look into the relationship between personality and happiness among academicians. 2. Method The survey design of quantitative method has been used in this research to light of the construct of happiness. The quantitative method allows researcher to be familiar with the problem of the research (Golafshani, 2003). The instrument used in this study are Big Five Inventory (BFI; Costa & McCare, 1989) and Subjective Happiness Scale (SHS; Lyubomirsky dan Lepper, 1999) . As this study is attempting to use sample data as the basis for drawing general conclusions about population, thus the inferential statistics approach are used to analyze the data. The participants were selected by using stratified random sampling method among academicians of Universiti Teknologi Malaysia. Stratification was done onto their gender into “male and female” as well as their lecturer post level into “Professor, Associate Professor, Senior Lecturer, and lecturer”. Statistical Package for Social Sciences 19.0 version used to analyse the data. Basically, high scorers are those academicians with mean score 5.00 and above will be identified as in the high level of happiness, mean scorers within 4.00 to 4.99 will be identified as in the medium level of happiness, and low scorers are those academicians with mean score 3.99 and below will be identified as in the low level of happiness. The overall mean score identifies the overall level of happiness among academicians. 3. Findings and discussions The level of happiness among academicians The distribution of the score shows that through the investigation of their state of subjective well-being, 71.2 percent of the academicians are in medium level of happiness, 23.7 percent of academicians are unhappy academicians, and it followed by 5.1 percent of the academicians who are in high level of happiness. This had concluded that 71.2 percent of the academicians are at least in medium level of happiness. Thus, the medium extents of positive psychological functioning are exhibiting moderately by most academicians. The differences of happiness according to demographic factors Table 1, The differences level of happiness between genders
Gender P Results Happiness 0.83 No Difference __________________________________________________________ * Significant at a level of significant 0.05
The overall findings of the analysis showed that there are no significant differences in the levels of happiness based on respondent’s gender (t = 0.83; p>0.05). Based on the inferential analysis results, the level of happiness among academicians is not affected by the difference of gender. Among the female academicians (m=4.42), they show almost the same level of happiness as male academicians (m=4.34).
Rashid Aziz et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
4211
The correlation between happiness and personality traits Table 2, Pearson correlation between happiness and personality traits Happiness
r
P
Extraversion 0.79 0.000 Agreeableness 0.65 0.000 Conscientiousness 0.72 0.000 Openness 0.34 0.000 Neuroticism -0.61 0.000 __________________________________________________________ * Significant at a level of significant 0.05
The table 2 above showed that happiness has been influenced by various type of personality traits such as extraversion (r = 0.79), agreeableness (r = 0.65) and conscientiousness (r = 0.72), openness (r = 0.34) effects positively on happiness, while neuroticism (r = -0.61) effects negatively on happiness. These findings show that the descending in happiness due to the neuroticism traits increased. This research suggest a significant discovery that personality of individual have a significant role in influential positive impact to help university more cherish and perform. Human resources personnel have to consider personality factor in appointing lecturer, in the midst of concern not only toward greater academic performance in order to produce a great virtue of personnel to serve the university and the public. The findings also suggest that the levels of happiness among academicians are cause significantly by extravert personality traits. Extravert people participate in social activities dynamically and involved in many collective activities. Hence, one can consider all such factors as sources of happiness among extravert people (Hills & Argyle, 2001). In fact, female academicians are as happy as male academicians. The research findings could serve as primary resource for Malaysian higher educational institutions, or even the universities across the region. As stated by Stevenson and Wolfers (2009), higher education is associated with greater happiness, so in order to upgrades happiness among Malaysian, the academician which plays as a mediator in providing quality of higher education to the public must achieve happiness first ahead of making other pleased. Academicians which cover a highly significant majority which consist 71.2 percent for overall index of happiness significantly showed that more serious attempt of policy involving task toward increasing the level of happiness have to be done. 4. Conclusions A particular strength of these research found a conclusion that the academicians are in medium level of happiness. The results presented above support the view that basic personality structure underlies the tendency to be characteristically happy or not. Possibly, frequent assessment to keep an eye on the standard of happiness among Malaysian universities academician must be made in order to find more understanding of the cause and event that bring happiness among academician. Although a great deal of research remains to be done, the finding on this research significantly inquire more attention in the direction of academician on emotional part of their individual perception in daily job on the way to making Malaysian universities as a happy workplace could be realize. Acknowledgements The authors would like to thank the Ministry of Higher Education (MOHE) and Research Management Centre (RMC), Universiti Teknologi Malaysia (UTM) for financial support of this research under Institutional Grant, VOT: 4J042. References Costa, P.T., & McCrae, R.R. (1995). Solid ground in the wetlands of personality: A reply to block. Psychological Bulletin, 17, 216-220. DeNeve, K.M., & Cooper, H. (1998). The Happy Personality: A meta-analysis of 137 persoality traits and subjective well-being. Psychological Bulletin, 124, 197-229. Diener, E. (1984). Subjective Well-being. Psychological Bulletin, 95, 542-575. Diener, E., Suh, E.M., Lucas, R.E., & Smith, H.L. (1999). Subjective Well-being: Three decades of progress. Psychological Bulletin, 125, 276-302. Diener, R.B., & Dean, B. (2007). Positive Psychology Coaching. Putting the science of Happiness to work for your clients. New Jersey: John Wiley and Sons, Inc. Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report, Vol 8(4). 597-607. Goldberg, L.R. (1981). Language and individual differences: the search for universal in personality lexicons. In L. Wheeler (ed.), Review of Personality and Social Psychology, Vol. 2, 141-165. Hills, P., & Argyle, M. (2001). Happiness, introversion-extraversion and happy introverts, Personality and Individual Differences, 30, 595-608. Horvath, H Atila (2008). Adolescents’ Opinion about Friendship and Conscience. Practice and Theory in Systems of Education, Vol 3(3-4), 93-100. Horvath, H Attila (2012). Conscience in fragments. Practice and theory in Systems of Education, Vol 7 (1), 37-52. Jain, Ritika (2012). Employee job happiness quotient in realm of RSMML. Indian Journal of` Applied Research, 2 (3), 104-107. Kim, J.H., Shin, H.K., Umbreit, W.T. (2007). Hotel Job Burnout: The role of personality characteristics. International. Journal of Hospitality Management, 26 (2), 421-434.
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Rashid Aziz et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
Lyubomirsky, S., King, L., & Diener, E. (2005). “The Benefits of Frequent Positive Affect: Does Happiness Lead to Success?”. Psychological Bulletin, 131, 803855. Lyubomirsky, S., Sheldon K.M., & Schkade, D. (2005). Pursuing happiness: the architecture of sustainable change. Review of General Psychology. 9(2):111–131. McCrae, R.R., & Costa, P.T. (1991). Adding liebe und Arbeit: The full five factor model and well being. Personality and Social Psychology Bulletin, 17, 227-232. Myers, D. G., & Diener, E. (1995). Who is happy. Psychological Science, 6. 10-19. Pressman, S.D., dan Cohen, S. (2005). Does positive affect influence health?. Psychological Bulletin. 131, 925-971. Sharif, M., Rashid, A., & Chai, M.L. (2012). The Investigation of Happiness among Academicians. Procedia Social and Behavioral Sciences, In Press. Steptoe, A., & Wardle, J. (2011). Positive affect measured using ecological momentary assessment and survival in older men and women. Journal Proceedings of the National Academy of Sciences, 108, 18244-18248. Stevenson, B., & Wolfers, J. (2009). The paradox of declining female happiness. American Economic Journal: Economic Policy 2009, 1 (2), 190-225. Warr, P., & Clapperton, G. (2010). The Joy of Work: Jobs, Happiness and You. New York: Routledge.
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
5th World Conference on Educational Sciences - WCES 2013
Personality and happiness among academicians in Malaysia Rashid Aziz a, Sharif Mustaffa*b Narina A.Samah a, Rosman Yusof c a
Faculty of Education, Universiti Technologi Malaysia, Skudai, 81310 Johor, Malaysia Counselling Centre, Universiti Technologi Malaysia, Skudai, 81310 Johor, Malaysia c Faculty of Management and Human Resource Development
b
___________________________________________________________________________________________ Abstract This research study attempted to perceive the relationship between personality and happiness among academicians in Malaysia through the investigation of their state of subjective well-being. There were 317 lecturers has been selected from one research university in Malaysia by way of stratified random sampling. The survey method has been applied to analyze the extent of happiness among academicians in terms of affective and cognitive state over the course of life. The result has shown that the academicians are in medium level of overall happiness which had served as the essential key components for upgrading the level of happiness. The results also revealed that happiness has been influenced by various type of personality traits such as extraversion (r = 0.79), agreeableness (r = 0.65) and conscientiousness (r = 0.72), openness (r = 0.34) effects positively on happiness, while neuroticism (r = -0.61) effects negatively on happiness. Therefore, the University top management should promote and increase subjective well-being among academicians to be competitive, as well as to be in the excellence and outstanding among research universities around the world.
©2013 2013The The Authors. Published by Elsevier © Authors Published by Elsevier Ltd. All Ltd. rights reserved Selectionandand/or peer-review responsibility World Education and Research Center. Selection peer review under theunder responsibility of Prof. of Dr.Academic Servet Bayram Keywords: Happiness, subjective well-being, academician __________________________________________________________________________________________________________________________________
1. Introduction Over the past decade, research in the field of positive psychology has emerged to answer and guide scientists towards questions of human thriving, especially the personal experiences of Subjective Well-being (SWB) or happiness. Happiness can be defines as a combination of frequent positive affect, infrequent negative affect and high level of satisfaction with life (Diener, 1984; Myers & Diener, 1995; Diener et al., 1999). In fact, happiness arises in the form of pleasant moods and emotions, well-being and positive attitudes (Jain, 2012). Studies show that happiness is actually beneficial and acts as important psychological capital. For instance, happier people tend to be more helpful, creative, pro-social, charitable, altruistic and healthier (Diener & Dean, 2007) and they also win out in the workplace, with better organizational citizenship, performance evaluations and increased productivity as well (Lyubomirsky et al., 2005). According to Boehm and Lyubomirsky (2008), happiness is not only correlated with workplace success but it often precedes measures of success and that induction of positive affect leads to improve the workplace outcomes. Steptoe and Wardle (2011) found that happy people were at reduced risk of dying over the five years period and the happiest people had a 35 % lower risk of death than the least happy. The most dominant value in life is the coherent and continuously improving personality with self-identity (Horvath, 2012) and through communication, the person participates characteristically with their whole personality especially in the familiar, emotional community such as family, friendship, neighbors (Horvath, 2008). Personality factors play an important role in happiness occurrence, meanwhile personality traits were found significantly associated with happiness (DeNeve & Cooper, 1998). Costa and Mcrae (1995) strongly stated that personality and happiness can be measured through model that had been developed, and suggested that Big Five Corresponding author: Rashid Aziz Tel: 48767899034 E-mail: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.918
4210
Rashid Aziz et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
model of personality is the most comprehensive empirical model in studying personality. The Big Five model of personality recommends structural organisation personality traits in expression of five broad factors, including extraversion, openness, conscientiousness, agreeableness and neuroticism (Goldberg, 1981; Kim et al., 2007). Unhappiness academicians are synonym to depression in which associates to the low mood and aversion of activity. Moreover, it can affect a person's thoughts, behaviour, feelings and psychological well-being (Lyubomirsky, King & Diener, 2005; Pressman & Cohen, 2005). Academicians without happiness may feel sad, anxious, empty, hopeless, worthless, guilty, irritable, or restless. In worse situation, they may lose interest in activities that once were pleasurable, experiences overeating or loss of appetite, or problems concentrating, remembering details or making decisions; and may contemplate or attempt suicide. According to Sharif et al., (2012), happiness among academicians is affected significantly by health condition but not gender. Recently many promising approaches have been formulated to increase happiness by treatments, methods, or an intentional activity that aims to inculcate positive feelings, behaviors, or cognitions (Sin & Lyubomirsky, 2009). Happiness study is a serious business, for the reason that happier employees contributed toward more motivated and productive as well as better at relationship in workplace (Jain, 2012). For this particular reason, the happiness survey which relate to personality among academician uniquely allows organizations to look beyond stress management and engagement to get real drivers of great jobs. Warr & Clapperton (2010) stated that workplace happiness is significant for every person and every organization. Aimed at this rationale, a study on personality and relation toward happiness among academician in Malaysia universities are relevant. The study aims to find out the level of happiness among academician based on affective and cognitive components of subjective well-being. This study also aim to identify the difference level of happiness according to demographic factors such as gender (males and females). Apart from that, it also aims to look into the relationship between personality and happiness among academicians. 2. Method The survey design of quantitative method has been used in this research to light of the construct of happiness. The quantitative method allows researcher to be familiar with the problem of the research (Golafshani, 2003). The instrument used in this study are Big Five Inventory (BFI; Costa & McCare, 1989) and Subjective Happiness Scale (SHS; Lyubomirsky dan Lepper, 1999) . As this study is attempting to use sample data as the basis for drawing general conclusions about population, thus the inferential statistics approach are used to analyze the data. The participants were selected by using stratified random sampling method among academicians of Universiti Teknologi Malaysia. Stratification was done onto their gender into “male and female” as well as their lecturer post level into “Professor, Associate Professor, Senior Lecturer, and lecturer”. Statistical Package for Social Sciences 19.0 version used to analyse the data. Basically, high scorers are those academicians with mean score 5.00 and above will be identified as in the high level of happiness, mean scorers within 4.00 to 4.99 will be identified as in the medium level of happiness, and low scorers are those academicians with mean score 3.99 and below will be identified as in the low level of happiness. The overall mean score identifies the overall level of happiness among academicians. 3. Findings and discussions The level of happiness among academicians The distribution of the score shows that through the investigation of their state of subjective well-being, 71.2 percent of the academicians are in medium level of happiness, 23.7 percent of academicians are unhappy academicians, and it followed by 5.1 percent of the academicians who are in high level of happiness. This had concluded that 71.2 percent of the academicians are at least in medium level of happiness. Thus, the medium extents of positive psychological functioning are exhibiting moderately by most academicians. The differences of happiness according to demographic factors Table 1, The differences level of happiness between genders
Gender P Results Happiness 0.83 No Difference __________________________________________________________ * Significant at a level of significant 0.05
The overall findings of the analysis showed that there are no significant differences in the levels of happiness based on respondent’s gender (t = 0.83; p>0.05). Based on the inferential analysis results, the level of happiness among academicians is not affected by the difference of gender. Among the female academicians (m=4.42), they show almost the same level of happiness as male academicians (m=4.34).
Rashid Aziz et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
4211
The correlation between happiness and personality traits Table 2, Pearson correlation between happiness and personality traits Happiness
r
P
Extraversion 0.79 0.000 Agreeableness 0.65 0.000 Conscientiousness 0.72 0.000 Openness 0.34 0.000 Neuroticism -0.61 0.000 __________________________________________________________ * Significant at a level of significant 0.05
The table 2 above showed that happiness has been influenced by various type of personality traits such as extraversion (r = 0.79), agreeableness (r = 0.65) and conscientiousness (r = 0.72), openness (r = 0.34) effects positively on happiness, while neuroticism (r = -0.61) effects negatively on happiness. These findings show that the descending in happiness due to the neuroticism traits increased. This research suggest a significant discovery that personality of individual have a significant role in influential positive impact to help university more cherish and perform. Human resources personnel have to consider personality factor in appointing lecturer, in the midst of concern not only toward greater academic performance in order to produce a great virtue of personnel to serve the university and the public. The findings also suggest that the levels of happiness among academicians are cause significantly by extravert personality traits. Extravert people participate in social activities dynamically and involved in many collective activities. Hence, one can consider all such factors as sources of happiness among extravert people (Hills & Argyle, 2001). In fact, female academicians are as happy as male academicians. The research findings could serve as primary resource for Malaysian higher educational institutions, or even the universities across the region. As stated by Stevenson and Wolfers (2009), higher education is associated with greater happiness, so in order to upgrades happiness among Malaysian, the academician which plays as a mediator in providing quality of higher education to the public must achieve happiness first ahead of making other pleased. Academicians which cover a highly significant majority which consist 71.2 percent for overall index of happiness significantly showed that more serious attempt of policy involving task toward increasing the level of happiness have to be done. 4. Conclusions A particular strength of these research found a conclusion that the academicians are in medium level of happiness. The results presented above support the view that basic personality structure underlies the tendency to be characteristically happy or not. Possibly, frequent assessment to keep an eye on the standard of happiness among Malaysian universities academician must be made in order to find more understanding of the cause and event that bring happiness among academician. Although a great deal of research remains to be done, the finding on this research significantly inquire more attention in the direction of academician on emotional part of their individual perception in daily job on the way to making Malaysian universities as a happy workplace could be realize. Acknowledgements The authors would like to thank the Ministry of Higher Education (MOHE) and Research Management Centre (RMC), Universiti Teknologi Malaysia (UTM) for financial support of this research under Institutional Grant, VOT: 4J042. References Costa, P.T., & McCrae, R.R. (1995). Solid ground in the wetlands of personality: A reply to block. Psychological Bulletin, 17, 216-220. DeNeve, K.M., & Cooper, H. (1998). The Happy Personality: A meta-analysis of 137 persoality traits and subjective well-being. Psychological Bulletin, 124, 197-229. Diener, E. (1984). Subjective Well-being. Psychological Bulletin, 95, 542-575. Diener, E., Suh, E.M., Lucas, R.E., & Smith, H.L. (1999). Subjective Well-being: Three decades of progress. Psychological Bulletin, 125, 276-302. Diener, R.B., & Dean, B. (2007). Positive Psychology Coaching. Putting the science of Happiness to work for your clients. New Jersey: John Wiley and Sons, Inc. Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report, Vol 8(4). 597-607. Goldberg, L.R. (1981). Language and individual differences: the search for universal in personality lexicons. In L. Wheeler (ed.), Review of Personality and Social Psychology, Vol. 2, 141-165. Hills, P., & Argyle, M. (2001). Happiness, introversion-extraversion and happy introverts, Personality and Individual Differences, 30, 595-608. Horvath, H Atila (2008). Adolescents’ Opinion about Friendship and Conscience. Practice and Theory in Systems of Education, Vol 3(3-4), 93-100. Horvath, H Attila (2012). Conscience in fragments. Practice and theory in Systems of Education, Vol 7 (1), 37-52. Jain, Ritika (2012). Employee job happiness quotient in realm of RSMML. Indian Journal of` Applied Research, 2 (3), 104-107. Kim, J.H., Shin, H.K., Umbreit, W.T. (2007). Hotel Job Burnout: The role of personality characteristics. International. Journal of Hospitality Management, 26 (2), 421-434.
4212
Rashid Aziz et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4209 – 4212
Lyubomirsky, S., King, L., & Diener, E. (2005). “The Benefits of Frequent Positive Affect: Does Happiness Lead to Success?”. Psychological Bulletin, 131, 803855. Lyubomirsky, S., Sheldon K.M., & Schkade, D. (2005). Pursuing happiness: the architecture of sustainable change. Review of General Psychology. 9(2):111–131. McCrae, R.R., & Costa, P.T. (1991). Adding liebe und Arbeit: The full five factor model and well being. Personality and Social Psychology Bulletin, 17, 227-232. Myers, D. G., & Diener, E. (1995). Who is happy. Psychological Science, 6. 10-19. Pressman, S.D., dan Cohen, S. (2005). Does positive affect influence health?. Psychological Bulletin. 131, 925-971. Sharif, M., Rashid, A., & Chai, M.L. (2012). The Investigation of Happiness among Academicians. Procedia Social and Behavioral Sciences, In Press. Steptoe, A., & Wardle, J. (2011). Positive affect measured using ecological momentary assessment and survival in older men and women. Journal Proceedings of the National Academy of Sciences, 108, 18244-18248. Stevenson, B., & Wolfers, J. (2009). The paradox of declining female happiness. American Economic Journal: Economic Policy 2009, 1 (2), 190-225. Warr, P., & Clapperton, G. (2010). The Joy of Work: Jobs, Happiness and You. New York: Routledge.