He further said that teacher motivation energizes, directs and sus- the development of one's potential, having meaning of life and sense of purpose tains teacher-student efforts.
For behaving well and perform best in classroom teacher's psychological well being needs to be good which is also important for motivation and optimal func- The theorists argue that psychological well being is different from subjective feel- tioning of teachers in classroom.
It is also discussed earlier in self determination ings as subjective one is related to one's evaluations of their lives but psychologi- theory that the three internal or psychological autonomy, competence and relat- cal well being represents optimal human functioning. Self Determination Theory SDT and Psychological Well Being Psychological well being is based on self determination theory in which person This Self Determination Theory primarily developed for explaining human moti- with healthy psychological well being is characterized with four motivational vation, optimal functioning and personality by Edward L.
Deci and Richard M. As we all know positive psychology concerns with positive emotions and ways to develop and boost up individual's strengths and potentials, SDT is help- i. The main nity and relationships. It enforces growth-oriented process. It assumes human ii. The Self Determination Theory consists of three psychological needs that is iv.
This theory suggests that fulfillment of these needs is necessary to healthy human functioning for growth and construc- They further said that people with high psychological well being tend to act in tive social development as well as personal psychological well being Ryan and more prosocial ways and contribute towards strengthening of society and com- Deci, Firstly, hedonistic aspects or subjective well being which options or choices to undertake activities.
Secondly, eudaimonic aspect which also contributes to positive affects. Conclusion For growth of any nation education is very important factor and educating the younger generation for becoming a responsible citizen is the primary responsi- bility of teachers. So in all conditions teacher should be more effective, moti- vated and having healthy well being.
They should be well trained in all manners. The current study deals with importance of psychological well being for teachers which is associated with optimal functioning by realization of one's strength and self as every individual, society and nation need to flourish through focus on well being rather that disorder or dysfunction Huppert, Good psychological well being is essential for teachers because it includes self growth of teacher, emphasizes on teacher's sense of direction and meaning or purpose of life by Fig.
Self Determination Theory and Three Human's Basic Needs achieving teaching goals, makes teacher confident by autonomous or self deter- mined behavior, help teachers to gain mastery over all situation in school settings It is further argued that when these needs are fulfilled, a person experiences which significant aspect of good mental health and make teachers and students greater wellbeing and motivation. For example if a teacher feels autonomous, bonding strong.
The self determi- for effective teaching Collie et al. SDT differentiates between intrinsic and extrinsic motivations Teachers' Psychological Well Being and Motivation for Successful Teaching where intrinsic motivation is self determined and is associated with better perfor- Motivation is defined as reason or purpose for acting or behaving in desired man- mance, deep leaning and positive well being which is achieved after satisfaction ner.
It is that psychological driving force that reinforces a person to act for of three basic needs autonomy, competence and relatedness. If a teacher has achieving desired goal. It is true that teachers' well being plays pivot role in motivation and and intelligent inputs in classroom for the betterment of students.
Researches optimal and effective functioning in the classroom. According to Asemah shows relationship between psychological well being and quality of school work , teacher's motivation is a term that include needs, desires, interest, forces, life Ilgan et al,. Therefore, there is need to foster psychological well and drives initiated for teachers in order to instigate them to behave in desirable being and nurturance of begging teachers as well as working teachers so that they academically manner.
Subjective wellbeing is a necessary part of overall psychological wellbeing but on its own it is not enough. For most people that would be very enjoyable, for a week or two but imagine doing it not just for a week but forever!
There are very few people who would find that prospect enjoyable. The old saying may be true, you can have too much of a good thing. What this example brings home is that to really feel good we need to experience purpose and meaning, in addition to positive emotions. So, the two important ingredients in psychological wellbeing are the subjective happy feelings brought on by something we enjoy AND the feeling that what we are doing with our lives has some meaning and purpose.
Theories about psychological wellbeing generally focus on understanding the structure of psychological wellbeing or the dynamics i. Stressful experiences can predispose people to subsequent mood and anxiety disorders Gladstone, Parker and Mitchell, ; but, on the other hand exposure to extremely traumatic events can help to build resilience and actually protect PWB. Although baseline psychological wellbeing may be fairly stable, day to day events and experiences also exert an impact.
For example, even the most resilient person may eventually become very low, or depressed, if his or her daily experiences are constantly troubling. There is strong evidence to show that exposure to work-related stressors over long periods of time will have a negative impact on PWB, so, although as mentioned above, short periods of adversity may be helpful in building resilience , long-term stress is not good for PWB.
In contrast, emotional attention implies being aware of the feelings that produce pleasure happiness or discomfort unhappiness.
All emotions have a positive function and situations that cause discomfort are inevitable. In such a way, people who pay too much attention to their emotions and moods and do not have an adequate emotional clarity and repair would not be capable enough to understand and regulate the different emotional states [ 69 , 70 , 71 , 72 ]. This was a transversal study; therefore, causal associations cannot be made.
Likewise, the sample used and its size restricts generalizability of results. In addition, on the one hand, using the perceptions that the individuals have of their own capacities and feelings hinders the possibility of controlling possible respondent bias.
It would therefore be useful to combine their own replies to the questionnaire with tests that are able to evaluate real aptitudes to solve emotional problems.
On the other, although the criterion of assigning percentiles to the groups of high, medium, and low happiness allows comparisons to be made between happier or less happy individuals, it does not guarantee the identification of the happy and unhappy individuals, and consequently the results should be interpreted with a degree of caution. Despite these limitations, this study makes interesting contributions to understanding the association between emotional intelligence and happiness.
The conclusions of the present study support the idea that some capacities may help to increase the attainment of health and emotional well-being during adolescence. The important role of emotional regulation should be stressed because it is an additional factor associated with happiness.
Finally, we are aware that the educational context is the best setting in which to establish policies promoting emotional health and well-being that can reach all the students and put an end to possible inequalities in the learning of those resources. This study has attempted to determine the specific dimensions that should be focused on when teaching emotional capacities as a variable promoting happiness and emotional well-being and health during this key period of life.
To be exact, the capacities of understanding and regulating emotions can be developed and increased in adolescents as a way for their perception of their own happiness to increase. All authors have read and approved the final manuscript. The authors would like to thank their support. National Center for Biotechnology Information , U. Published online May Find articles by Joan Guerra-Bustamante.
Author information Article notes Copyright and License information Disclaimer. Received Mar 5; Accepted May This article has been cited by other articles in PMC.
Abstract The present study aimed to analyze the association between of the dimensions of emotional intelligence attention, clarity, and repair and different levels of perceived happiness low, medium, and high in adolescents. Keywords: adolescent, well-being, emotional intelligence, happiness. Introduction The study of happiness and emotional well-being in young people has expanded exponentially in recent years.
Happiness or Psychological Well-Being As for the study of happiness, it is essential to point out that there is no consensus about how to define it. Emotional Intelligence One of the variables that could help to this increase of happiness during adolescence can be emotional intelligence [ 20 ].
Happiness or Psychological Well-Being and Emotional Intelligence Scientific literature highlights the major role of emotional intelligence when determining individual happiness [ 20 ]. Materials and Methods 2. Participants The sample consists of students in the first, second, third, and fourth years of Secondary Education, Instruments 2.
Procedure The procedure followed for data collection was the administration of the questionnaires by classroom group. Statistical Analysis Firstly, we submitted the data to the assumptions of independence, normality, homoscedasticity and linearity required by the classical linear model. Results In order to verify that emotional intelligence is associated with happiness, multinomial logistic regression analysis included happiness as a predictor variable, grouped according to a criterion of percentiles in low, medium, and high happiness and the emotional intelligence dimensions attention, clarity, and repair as predictor variables, grouped in three categories Table 1.
Open in a separate window. Table 2 Multinomial logistic regression model examining the probability of perceiving low happiness according to the degree of emotional attention, clarity, and repair.
Table 3 Multinomial logistic regression model examining the probability of perceiving high happiness according to the degree of emotional attention, clarity, and repair. Figure 1. Discussion The present study has aimed to analyze the relationship between the dimensions of emotional intelligence attention, clarity, and repair and happiness in a sample of adolescents and identify the cut-off points in the emotional intelligence scores, above which high happiness is more likely.
Study Limitations This was a transversal study; therefore, causal associations cannot be made. Conclusions The conclusions of the present study support the idea that some capacities may help to increase the attainment of health and emotional well-being during adolescence. Author Contributions J. Conflicts of Interest The authors declare no conflict of interest. References 1. Seligman M. Positive psychology: Fundamental assumptions. Viejo C. Public Health.
Arguedas I. Roth J. What exactly is a youth development program? Answers from research and practice. Wellenzohn S. Who benefits from humor-based positive psychology interventions?
The moderating effects of personality traits and sense of humor. Moyano E. Universum Talca ; 22 — Avia M. Optimismo Inteligente. Alianza; Madrid, Spain: Diener E. Subjective well-being: Three decades of progress. Positive psychology. An introduction. Arita B. Veenhoven R. Lo que sabemos de la felicidad. Lyubomirsky S. Urano; Barcelona, Spain: Ryff C. Happiness is everything, or is it? Positive correlations have been found with indications of psychological well-being: positive affect, vitality, and self-actualization.
Negative correlations have been found with indicators of psychological ill-being: negative affect, depression, and anxiety. Results suggested that individuals whose actions had underlying eudaimonic tendencies as indicated by their self-reports e. The questionnaire describes and differentiates individuals on the basis of three orientations to happiness which can be pursued, though some individuals do not pursue any.
Importantly, she also produced scales for assessing mental health. This factor structure has been debated, but has generated much research in wellbeing, health, and successful aging. Individual differences in both overall Eudaimonia, identified loosely with self-control and in the facets of eudaimonia are heritable.
0コメント