Connections And Conversations
April 5th 2014
Eranda Jayawickreme, Assistant
Professor, Psychology
What Puts The “Well” In
...
Why Are People Satisfied with Their
Lives?
Two accounts
◦ Bottom-up approaches
◦ “Getting what you want”
◦ Situations, Eve...
Bottom-Up or Top-Down?
Initial popularity of Bottom-Up models
Shift towards Top-Down model
◦ Set-Point theory
But is it...
MIDUS I (1995) & II (2005)
Jayawickreme, Karlen, Johnson, McSwiggan & Fleeson, in preparation
DATA WITHHELD UNTIL PUBLICAT...
A Combination
◦ Bottom-up processes matter
◦ Affording change
◦ “What is to be done?”
◦ But thank goodness for top-down pr...
What Puts the “Well” in Well-Being?
What I Do
The Good Life
◦ Happiness
(Jayawickreme & Seligman, 2012; Jayawickreme, Pawelski & Seligman, 2008; Forgeard,
Ja...
What Puts the “Well”
in Well-Being at Wake
Forest?
Acknowledgements
Sara Dahill-Brown, Assistant Professor, Politics & Int’l Affairs
Wiiliam Fleeson, Ollen R. Nalley Profess...
Our proposed model
Student Well-Being
Emotional Well-
Being
Subjective Well-
Being
Meaning/Purpose
Relational Well-
Being
...
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Connections & Conversations - What Puts The “Well” In Well-Being? - Eranda Jayawickreme

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Connections & Conversations - What Puts The “Well” In Well-Being? - Eranda Jayawickreme

  1. 1. Connections And Conversations April 5th 2014 Eranda Jayawickreme, Assistant Professor, Psychology What Puts The “Well” In Well-Being?
  2. 2. Why Are People Satisfied with Their Lives? Two accounts ◦ Bottom-up approaches ◦ “Getting what you want” ◦ Situations, Events, Context ◦ Top-down approaches ◦ “Wanting what you have” ◦ Personality, Genetics, Stability
  3. 3. Bottom-Up or Top-Down? Initial popularity of Bottom-Up models Shift towards Top-Down model ◦ Set-Point theory But is it all top-down? ◦ Does my marriage matter? ◦ What can I do to change?
  4. 4. MIDUS I (1995) & II (2005) Jayawickreme, Karlen, Johnson, McSwiggan & Fleeson, in preparation DATA WITHHELD UNTIL PUBLICATION
  5. 5. A Combination ◦ Bottom-up processes matter ◦ Affording change ◦ “What is to be done?” ◦ But thank goodness for top-down processes ◦ Responding to ethnopolitical warfare ◦ Coping and meaning-making ◦ Beliefs about growth
  6. 6. What Puts the “Well” in Well-Being?
  7. 7. What I Do The Good Life ◦ Happiness (Jayawickreme & Seligman, 2012; Jayawickreme, Pawelski & Seligman, 2008; Forgeard, Jayawickreme, Kern & Seligman, 2011) ◦ Meaning (Jayawickreme & Blackie, 2014; Blackie, Jayawickreme, Forgeard & Jayawickreme, 2014; Roepke, Jayawickreme, & Riffle 2013) ◦ Morality (Jayawickreme, Meindl, Helzer, Furr & Fleeson, 2014; Jayawickreme & Chemero, 2008; Jayawickreme & DiStefano, 2012)
  8. 8. What Puts the “Well” in Well-Being at Wake Forest?
  9. 9. Acknowledgements Sara Dahill-Brown, Assistant Professor, Politics & Int’l Affairs Wiiliam Fleeson, Ollen R. Nalley Professor, Psychology Christian Miller, Asssociate Professor, Philosophy Penny Rue, PhD, Vice-President for Student Life Andy Chan, Vice-President, Personal and Career Development Phil Handwerk, Director, Office of Institutional Research Others
  10. 10. Our proposed model Student Well-Being Emotional Well- Being Subjective Well- Being Meaning/Purpose Relational Well- Being Belongingness Commitment to Others Intellectual Well- Being Grit/Perseverance Physical Well-Being Physical Vitality
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