W. Wilson's (1967) review of the area of subjective well-being (SWB) advanced several conclusions regarding those who report high levels of "happiness". A number of his conclusions have been overturned: youth and modest aspirations no longer are seen as prerequisites of SWB. E. Diener's (1984) review placed greater emphasis on theories that stressed psychological factors. In the current article, the authors review current evidence for Wilson's conclusions and discuss modern theories of SWB that stress dispositional influences, adaptation, goals, and coping strategies. The next steps in the evolution of the field are to comprehend the interaction of psychological factors with life circumstances in producing SWB, to understand the causal pathways leading to happiness, understand the processes underlying adaptation to events, and develop theories that explain why certain variables differentially influence the different components of SWV (life satisfaction, pleasant affect, and unpleasant affect).

Subjective Well-Being: Three Decades of Progress

W Wilson's (1967) review of the area of subjective well-being (SWB) advanced several conclusions regarding those who report high levels of "happiness" A number of his conclusions have been overturned: youth and modest aspirations no longer are seen as prerequisites of SWB E Diener's (1984) review placed greater emphasis on theories that stressed psychological factors In the current article, the authors review current evidence for Wilson's conclusions and discuss modern theories of SWB that stress dispositional influences, adaptation, goals, and coping strategies The next steps in the evolution of the field are to comprehend the interaction of psychological factors with life circumstances in producing SWB, to understand the causal pathways leading to happiness, understand the processes underlying adaptation to events, and develop theories that explain why certain variables differentially influence the different components of SWB (life satisfaction, pleasant affect, and unpleasant affect) In 1967, Warner Wilson presented a broad review of subjective well-being (SWB) research entitled, "Correlates of Avowed Happiness" Based on the limited data available at that time, Wilson concluded that the happy person is a "young, healthy, welleducated, well-paid, extroverted, optimistic, worry-free, religious, married person with high self-esteem, job morale, modest aspirations, of either sex and of a wide range of intelligence" (p 294) In the three decades since Wilson's review, investigations into SWB have evolved Although researchers now know a great deal more about the correlates of SWB, they are less interested in simply describing the demographic characteristics that correlate with it Instead, they focus their effort on understanding the processes that underlie happiness This trend represents a greater recognition of the central role played by people's goals, coping efforts, and dispositions In this article, we review research on several major theoretical approaches to well-being and then indicate how these theories clarify the findings on demographic correlates of SWB Throughout the review we suggest four directions that researchers should pursue in the decades ahead These are by no means the only questions left to answer, but we believe they are the most interesting issues left to resolve First, the causal direction of the correlates of happiness must be examined through more sophisticated methodologies Although the causal priority of demographic factors such as marriage and income is intuitively appealing, it is by no means certain Second, researchers must focus greater attention on the interaction between internal factors (such as personality traits) and external circumstances As we shall see, demographic factors have surprisingly small effects on SWB, but these effects may depend on the personalities of those individuals being studied Thus, future research must take Person X Situation interactions into account Third, researchers must strive to understand the processes underlying adaptation Considerable adaptation to both good and bad circumstances often occurs, yet the processes responsible for these effects are poorly understood Research that examines how habituation, coping strategies, and changing goals influence adaptation will shed much light on the processes responsible for SWB Finally, theories must be refined to make specific predictions about how input variables differentially influence the components of SWB In the past, many researchers have treated SWB as a monolithic entity, but it is now clear that there are separable components that exhibit unique patterns of relations with different variables In each section of this article we discuss progress and opportunities in these four areas

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Subjective well-being: Three decades of progress

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Numerous studies show that happy individuals are successful across multiple life domains, including marriage, friendship, income, work performance, and health. The authors suggest a conceptual model to account for these findings, arguing that the happiness-success link exists not only because success makes people happy, but also because positive affect engenders success. Three classes of evidence--crosssectional, longitudinal, and experimental--are documented to test their model. Relevant studies are described and their effect sizes combined meta-analytically. The results reveal that happiness is associated with and precedes numerous successful outcomes, as well as behaviors paralleling success. Furthermore, the evidence suggests that positive affect--the hallmark of well-being--may be the cause of many of the desirable characteristics, resources, and successes correlated with happiness. Limitations, empirical issues, and important future research questions are discussed.

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The Benefits of Frequent Positive Affect: Does Happiness Lead to Success?

Are Americans more individualistic and less collectivistic than members of other groups? The authors summarize plausible psychological implications of individualism-collectivism (IND-COL), meta-analyze cross-national and within-United States IND-COL differences, and review evidence for effects of IND-COL on self-concept, well-being, cognition, and relationality. European Americans were found to be both more individualistic-valuing personal independence more-and less collectivistic-feeling duty to in-groups less-than others. However, European Americans were not more individualistic than African Americans, or Latinos, and not less collectivistic than Japanese or Koreans. Among Asians, only Chinese showed large effects, being both less individualistic and more collectivistic. Moderate IND-COL effects were found on self-concept and relationality, and large effects were found on attribution and cognitive style.

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Rethinking individualism and collectivism: evaluation of theoretical assumptions and meta-analyses.

This paper suggests a framework in which the importance of the individual dimension and agency can be reclaimed within a profoundly social and relational view of the self. Juxtaposed with recent research on the self, cultural-historical activity theory is discussed, including its foun- dational premises formulated by Vygotsky and its conception of the self articulated by Leontiev. Expanded in a number of ways proposed in this paper, this theory helps to theorize the self (a) in its practical relevance, as a lawful and necessary moment in human collective practices, (b) as endowed with the capacity to generate new cycles of practice, and (c) as immanent in activities that position individuals to contribute to mean- ingfully changing the world. The concept of 'self as a leading activity' is discussed as a way to capture what the self is, where it is located, and what its purpose and relation to society are.

The Self in Cultural-Historical Activity Theory Reclaiming the Unity of Social and Individual Dimensions of Human Development

Research in psychology and education today is going through a paradoxical phase, perhaps to such an extent that the cliche “the best of times, the worst of times” cannot be avoided when trying to describe it. On the one hand, we are witnessing much ferment and enthusiasm as novel ideas, exciting discoveries, and innovative methodologies are emerging and flourish across a variety of approaches that explore the effects of culture and society on human development. These new and innovative approaches are often underwritten by a common commitment to social justice and equity (these approaches will be termed sociocultural herein for lack of a better unifying term). On the other hand, it is impossible not to notice a rising tide, indeed a tsunami, of starkly mechanistic views that reduce human development (more boldly now than at any other time in recent history) to processes in the brain rigidly constrained by genetic blueprints passed on to contemporary humans from the dawn of the evolution. The sad irony is that these latter views represent a strikingly united front in sharp ascendance—drawing together resurrected tenets of sociobiology, innatist linguistics, narrowly conceived neuroscience, orthodox modular cognitivism, with the test-and-control, knowledge transmission–based educational models following suit—while the alternative sociocultural approaches remain starkly disconnected, without much dialogue or coordination among them. Indeed, no consensus of a sort now propagated by the “new” reductionist synthesis is apparent in sociocultural approaches that are scattered across areas as diverse as critical pedagogy, social theory, adult learning, disability studies, critical race theory, constructivist education, science studies, human-computer interaction, feminist studies, literary criticism, cultural anthropology, and developmental psychology, among others.

From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project

This article suggests that the principle of object-relatedness, introduced by Vygotsky and expanded by A. N. Leontiev, can be used to conceptualize human subjectivity within a profoundly social view of human development. This is achieved by reformulating the premises of cultural-historical activity theory to include the notion that material production, intersubjective exchanges, and human subjectivity form a unified three-fold dialectical system. Focusing on the constant manifold transitions among components of this system as its modus vivendi reveals (a) individual and collective processes as being interrelated and co-evolving levels of activity, and (b) the practical relevance of human subjectivity alongside the human relevance of material practices. Such an expanded view posits human subjectivity on a continuum of regulatory mechanisms of social practice, to which both individual and social processes belong. It is further conceptualized as a form of practical transformative pursuits in the world, and a...

Activity as Object-Related: Resolving the Dichotomy of Individual and Collective Planes of Activity

This section reproduces the first four chapters of Vygotsky's famous work on Tool and Sign (in other places, translated as Tool and Symbol). There are an infinite number of ways to understand and interpret a scholarly text. However, it is absolutely indispensable to keep one thing in mind when seeking to make sense of an author's ideas: a text, just like any other meaningful creation of the human mind, must be considered to be alive. It is alive because it is born out of the author's attempt to make sense of the world and to bring something new to the world, transforming that world and, in the process, simultaneously transforming oneself. A text is alive in another way in that it is always born out of collective, not solitary, efforts of many people who are involved in the process of knowledge creation in multiple roles: as immediate and distant partners in dialogues of ideas, as opponents whose views are critiqued, and more often than not, as colleagues who collaborate shoulder to shoulder in carrying out the scholarly project. A scholarly text is alive in yet another sense: it always needs to be read by someone anew, to be made into a meaningful part of the reader's own life and work, thus continuing that text's existence within the continuously unfolding and creative human pursuits in the world.

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Tool and Sign in the Development of the Child

The book suggests a transition from a relational worldview premised on the socio-political ethos of adaptation towards a transformative worldview premised on the ethos of solidarity and equality. Expansively developing Vygotsky's revolutionary project, the Transformative Activist Stance integrates insights from a vast array of critical and sociocultural theories and pedagogies and moves beyond their impasses to address the crisis of inequality. This captures the dynamics of social transformation and agency in moving beyond theoretical and political canons of the status quo. The focus is on the nexus of people co-creating history and society while being interactively created by their own transformative agency. Revealing development and mind as agentive contributions to the 'world-in-the-making' from an activist stance guided by a sought-after future, this approach culminates in implications for research with transformative agendas and a pedagogy of daring. Along the way, many key theories of mind, development and education are challenged and radically reworked.

Anna Stetsenko

Papers

The Self in Cultural-Historical Activity Theory Reclaiming the Unity of Social and Individual Dimensions of Human Development

From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project

Activity as Object-Related: Resolving the Dichotomy of Individual and Collective Planes of Activity

Tool and Sign in the Development of the Child

The Transformative Mind: Expanding Vygotsky's Approach to Development and Education