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?

Over the past few years, there has been a steadily increasing interest on the part of economists in happiness research. We argue that reported subjective well-being is a satisfactory empirical approximation to individual utility and that happiness research is able to contribute important insights for economics. We report how the economic variables income, unemployment and inflation affect happiness as well as how institutional factors, in particular the type of democracy and the extent of government decentralization, systematically influence how satisfied individuals are with their life. We discuss some of the consequences for economic policy and for economic theory.

What Can Economists Learn from Happiness Research

The pursuit of happiness is an important goal for many people. However, surprisingly little scientific research has focused on the question of how happiness can be increased and then sustained, probably because of pessimism engendered by the concepts of genetic determinism and hedonic adaptation. Nevertheless, emerging sources of optimism exist regarding the possibility of permanent increases in happiness. Drawing on the past well-being literature, the authors propose that a person's chronic happiness level is governed by 3 major factors: a genetically determined set point for happiness, happiness-relevant circumstantial factors, and happiness-relevant activities and practices. The authors then consider adaptation and dynamic processes to show why the activity category offers the best opportunities for sustainably increasing happiness. Finally, existing research is discussed in support of the model, including 2 preliminary happiness-increasing interventions.

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Pursuing Happiness: The Architecture of Sustainable Change

Do we really know what makes us happy? A review of the economic literature on the factors associated with subjective well-being

In recent years, there has been a steadily increasing interest on the part of economists in happiness research. We argue that reported subjective well-being is a satisfactory empirical approximation to individual utility and that happiness research is able to contribute important insights for economics. We report how the economic variables income, unemployment and inflation affect happiness as well as how institutional factors, in particular the type of democracy and the extent of government decentralization, systematically influence how satisfied individuals are with their life. We discuss some of the consequences for economic policy and for economic theory.

/pdf/what-can-economists-learn-from-happiness-research-tp056e628i.pdf

What can economists learn from happiness research

This paper examines the extent that material, social, and cultural resources and schools account for the relationship between socioeconomic background and student achievement among 15-year-olds in 30 countries. Generally, cultural factors play a more important role in most countries although in a small minority of countries, material resources have a substantial impact. Most often, social resources have little impact. In many countries, educational differentiation—that is, school tracks and school types, and curriculum tracking within schools—mediates the relationship between socioeconomic background and student achievement. Countries with highly tracked systems tend to show stronger relationships. On average, over 60% of the effect of socioeconomic background on achievement is accounted for by these factors. These findings are independent of whether achievement in reading, mathematics, or science is examined. The implications of this study for reducing socioeconomic inequalities in education are discussed.

Explaining socioeconomic inequalities in student achievement: The role of home and school factors

This paper investigates the determinants and consequences of subjective well-being. Although there is an extensive literature on well-being there are few panel studies which measure well-being frequently and over a long time period. The Australian Youth in Transition panel data is used to examine several aspects of well-being: the influence of sociodemographic and labour market characteristics, the dynamics of well-being and its determinants; the isolation of aging, cohort and contextual effects, and the effects of well-being on marital status and labour market outcomes. Women and those married or in de facto relationships show higher levels of well-being. The effect of being in a de facto relationship is sensitive to age. The presence of children decreases subjective-well-being and again this effect is age-specific. Income and occupational statusalso influence well-being with income having consistent effects and status effects declining. The unemployed consistently show substantially lower levels of well-being. Contextual effects were identified, increases in the national level of unemployment decrease average well-being levels in all but the youngest cohort. Controlling for lagged effects, subjective well- being has substantial effects on the odds of being married and unemployed, smaller effects on income and age specific effects on being in a de facto relationship.

Influences and consequences of well-being among Australian young people: 1980–1995.

In most countries, girls perform better than boys in reading but worse in mathematics. However, there is much variation between countries. Explanations for the gender gaps include the organisation of the school system, students' expectations and macro‐societal factors. The purpose of this paper is to account for gender differences in both reading and mathematics among 15‐year‐old students using data from the OECD's 2000 Programme for International Student Assessment (PISA) project. In most countries, school system factors are associated with the gender gap in reading but not in mathematics. Generally, gender differences in students' occupational expectations do not account for the gender gaps, although expectations contribute to the gender gaps in reading in New Zealand and the United States. Although several macro‐societal factors—the proportion of women in the workforce, societal inequality and public sector spending—are associated with the gender gap in reading, the correlations are only moderate, unst...

Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries

Both national and international studies of education often show that the performance of immigrant students is substantially lower than that of non-immigrant students. This article investigates the contribution of socio-economic, sociocultural and school factors to the relative performance of first- and second-generation immigrant students in twenty countries using data from the OECD's 2000 Program for International Student Assessment. In most countries, socio-economic factors substantially account for the weaker performance of immigrant students, whereas sociocultural factors contribute little and school factors are important in only a limited number of instances. Altogether, these factors account for the bulk of the difference in achievement between immigrant and non-immigrant students in almost all the countries examined.

Accounting for immigrant non-immigrant differences in reading and mathematics in twenty countries

This article focuses on two questions relating to social class inequalities in education: cross-national differences and the contribution of material, cultural and school factors in accounting for the relationship. These questions are addressed using the EGP measure of occupational class and student performance in reading literacy in 30 countries. The pattern of cross-national differences is more closely associated with indicators of modernization and the organization of the school system, rather than indicators of overall societal inequality and economic development. Both material and cultural factors contribute to the relationship between class background and student achievement with cultural factors marginally more important overall. In countries with highly tracked school systems, schools mediate the relationship in that children from lower class backgrounds are more likely to attend lower performing schools. However, the inverse is not true: school differences in student performance are only partiall...

https://journals.sagepub.com/doi/pdf/10.1177/0268580905058328

Gary N. Marks

Papers

Explaining socioeconomic inequalities in student achievement: The role of home and school factors

Influences and consequences of well-being among Australian young people: 1980–1995.

Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries

Accounting for immigrant non-immigrant differences in reading and mathematics in twenty countries

Cross-National Differences and Accounting for Social Class Inequalities in Education