K
Kennon M. Sheldon
Researcher at University of Missouri
Publications - 229
Citations - 38724
Kennon M. Sheldon is an academic researcher from University of Missouri. The author has contributed to research in topics: Happiness & Self-determination theory. The author has an hindex of 81, co-authored 221 publications receiving 35035 citations. Previous affiliations of Kennon M. Sheldon include National Research University – Higher School of Economics & University of California, Davis.
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Pursuing Happiness: The Architecture of Sustainable Change
TL;DR: In this paper, the authors propose that a person's chronic happiness level is governed by three major factors: a genetically determined set point for happiness, happiness-relevant circumstantial factors, and happiness relevant activities and practices.
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Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model.
TL;DR: An integrative model of the conative process, which has important ramifications for psychological need satisfaction and hence for individuals' well-being, is presented and is shown to provide a satisfactory fit to 3 longitudinal data sets and to be independent of the effects of self-efficacy, implementation intentions, avoidance framing, and life skills.
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Daily Well-Being: The Role of Autonomy, Competence, and Relatedness
TL;DR: In this paper, the authors explored the hypothesis that daily variations may be understood in terms of the degree to which three basic needs (autonomy, competence, and relatedness) are satisfied in daily activity.
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What is satisfying about satisfying events? Testing 10 candidate psychological needs.
TL;DR: Supporting self-determination theory postulates--autonomy, competence, and relatedness, were consistently among the top 4 needs, in terms of both their salience and their association with event-related affect.
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Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts.
TL;DR: Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive learning climates would improve students' learning, performance, and persistence.