What Types of Happiness do Korean Adults Pursue?-Comparison of Seven Happiness Types.
26 Feb 2020-International Journal of Environmental Research and Public Health (MDPI)-Vol. 17, Iss: 5, pp 1502
TL;DR: The combined results of the qualitative and quantitative analyses showed that in Korea, people pursuing money or social success feel the unhappiest, whereas people pursuing a mission or sense of belonging feel the happiest.
Abstract: Although Korea has achieved successful economic, social, cultural, and technological development over the past decades, Korean people do not seem to be particularly happy. To enhance an individual’s happiness, we need to be aware of what situations and environmental conditions are conducive for happiness and explore the values of happiness we pursue. This study investigated the types of happiness expressed by Korean people using a mixed-method approach. Personal in-depth (n = 15) and focus group (n = 16) interviews were conducted with people who reported feeling a high level of happiness. Happiness categorization was conducted using Q methodology (n = 63). Subsequently, we surveyed 999 nationally representative samples of Korean adults to generalize the results of the Q analysis. The findings revealed seven types of adult happiness in Korea: (1) Self-actualization, (2) Belongingness, (3) Mission, (4) Social recognition, (5) Enjoyment, (6) Material success, and (7) Parenting. The combined results of the qualitative and quantitative analyses showed that in Korea, people pursuing money or social success feel the unhappiest, whereas people pursuing a mission or sense of belonging feel the happiest. In conclusion, we discussed the need for happiness literacy education, to provide each adult an opportunity to understand the type of happiness they pursue.
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TL;DR: The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man.
Abstract: Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and
4,595 citations
03 May 2018
2,508 citations
Posted Content•
01 Jan 2018
TL;DR: It is demonstrated that not all pursuits of happiness are equally successful and corroborate the great importance of social relationships for human well-being.
Abstract: Happiness is considered a highly desirable attribute, but whether or not individuals can actively steer their lives toward greater well-being is an open empirical question. In this study, respondents from a representative German sample reported, in text format, ideas for how they could improve their life satisfaction. We investigated which of these ideas predicted changes in life satisfaction 1 year later. Active pursuits per se—as opposed to statements about external circumstances or fortune—were not associated with changes in life satisfaction (n = 1,178). However, in line with our preregistered hypothesis, among individuals who described active pursuits (n = 582), those who described social ideas (e.g., spending more time with friends and family) ended up being more satisfied, and this effect was partly mediated by increased socializing. Our results demonstrate that not all pursuits of happiness are equally successful and corroborate the great importance of social relationships for human well-being.
26 citations
27 Sep 2021
TL;DR: In this article, the authors investigated the links between salary and happiness through an exploratory study with a quasi-experimental design, and they employed structured equation modeling (SEM) in ADANCO.
Abstract: Nowadays, companies must be concerned with the levels of satisfaction and happiness of employees. Hence, this paper proposes to investigate the links between salary and happiness through an exploratory study with a quasi-experimental design. The sample included 376 respondents, and we employed structured equation modeling (SEM) in ADANCO. Prior to evaluating the structural model, the goodness of fit shows moderate/excellent values. Our empirical results show a positive relationship between salary and happiness, salary and life satisfaction, salary and financial satisfaction, financial satisfaction and life satisfaction, and financial satisfaction and happiness. Thus, we consider that our research contributes to the literature by analyzing the relationship between income and happiness in a developing country such as Romania. Congruent with previous findings, we consider that our results provide evidence of the road from salary to happiness in developing countries.
7 citations
TL;DR: Li et al. as discussed by the authors investigated the relationship between education, income, and happiness in the migrant population in China using 1,31,186 individuals in the 2012 China Migrants Dynamic Survey (CMDS) as research samples.
Abstract: Happiness is the continuous joy that people experience when they are satisfied with their lives long term, and is the ultimate goal pursued by all citizens. In this study, we investigate the relationship between education, income, and happiness in the migrant population in China. Using 1,31,186 individuals in the 2012 China Migrants Dynamic Survey (CMDS) as research samples, the estimated results of ordinal logistic regression show that education, including secondary education and higher education, has a significant and direct impact on individual happiness, and that the impact of education on happiness can also be mediated by income as an intermediary mechanism. In addition, factors such as gender, flow distance, flow time, employment status, type of housing, number of children, degree of preference for the city, and degree of discrimination by locals have obvious effects on happiness. This work provides important insights for countries seeking to implement an active education policy in order to increase economic income and thus achieve the development goal of universal happiness among their citizens.
5 citations
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TL;DR: The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man.
Abstract: Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and
4,595 citations
03 May 2018
2,508 citations
"What Types of Happiness do Korean A..." refers methods in this paper
...We used an exploratory sequential mixed-method design approach in this study [25]....
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TL;DR: In this article, a birth-record-based sample of several thousand middle-aged twins using the Well-Being (WB) scale of the Multidimensional Personality Questionnaire was used to measure subjective well-being, and the authors found that neither socioeconomic status, educational attainment, family income, marital status, nor an indicant of religious commitment could account for more than 3% of the variance in WB.
Abstract: Happiness, or subjective well-being, was measured on a birth-record-based sample of several thousand middle-aged twins using the Well-Being (WB) scale of the Multidimensional Personality Questionnaire Neither socioeconomic status, educational attainment, family income, marital status, nor an indicant of religious commitment could account for more than about 3% of the variance in WB From 44% to 52% of the variance in WB, however, is associated with genetic variation Based on the retest of smaller samples of twins after intervals of 4 5 and 10 years, we estimate that the heriability of the stable component of subjective well-being approaches 80%
1,512 citations
"What Types of Happiness do Korean A..." refers background in this paper
...Although an individual’s average level of happiness and the variance in adult happiness is strongly influenced by genetic factors and by the effects of experiences on each individual [13,14], the recent findings suggest that the various concepts of adult happiness are created by complex socio-environmental structures, such as cultural values, social roles, and life cycles [10,15–19]....
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TL;DR: In this article, the authors discuss six major issues that must be dealt with by every structural approach to adult development: What are the alternative ways of defining a structural stage or period? What relative emphasis is given to the structures as compared to the transitional periods? How can we make best use of the distinction between hierarchical levels and seasons of development? Are there age-linked developmental periods in adulthood? What can we bring together the developmental perspective and the socialization perspective?
Abstract: Adult development is becoming an important field of study for psychology and other disciplines. Little has been done, however, to conceptualize the nature of adult development and to define the major issues in this field. The author summarizes his own formulations of life course, life cycle, life structure, and the adult development of the life structure in early and middle adulthood. He then discusses six major issues that must be dealt with by every structural approach to adult development: What are the alternative ways of defining a structural stage or period? What relative emphasis is given to the structures as compared to the transitional periods? How can we make best use of the distinction between hierarchical levels and seasons of development? Are there age-linked developmental periods in adulthood? What are the relative merits and limitations of various research methods? How can we bring together the developmental perspective and the socialization perspective? The study of adult development is, one might say, in its infancy. It has been taken seriously in the human sciences for only the past 30 years or so, largely under the impact of Erikson's (1950, 1958, 1969) germinal writings. Erikson's most obvious contribution was his theory of stages in ego development. What is less obvious is that his view of development is deeply grounded in his conceptions of the life cycle and the life course. Each ego stage has its primacy at a particular age level or segment of the life cycle, from infancy to old age. The sequence of age segments and ego stages thus provides a representation of the life cycle as a whole; the meaning of a stage is defined in part by its place in the total sequence. In addition, his developmental concepts arose out of his primary concern with the individual life course: the process of living, the idea of life history rather than case history, the use of biography rather than therapy or testing as his chief research method. Without abandoning the distinction between self (psyche, personality, inner world) and external world (society, culture, institutions, history), he gave first consideration to the life course--the engagement of self with world. Although a good deal has been learned since the 1950s about specific features of adult life, very little has been done to advance the general theory of adult development. At the same time, various fields of psychology (such as child development, gerontology, personality, social, clinical, and counseling psychology), as well as the social sciences and humanities, are becoming more aware that they need--and lack--an adult development perspective. Adult development is, in short, a significant problem for psychology as a discipline and an important link between psychology and other disciplines, including sociology, biology, and history. I have two primary aims here. First, I will present my conception of adulthood and of a developmental process within it. My intention is to explicate a theoretical position, not to prove it nor to argue for its superiority over others. The theory originated in my initial study of men's lives (Levinson, 1977, 1978). It has evolved over the last few years, particularly through my current research on women's lives (Levinson, in press). It is supported by a number of other studies (e.g., Gooden, 1980; Holt, 1980; Kellerman, 1975; Levinson, 1984; Stewart, 1976), but a great deal must yet be done to test and modify it. The theory includes the following elements: (a) The concepts of life course and life cycle, which provide an essential framework for the field of adult development; within this framework, studies of one process or age level can be connected to others, but without it, we have a miscellany of findings and no integrated domain of inquiry; (b) the concept of the individual life structure, which includes many aspects of personality and of the external world but is not identical with any of these and evolves in its own distinctive way; and (c) a conception of adult development--the evolution of the life structure in early and middle adulthood. Life structure development is different from, and should not be confused with, the development of personality, social roles, or other commonly studied processes. Second, I will discuss adult development as a field of study. I will consider six major issues that help to define what the field is about and what work must be done to establish it more securely. The list is not complete, but it provides a useful starting point. Reference will be made to the work of others, but the main goal is to clarify my own position. Let it be clear that my aim is not to give a comprehensive review of the work in this field nor to seek consensus among the disparate approaches. I hope that others will be stimulated to present contrasting views.
1,191 citations
TL;DR: In this paper, the authors investigated relations of value priorities to measures of subjective well-being, and found that achievement, self-direction, stimulation, tradition, conformity and security values correlated with affective wellbeing, as predicted, but not with cognitive wellbeing.
Abstract: Two studies investigated relations of value priorities to measures of subjective well-being. Samples of students and adults, from Israel and former East and West Germany (N=1261), participated in Part I. Hypothesized direct relations of nine types of values to well-being, based on ‘healthy’ values from the psychotherapy literature, relations of values to needs, self-determination theory, and the emotional resources needed to pursue various values were tested in each sample. Achievement, self-direction, stimulation, tradition, conformity and security values correlated with affective well-being, as predicted, but not with cognitive well-being. Part II tested the hypothesis that well-being depends upon congruence between personal values and the prevailing value environment. Results largely supported specific hypotheses regarding the values conducive to positive and negative well-being among students of business administration (n=40) and psychology (n=42). Hypotheses were derived from the social sanctions, environmental affordances for value attainment, and internal value conflicts likely to be experienced in each department. Copyright © 2000 John Wiley & Sons, Ltd.
724 citations