ECPP 2016
Abstract Book
The present study investigated the role of hope and self-esteem in subjective well-being. A descriptive correlational design was used.Four instruments namely, Dispositional Hope Scale (DHS), Rosenberg Self-Esteem Scale (RSES), Positive and Negative Affect Schedule(PANAS) and Satisfaction With Life Scale (SWLS) were administered to 188 (103 females, 85 males) volunteered undergraduate studentsfrom one of the private universities in Istanbul. Data were analyzed using Pearson correlation and multiple regressions. It was found thatthere were positive relationships between life satisfaction, pathway and agency dimensions of hope, general hope, positive affect andself-esteem while negative relationship found with negative affect. There were positive relationship between positive affect, pathway andagency dimensions of hope, general hope, life satisfaction and self-esteem. There were negative relationship between negative affect, lifesatisfaction, general hope and selfesteem. Also, the results of the multiple regression analysis revealed that general hope and self-esteemwere significant predictors of life satisfaction at model 1 while similarly general hope and self-esteem found to significant predictors ofpositive affect at model 2. Finally, self-esteem was significant predictor of negative affect at model 3. Results were discussed in therelevant literature. Keywords • subjectibe well-being, hope, self-esteem
POT029 - A PPI Program in a Culturally-Diverse University: Boosting happiness and reducing fear L Lambert (1)(1) Canadian University Dubai, Dubai, United Arab Emirates Abstract: Academic institutions, while fostering excellence in knowledge and skill, have overlooked the role of fulfillment sidelining thevalue of positive relationships, health, and emotions. Young adults need transitional skills with which to successfully enter adulthood andthrive in work and relationships, but, at least in educational settings, are more likely offered remedial supports for problems ofdelinquency, substance abuse, or learning skills. As positive enabling institutions, universities are increasingly looking for ways to fulfilltheir role in cultivating wellbeing. To that effect, a semester long Positive Psychology Intervention (PPI) program was introduced touniversity students from over 80 different nations studying in the United Arab Emirates with the majority hailing from Muslim and/orArab nations (n = 150 plus students). Pre, post and 3 month-post measures were taken from participants and measured, among others,satisfaction with life, flourishing, eudaimonic well-being, religious faith, mental health functioning, and of particular interest, the fear ofhappiness and fragility of happiness. Eighteen PPIs were introduced and included items such as gratitude letters, kind deeds, savoring,and mindfulness. Students further received instruction in positive psychology concepts (i.e., adaptation, architecture of sustainablehappiness, PERMA model, etc.) to supplement their learning. Results are forthcoming and a complete statistical analysis and qualitativeoverview will be prepared and ready by the end of May, 2016. Keywords • positive psychology; positive education; positive psychology interventions; university; fear of happiness; fragility ofhappiness References: Aaker, J., Rudd, M., & Mogilner, C. (2011). If money does not make you happy, consider time. Journalof Consumer Psychology, 21(2), 126–130. doi:10.1016/j.jcps.2011.01.004Abu-Ras, W., Gheith, A., & Cournos, F. (2008). The Imam’s role in mental health promotion: A study of 22 mosques in New York City’sMuslim community. Journal of Muslim Mental Health, 3(2), 155-176.Aknin, L. B., Barrington-Leigh, C. P., Dunn, E. W., Helliwell, J. F., BiswasDiener, R., Kemeza, I., … & Norton, M. I. (2013). Prosocialspending and well-being: Cross-cultural evidence for a psychological universal. Journal of Personality and Social Psychology, 104(4), 635-652. doi:10.1037/a0031578Aknin, L.B., & Dunn, E.W. (2013). Spending money on others leads to higher happiness than spending on yourself. In J.F. Froh & A.C.Parks (Eds.), Activities for teaching positive psychology: A guide for instructors (pp. 93-98). Washington, DC: APA.Al-Darmaki, F., Hassane, S., Ahammed, S., & Abdulla, A. (2012). Developing counselor education identity in UAE: Evaluation of anundergraduate program. Journal for International Counselor Education, 4(1), 1-28.Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602-614.Bermant, G., Talwar, C., & Rozin, P. (2011). To celebrate positive psychology and extend its horizons. In K. M. Sheldon, T. B. Kashdan, &M. F. Steger (eds.), Designing positive psychology: Taking stock and moving forward (pp. 430-438). Oxford, UK: Oxford University Press.Bernard, M., & Walton, K. (2011). The effect of You Can Do It! Education in six schools on student perceptions of wellbeing, teaching,learning and relationships. Journal of Student Wellbeing, 5, 22–37.Boehm, J. K., & Kubzansky, L. D. (2012). The heart's content: The association between positive psychological well-being andcardiovascular health. Psychological Bulletin, 138, 655-691.Boehm, J. K., Lyubomirsky, S., & Sheldon, K. M.
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