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Chapter 4 Eudaimonic Wellbeing
McGregor and Little (1998) analysed a diverse set of mental health indicators and concluded that the concept of wellbeing should be regarded as consisting of two elements: happiness (satisfaction with life, positive affect, negative affect) and meaning (connectedness, purpose and growth). Compton et al. (1996) supported this combination, however they changed the second component to personal growth. Compton et al. (1996) identified two main factors out of 18 indicators of wellbeing, one representing happiness/SWB and the other personal growth. Measures of happiness/SWB related to a factor different from that of personal growth construct (e.g. maturity, self-actualization, hardiness, and openness to experience). The factors themselves were moderately correlated. Developing a purpose in life and identifying reasons to live help mediate between stress, coping and suicidal behaviour (Mei-Chuan et al., 2007). Individuals who report enhanced levels of depression, hopelessness and suicidal thoughts are much more likely to use emotion-oriented coping strategies. Avoidance coping strategies, when used in a healthy way, can be a positive approach to wellbeing, as they can channel negative thoughts into other area of life, thereby potentially creating reason for living (Mei-Chuan et al., 2007).
Self-determination theory (SDT)
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elf-determination theory argues, like Maslow’s hierarchy of needs, that there is an evolutionary adaptive function of three basic psychological needs. Autonomy is the tendency to self-regulate one’s behaviour in accordance with personal volition (rather than external control). It is also the tendency to resist coercion, pressure, and control; to regulate one’s behaviour in accordance with one’s own needs (and situational affordances), which promotes better survival than organizing behaviour to meet external demands. Thus, autonomy is the volition and the desire to freely choose actions consistent with one’s integrated sense of self; feeling that one is voluntarily engaging in a behaviour, regardless of whether the behaviour is dependent on others or not. Competence is the tendency to be interested and open, to seek learning/mastery opportunities (promote acquisition of new skills). The need for competence manifests in early motor play, manipulation of objects, and exploration of surroundings. The tendency to experience satisfaction from learning for its own sake – and the tendency to explore and seek challenges. This need is shared to some degree with other mammals. Thus, competence is the ability to affect the environment and attain desired outcomes. Relatedness is the tendency to feel connection and caring with group members (it promotes group cohesion and mutual protection). It is similar to Baumeister and Leary’s ‘need to belong’ and overlaps with Bowlby’s attachment need. This need can at times conflict with need for autonomy but normally it is complementary.