Hello, I am a third year university student in Hong Kong. Since i have countless essays and finals to handle in these two weeks, I am not able to complete this homework. Please ensure good quality and promise to avoid plagiarism. I have already set the topic in the essay, so you don't have to create it by yourself. However, you have to use the theory in the lecture powerpoint, which I provide to you already, and remember, you need to include your personal experiences as example in the essay. Thankyou so much for your help.
GE2130 - Happiness: An Interdisciplinary Perspective Dr. T. Victoria LI City University of Hong Kong Semester B, 2021-22 #8 – “Secret” of Success K e y T o p i c s 1. Positive Emotions & Positive Thinking 2. Personal Goals & Self-Regulation 3. Engagement: Self-Striving, Flow 4. Accomplishment - GRIT: Passion & Perseverance Positive Emotions: Good for Us Ø Broaden-and-Build Theory (Fredrickson, 2001) Fredrickson, B. L. (2002). Positive emotions. In C. R. Snyder, & S. J. Lopez (Eds.). Handbook of positive psychology (pp. 120 – 134). New York: Oxford University Press. Effects of Positive Emotions • Broaden thought-action repertoires. • Enhance resilience & ability to cope, by using positive emotions to offset/undo negative emotions (anger, fear, sadness, guilt, contempt, disgust). • Build enduring resources. Optimism/Pessimism Optimism Pessimism A global expectation that the future will bring a bounty of good thigs & a scarcity of bad things. The future will have more bad than good outcomes. Confident in achieving goals. Doubt their own ability. Believe that can overcome the difficulties & persevere efforts. Less confidence & positive expectations, likely to become passive or give up efforts. Optimism and Well-Being Ø Coping with distress & life transitions Ø Resisting postpartum depression, benefiting coronary surgery. Ø Physical & emotional health Ø Less likely to suffer from depression; Ø Less anxiety in adjusting to new lift tasks; Ø Take better care of themselves; Ø Maintain a more positive daily mood when suffering from chronic illness; Ø Longevity: average 7.5 years longer. Explanatory Style Ø Explanatory/attribution style: How you explain to yourself why something happened. Ø When explaining negative events (Peterson, 2000; Reivich & Gillham, 2003; Seligman, 1990): https://www.youtube.com/watch?v=LJEVgGjjIMg Optimistic Pessimistic See disappointments as caused by more unstable, specific, & external reasons. See a particular setback or misfortune as caused by stable (Permanent), global (Pervasive), & internal (Personal) reasons. Explanatory Style ØNegative effect of positive thinking Ø Unrealistic optimism: may inhibit preventative action. Ø Positive illusions ØPositive power of negative thinking Ø Defensive pessimism: setting low expectation, anticipating & reflecting on worst-case outcome, mentally rehearsing what to do à eventually doing better than expected. ØCultural differences? Personal Goals üPersonal goal = desired outcomes that people expend energy trying to achieve. ü Cognitive: mental representations of future states. ü Emotion-motivational: energizes action in goal pursuits. ü The starting point of a positive & purposeful life. ü Specific short-term goals + general long-term goals. ü E.g., a college student Earning a college degree Paying tuition Meeting college entrance requirements Signing up for class Studying Fulfilling graduation requirements Personal Goals ü Hierarchy of human needs ü 10 psychological needs (Sheldon et al., 2001): ü self-actualization/meaning ü autonomy, competence, relatedness ü self-esteem ü popularity/influence ü security, money/luxury ü pleasure/stimulation ü physical thriving Personal Goals Two-dimensional representation of 11 goals across cultures (Grouzet, F. M. E., Kasser, T., Ahuvia, A., Dols, J. M. F., Kim, Y., Lau, S., ... Sheldon, K. M. (2005). The Structure of Goal Contents Across 15 Cultures. Journal of Personality and Social Psychology, 89(5), 800–816). Goal Setting • Self-concordant goals: goals that are aligned with personal interests & values, congruent with one’s core self. • Your true desires rather than a means of impressing other people. • Freely chosen goals; “want to” not “have to”. • Upward spiral: self-concordant goal à sustained effort à goal attainment/success à need satisfying experiences à increased well-being & future self-concordance. Self-Regulation ü Self-regulation: ability to initiate & guide actions toward the achievement of a desired future goal (Karolyi, 1999). ü Delayed gratification: resisting a smaller but more immediate reward in order to receive a larger or more enduring reward later. ü Ability to delay gratification was related to future outcome (Goleman, 1995, 1998; Mischel & Mendoza-Denton, 2003): ü More socially & academically competent. ü Coped more effectively with stress. ü Achieved significantly higher college placement scores. Goal Striving o Working toward distant goals involves more than resisting immediate temptations: o Monitor & adjust behavior over time; o Stay focused on long-term goals; o Complete tasks; o Develop skills necessary for goal attainment. Self-Regulation ü Successful self-regulation requires: ü Clear standards; ü Effective monitoring of progress; ü Personal strength to overcome temptations, diversions, & procrastinations. ü Implementation intentions: plan of action by specifying the exact steps necessary to achieve the goal. (a self-management plan) ü E.g., planning to ride an exercise bike for 30 minutes every day while watching TV. If there are distractions, how to counter-behave ... ü Linked to better goal attainment. Self-Regulation: Planning makes a difference! o Research: self-concordant goals + clear implementation intentions to overcome obstacles & distractions à high levels of goal progress & accomplishment + boost in positive affect. o Gollwitzer & Brandstatter (1997): to write a report no later than 48 hours after 24th December. o Half of students: asked to form implementation intentions by describing exactly when & where they would write report. o With implementation plan: 75% returned reports within 48 hours. o Without implementation plan: 33% completed on time. Engagement/Hard Work q To put into effort, to exercise one’s capacities & skills, and in doing so, to seek out & master optimal challenges. q when we engage in a task with a level of difficulty & complexity precisely right for our current skills & talents, we feel strong interest. q when we make progress on developing our skills, we feel a strong satisfaction. q Flow: a state of complete engagement and immersion. Optimal Challenge & Flow q Flow: a state of concentration that involves a holistic absorption & deep involvement in an activity (M. Csikszentmihalyi). q Relationship between task challenge & personal skill: q When challenge outweighs skill: being overchallenged à worry or anxiety. q When challenge & skill perfectly matched: flow experience. q When skill outweighs challenge: indifference or boredom. Optimal Challenge & Flow q Flow is more complicated than just the balance of challenge and skill: q Worst experience: low challenge & low skill à apathy. q Flow emerges in situations where both challenge and skill are moderately high or high. q In real life: people can adjust both level of skill and level of task difficulty to establish the condition for optimal challenge and to experience flow. Any activity can be enjoyed. Normal Mind vs. Flow Normal mind Flow Duality Oneness Self-control Loss of self Attention wanders Total absorption Time conscious Time flies-frozen Internal talk Talk destroys it Confusion Clarity of action Negative emotions Exhilaration Stress accumulates Discharges stress Normal Mind vs. Flow Connecting memories, experience, & new stimuli into creative action. Flow State q Benefits of flow: q More positive moods, higher self-esteem, lower anxiety; q Improves functioning of normal mind, attention, focus, & clarity; q Discharges accumulated stress; q Improves functioning of immune system & physical health. q SO, the fun is in the process or in the end result? 4 States of Flow Accomplishment: What Factors Contribute to Success? a collection of hard, timeless character traits. GRIT & Success q Grit in psychology: a positive, non-cognitive trait based on an individual's passion for a particular long-term goal or end state, coupled with a powerful motivation to achieve their respective objective. q This perseverance of effort – q promotes the overcoming of obstacles or challenges that lie within a gritty individual's path to accomplishment; q serves as a driving force in achievement realization. q Equations of GRIT: GRIT Scale http://angeladuckworth.com/grit-scale/ http://angeladuckworth.com/grit-scale/ Cultivating GRIT q From within: q Interest q Practice q Purpose q Hope q From the outside/supportive environment: q Everyone has to focus on 1 hard thing; q You can quit, but only at a logical milestone (end of year, end of lessons etc), to prevent wishy-washy, quit-whenever-I-want-to attitude; q You pick your own hard thing; q Need to do a “hard thing” for at least 2 years, once you have started. Accomplishment Ø DISCUSSION: Why GRIT is more important than IQ when you’re trying to become successful?