Stressed? Happy?

On a scale of 1-10, rank (to yourself) how stressed you are currently.

On a scale of 1-10, rank (again, to yourself) how happy you are currently.

I think it is first important to define stress and happiness so that we are all on the same page. Stress is defined as periods of time when people respond to environmental stimuli psychologically, biologically and behaviorally in such a manner that the situation calls for greater resources than the person has available. Happiness can be defined several ways, but some of the components of happiness include perceived subjective well being, how engaged the person is and how meaningful the person finds their life. Many studies of happiness look to alleviate stress to very low levels when trying to increase ones happiness. 

In a study done by Nelson and Schiffrin, the hypothesized relationship was an inverse relationship between happiness and stress. After conducting studies on 100 college students using ten self-report tests. After conducting all of the research, the results showed that there was in fact a linear, inverse relationship between stress and happiness.

When I read this article, I thought the research was going to be more in depth and talk about the curvature of the relationship, as other research shows that a small level of stress will spur productivity. This can arguably lead to increased happiness, if looking at happiness as per the construct of the meaningful life. 

Schiffrin, H., Nelson, S. 2010. Stressed and Happy? Investigating the Relationship Between Happiness and Percieved Stress. Journal of Happiness Studies. 11:33-39

fleeting happiness

In our constitution, we have the right to pursue happiness. Research done on happiness lately all agrees that the definition of happiness includes overall life satisfaction. This can be problematic as sometimes one may rate their own life as very satisfying and very unsatisfying at other times. We all do this, for example if we choose to go play all weekend instead of studying for our exams: in the moment we are likely to be very satisfied with our life choices but a couple days later when we are suffering because of it, we are likely to be unsatisfied. Researchers have linked this research to the potential life choices one can make. One example is as follows: if a couple decides to have a child, they will sacrifice almost everything and say that it was well worth it, but on the other side if they remain without children they are likely to assert that children are too many sacrifices. The article goes through a series of examples to prove the 'diagonal happiness theory' while looking at regret, possible life choices in personality and in directions and comparing different options.

To bring this idea back to something that we all can relate to, was anyone else close to going to another school? I almost went to Furman. Thinking about myself now I cannot imagine going to Furman as it is way too small and very limiting. I also think about how I would be a slightly different version of myself if I went to Furman because of my social surroundings. I could, based on the 'diagonal happiness theory' make a chart based on myself and these options to see which college I would prefer. Currently, I feel like Clemson is the ultimate place for me to call home, as I really do love it here.

Does anyone else have a similar story of weighing possible personality differences and life circumstances?


Bykvist, Kristler. 2010. Happiness in a Flux? The Instability Problem. Journal of Happiness Studies. 11:553-565

song lyrics

Have you ever thought to yourself, "How is it that I can remember every word to every song on the radio but can't seem to remember this simple definition?" Often, especially on long nights of studying, I think the same thing. Often times, I think that there seems to be a song to fit every situation.

Although I have spent quite some time thinking about the prevalence of songs and importance of music in my life, I never have looked at the general sweeping trends in terms of songs. This study in the Journal of Happiness Studies looked at song lyrics, presidential speeches and blogs to determine if some time segments were more happy than others.

I found the coding for the study especially interesting, as they used a ANEW coding scheme which found a SD of common reactions to the given word. Words scoring high were coded as positive and low scoring words were negative. In order for this study to work, the researchers had to be sweeping through large amounts of texts. The songs and blogs were of particular interest to me because they're things that I deal with daily.

The findings show that the happiness of songs decreased continually starting in the 60's but ever since 2005 blogs have been getting continually more happy.

This article begs the question "are we a product of the environment we live in or are we creators of the environment?"

At times, I think we are both.

Dodds, P., Danforth, C. 2009. Measuring the Happiness of Large-Scale Written Expression:Songs, Blogs and Presidents. Journal of Happiness Studies. 11:441-456

im starting to feel like a real psychologist

In all of my classes i am now only reading primary source research articles from journals that have been peer reviewed. At first I didn't know what to make of it as reading a textbook can be  boring but some articles can be pretty tricky. After some practice, I think I actually prefer the articles.

I've chosen to read out of the Journal of Happiness Studies for the remainder of the semester.

Today's article: How do High School Youths' Educational Experiences Relate to Well-Being? Towards a Trans-Disciplinary Conceptualization

I chose this article because I have been working with youth ever since High School when I started volunteering with Middle School students. I have always viewed adolescence as something that could be very positive, as I feel like it was for my life, but all too often it is viewed very negatively and as a period of life to be fixed.

One thing I like about this article is that it combines theory from several disciplines to give a framework within to work to view youth as good instead of viewing them as a problem. On top of the multi-disciplinary approach, it organizes the research into seven testable areas all in relation to well-being. The seven are as follows: having, being, relating, thinking, feeling, functioning, and striving. To help conceptualize these seven items without reading the entire article, you can fill in this basic sentence "how does well-being relate to how one ..." thinks. 

To inform you further (and not bore you) I will focus on one of the seven topics and go into more depth about what the research argues. I find this to be particularly applicable to college students, so I will focus on the functioning aspect of well being. The questions posed asks how well being relates to how one spends their time. One focus of study was how an individual spends his/her time and it was found that participating in structured activities chosen on his/her own not only develop social relationships but also several other qualities such as initiative. Another focus of the research was regarding the quality of time spent. It is critical to understand the role of choice in the presence of a teen being at a given location. Involvement is not simply enough, the teen must want to be there and want to go consistently for there to be any positive results.

One practical application of this idea has to deal with teens going to church youth group. Some parents believe that regardless of the teen's interest that they should go and at least be involved. Other parents don't want to force their kids to be there if they aren't interested. Having grown up in the Bible Belt myself, I can easily recall people who were at youth group because they had to and others because they wanted to and how drastically different their experience was.

 Soutter, A., Gilmore, A., Steen, B. 2010. How do High School Youths' Educational Experiences Relate to Well-Being? Towards a Trans-Disciplinary Conceptualization. Journal of Happiness Studies

next projects

hey everyone! i wanted to get a feel for some of what your projects are that you'll be working on for the semester. i know my group is having a hard time picking which of our options to choose, as some seem too technical and others don't have enough "meat" to the project. do any of the groups know exactly what they're gonna do yet or have a good idea? just curious....

leaderless

Last class I went back and forth between understanding what our professor was saying and what the guy who sits on the left was saying. These "smart mobs" may not have a leader, as in a face that everyone turns to or the typical hierarchal structure like most organizations- but they do have a catalyst person. Without this person, there would be no buzz about what to do, where to go etc. People would not even know that there was something going on. I think that it is important to note that this catalyst person does not intend for whatever small event they are responsible for spurring to turn into a large event or to gain as much momentum as it does. It kind of reminds me of the movie Easy A - when the main character tells her best friend a lie and before she knows it, there is a rumor going around the whole school. The connection is pretty weak, but just the unintentional snowballing effect is similar. The leader might not be essential to a "smart mob" but a catalyst person is crucial, otherwise these mobs would never come into existence. Without the first person sending the "wear black" text message, nobody would have known to do anything. 

wikipedia debate

last spring, i spent the semester traveling around the world on a ship taking classes and stopping at various ports to travel. choosing to go was the single greatest decision of my life, but that is neither here nor there. if curious: semesteratsea,org

while on the ship, we took classes through UVA and of course they required us to do research. the internet on the ship was very limited. we had an allotted number of minutes to use for the entire semester of internet time in addition to free websites (mostly news websites and online journals). one of our free websites was, and thus became our first step in getting information on a new topic. our professors even encouraged us to use it. granted, we didn't have much of an alternative, but we all sat in class perplexed at the fact our professors were encouraging the use of wikipedia. isn't it everything the academic world is against? we weren't to site it in any papers, but they did expect us to use it to gather information and they said that it is mostly trustworthy due to the vast number of authors constantly reviewing articles. the small articles could have incorrect facts for a long time due to the low traffic, but when researching the history of the great wall of china, chances are incorrect information won't last more than a couple minutes, if they even post it at all. moral of the story: on the ship, wikipedia was encouraged.

day one of class in clemson, my professor literally said these words verbatim: "if any of you cite wikipedia as a source i will automatically fail you, no questions asked." now, she was not saying you will get a failing grade on that one paper. she literally meant that you will fail the class altogether.

in a matter of months, i went from a learning environment which was an extension of the number one public school in america saying wikipedia was good to clemson, number twenty three, acting like wikipedia is the devil. the debate is real.