Flourish: A Visionary New Understanding of Happiness and Well-being

By Martin E. P. Seligman. 2011

4,923 citations recorded by the source corpus.

Subfields: Demography, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/47d507d6428f853e3476d50f62e87b5cd51188a1

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Citations in the corpus

Entrepreneurship and Subjective Well-Being: The Mediating Role of Psychological Functioning (2019, methodology): “Taken together, bonding and bridging ties, as well as civic involvement are critical to the social aspect of psychological functioning (Keyes, 1998; Ryff & Singer, 1998; Ryan & Deci, 2000; Seligman, 2012).”
Validation of the Italian Versions of the Flourishing Scale and of the Scale of Positive and Negative Experience (2017, background): “After noting the limitations of the existing measurement instruments, several authors studying flourishing have tried to identify its underlying dimensions (Diener et al., 2010; Huppert & So, 2013; Keyes, 2002; Seligman, 2011).”
Teacher wellbeing: Its effects on teaching practice and student learning (2019, background): “…subjective wellbeing (Achor, 2011; Seligman et al., 2005); engagement (Harzer & Ruch, 2013; Kern et al., 2014); positive relationships (Achor, 2013; Lyubomirsky et al., 2005); perception of meaning in their work (Seligman, 2002; Wrzesniewski, 2002); and accomplishment (Achor, 2011; Seligman, 2012).”
ASSESSING MULTIDIMENSIONAL WELL‐BEING: DEVELOPMENT AND VALIDATION OF THE I COPPE SCALE (2015, background): “…but it is also desirable for its association with positive states such as mental health, physical health, and meaningful relationships (Andrews & Withey, 1976; Campbell et al., 1976; Buettner, 2008, 2010; Nieboer, Lindenberg, Boomsma, & Van Bruggen, 2005; Pavot & Diener, 2008; Seligman, 2011).”
The role of passion in sustainable psychological well-being (2012, background): “Just as not being poor is not tantamount to being rich, not experiencing any psychological problems is not equivalent to being psychologically flourishing (Huppert 2009; Seligman 2011).”
Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents (2018, background): “…STRENGTHS IN FRIENDSHIPS 3 Good character is what we look for in a friend: Character strengths are related to peer acceptance and friendship quality in early adolescents Introduction Having well-functioning and fulfilling relationships is seen as an indicator of flourishing (e.g., Seligman, 2011).”
Integrating the hedonic and eudaimonic perspectives to more comprehensively understand wellbeing and pathways to wellbeing (2012, background): “(2011a), as conceptualisations of wellbeing often emphasise the importance of social connectedness (e.g. Keyes, 2007; Ryff & Keyes, 1995; Seligman, 2011).”
Prosociality enhances meaning in life (2016, background): “A substantial amount of work in this field has focused on the role of happiness and subjective well-being (Seligman, 2011).”
The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers (2018, background): “…and reveal more job performance, increases their job satisfaction and vocational initiatives and decreases their absenteeism, intention to quit and level of burnout (Donalson, 2000; Waitayangkook, 2003; Kheirandish, 2009; Seligman, 2011), thereby creating an effective and efficient organization.”
Testing Strengths-Based Interventions: A Preliminary Study on the Effectiveness of a Program Targeting Curiosity, Gratitude, Hope, Humor, and Zest for Enhancing Life Satisfaction (2013, background): “This classification allows describing and studying the ‘‘good character,’’ which enables pleasure, engagement, and more generally speaking positive experiences (Peterson et al. 2007; Seligman 2011).”
PROSPER: A New Framework for Positive Education (2015, background): “Learning to value and to attain flourishing must start early—in the formative years of schooling—and it is this new prosperity, kindled by positive education, that the world can now choose’ (Seligman 2011, p. 97).”
Towards a positive university (2011, methodology): “Table 1 proposes a framework for building Positive Universities based on the PERMA model (Seligman, 2011).”
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts (2020, positive): “The PERMA Profiler (Butler & Kern, 2016) is a general assessment which determines wellbeing, defined as comprising five different components: positive emotion, engagement, relationships, meaning, and accomplishment (Seligman, 2011).”