Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment

By M. Lenzenweger. 2004

172 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7d71ca2d316af638023b060a7218c9a7e464419d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Measuring Well-being Across Europe: Description of the ESS Well-being Module and Preliminary Findings (2009, background): “Seligman defines happiness as the combination of pleasure, engagement and meaning (Seligman 2002), identifying pleasure as the hedonic component and engagement and meaning as the eudaimonic components.”
The challenge of defining wellbeing (2012, background): “It views individuals ‚as decision makers, with choices, preferences, and the possibility of becoming masterful, efficacious‛ (Seligman, 2002b, p. 3).”
Interpretations of Utility and Their Implications for the Valuation of Health (2008, background): “We may also make judgements about the purpose and meaning in our lives that may transcend our hedonic experiences (Seligman, 2002).”
Life cycle happiness and its sources: Intersections of psychology, economics, and demography (2006, background): “At a minimum, allowance is usually made for the possibility of individuals being able to improve their well-being through various psychological measures (Seligman, 2002).”
Stressed and Happy? Investigating the Relationship Between Happiness and Perceived Stress (2009, background): “Finally, optimism is also a key variable related to both physical health and psychological well-being (Seligman 2002).”
Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers (2019, background): “…fewer sleep problems, lower levels of burnout, greater self-control, better self-regulation and coping abilities, and are more prosocial (Diener and Seligman 2002; Chida and Steptoe 2008; Seligman and Schulman 1986; Seligman et al. 1990; Kubzansky et al. 2001; Fredrickson and Joiner 2002; Howell…”
Benefits of choral singing for social and mental wellbeing: qualitative findings from a cross‐national survey of choir members (2012, background): “Positive emotion is seen to be necessary for happiness in life (Seligman, 2002), therefore, this eliciting of positivemoodmay have huge benefits.”
Measuring children and young people’s wellbeing in the school context (2015, background): “First of all, Seligman (2002), in writing about authentic happiness, distinguished three routes to happiness by living the pleasant life (a hedonic conception), a good life (being able to experience flow, so a eudaimonic conception) or a meaningful life (deploying ones strengths in the pursuit of…”
Purpose in life among high ability adolescents (2010, background): “For example, it has been identified as a developmental asset (Benson, 2006), an important component of human flourishing (Seligman, 2002), and a key factor in thriving (Bundick, Yeager, King, & Damon, 2010, in press).”
Educational Psychology: The distinctive contribution (2006, background): “The main themes of positive psychology are the positive experience (what can make one experience better than another); the positive personality (what can make one individual happier than another); and the positive context (what can make one environment more enabling than another) (Seligman, 2002).”
Relative Income, Happiness and Utility: An Explanation for the Easterlin Paradox and Other Puzzles (2008, unknown): “These functionings include autonomy, competence, personal growth, positive relationships, selfacceptance, engagement and meaning (see Deci and Ryan, 2000; Ryff, 1989; Ryff and Singer, 1998; and Seligman, 2002).”