The how, why, what, when, and who of happiness: Mechanisms underlying the success of positive activity interventions.

By Kristin Layous, Sonja Lyubomirsky. 2014

145 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a7143f78e41428fee2a1daf176435b86e620dd1a

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Citations in the corpus

Putting the ‘app’ in Happiness: A Randomised Controlled Trial of a Smartphone-Based Mindfulness Intervention to Enhance Wellbeing (2016, background): “Emerging research in this domain suggests that the degree of ‘fit’ between the person and activity as captured by the user’s experience is linked to gains in wellbeing (Layous and Lyubomirsky 2014).”
A fully automated conversational agent for promoting mental well-being: A pilot RCT using mixed methods (2017, background): “This in turn is shown to translate into higher psychological well-being, increased levels of global life satisfaction and reduced stress levels (Bolier et al., 2013; Layous and Lyubomirsky, 2014).”
THE PARADOXICAL EFFECTS OF PURSUING POSITIVE EMOTION When and Why Wanting to Feel Happy Backfi res (2013, background): “Th e success of several happiness-enhancing interventions, however, strongly suggests that happiness can be attained, at least sometimes (Fredrickson et al., 2008; Layous & Lyubomirsky, 2013; Seligman, Rashid, & Parks, 2006).”
Revisiting the Sustainable Happiness Model and Pie Chart: Can Happiness Be Successfully Pursued? (2019, methodology): “The SHM, and some of the assumptions embodied in the CONTACT Kennon M. Sheldon SheldonK@missouri.edu © 2019 Informa UK Limited, trading as Taylor & Francis Group pie chart, has informed both of our research efforts and has given rise to several more nuanced models, including our joint Hedonic Adapta”
Enhancing social relationships through positive psychology activities: a randomised controlled trial (2016, background): “…indicates that autonomy supportive environments provided by the researcher may increase intervention effectiveness (Della Porta et al., as cited in Layous & Lyubomirsky, 2012) and instructional support may hinder intervention effectiveness (Kaczmarek et al., 2014), the individual’s baseline…”