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Pradhan, Madhurima
- Positive Psychology, Positivism and Indian Heritage
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1 Department of Psychology, Lucknow University, Lucknow, IN
1 Department of Psychology, Lucknow University, Lucknow, IN
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Indian Journal of Positive Psychology, Vol 4, No 1 (2013), Pagination: 60-64Abstract
Psychologists are trying to help people to actualize their potentialities of becoming happy and satisfied within the range of possibilities available in their respective cultures. Positive Psychologists have proposed the revolutionary ideas of focusing on human strengths and virtues in place of emotional problems and mental illnesses to improve well being of people. But when we look at the objectives of Positive Psychology in the context of our Indian heritage, certain questions arise in our minds and we find some important things missing. Investigations from a culturally ischolar_mained perspective tend to show that many Western concepts lack experiential validity in other cultures. This implies that the search for universal and identical psychological phenomena or processes (e.g. self, happiness, mortality, well-being etc.) is not viable. Instead we have to consider the varying socio-cultural contexts determining the construal of self which provides an interpretative framework shaping the way a given sociocultural group engages in thinking, feeling and acting. Positivism which is a positive orientation towards life goes beyond the premise of Positive Psychology incorporating different perspectives based on Indian heritage. Useful insights from Indian scriptures may help in accepting and understanding all hurdles, disappointments and worries of daily living. In place of relying on false smiles and pleasures, they guide us towards the ways to achieve equanimity of mind, upliftment of consciousness, spirituality, righteousness and control over senses and intellect. Therefore, Positivism is a path to eradicate negativity with full awareness and understanding making the dream of authentic happiness come true.Keywords
Positivism, Indian Heritage
- Self-Efficacy as a Moderator between Empathy and Forgiveness Relationship
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Authors
Affiliations
1 Department of Psychology, University of Lucknow, Lucknow, Uttar Pradesh, IN
1 Department of Psychology, University of Lucknow, Lucknow, Uttar Pradesh, IN
Source
Indian Journal of Positive Psychology, Vol 5, No 4 (2014), Pagination: 388-392Abstract
The study exammed association among empathy, forgiveness and self-efficacy. Empathy has been discussed as a factor of ability to forgive (Enright et al., 1998). Unless people believe they can produce desired effects by their actions , they have little intention to act. A number of studies have implicated the role of perceived efficacy in a person's efforts to change (Schwarzer, Lippke, & Mazurkiewtcz, 2011). As forgiveness involves a conscious decision to forego the role of a victim, it is possible that self-efficacy influences the strengths of relationship between empathy and forgiveness. Present study included self reported measures of empathy, forgiveness and general self-efficacy on a sample of 100 young adults in the age group 18-25. Bivariate correlations were calculated to study the relationship between variables. As expected, empathy & forgiveness and self-efficacy & forgiveness were found to be significantly and positively correlated. However self-efficacy did not moderate the relationship between empathy and forgiveness significantly The study also discusses possible reasons for the results.Keywords
Self-Efficacy, Empathy, Forgiveness.- Psychological Capital as Moderator of Stress and Achievement
Abstract Views :790 |
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Authors
Affiliations
1 Department of Psychology, University of Lucknow, Lucknow, Uttar Pradesh, IN
1 Department of Psychology, University of Lucknow, Lucknow, Uttar Pradesh, IN
Source
Indian Journal of Positive Psychology, Vol 9, No 1 (2018), Pagination: 22-28Abstract
Stress reactions occur when an environmental event taxes one's ability to cope. Several studies reveal that stress has a direct as well as interaction effect on academic achievement of students. Psychological capital is a resource for personal development with the features of self-reliance while dealing with the challenges (self-efficacy), positive expectations for the future success (optimism), being full of determination (hope), and accomplishment in spite of obstacles (resilience) (Luthans & Youssef, 2004). The purpose of the present study to find out the moderating role of Psychological Capital in the relationship between stress and academic achievement. A sample of 210 students (14-18 years) was incidentally selected from Government schools in rural areas. Psychological capital scale was developed by researcher. Stress was measured with the help of an inventory by (Tubesing & Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. An average marks obtained by a student throughout one academic session was used as a measure of academic achievement. Psychological capital was found to be positively correlated with academic achievement and negatively correlated with stress. The results revealed that Psychological capital moderate the relationship between stress and academic achievement. The study implies that psychological capital enhances the capability of students helping them to improve their academic performance.Keywords
Psychological Capital, Stress, Achievement, Adolescent Students.References
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