Indian Journal of Positive Psychology

Edward Hoffman ¹, Neeta Relwani-Garg ², Susan Kaneshiro ³, Sonia Kapur ⁴

Affiliations
1 Department of Psychology, Yeshiva University, New York, US
2 New Delhi, IN
3 Argosy University Orange, CA, US
4 University of Arkansas, Fayetteville, AR, US

Abstract

Though much attention has been accorded to midlife angst and turmoil, meager published research has been conducted on peak-experiences during this major lifespan period. In this study, 122 individuals born in India ages 40-65 responded to a questionnaire asking them to describe a recent joyful experience and its subsequent impact on their outlook on life. They were also asked to rate it numerically on a 5-point Likert scale. Their qualitative reports were subsequently coded into 13 categories. Peaks involving interpersonal joy were reported significantly most frequently, more than all other categories combined. These were followed in frequency by those comprising respectively external achievement and personal growth. Small percentages involved skill mastery, nature, aesthetics, religious peaks in either institutional or non-institutional settings, recovery from illness/accident, philosophical musing, developmental landmark, homecoming, and serenity. The implications for better understanding and optimizing midlife functioning in India are discussed, and future research avenues are highlighted.

Keywords

Indian Personality Growth.

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Edward Hoffman ¹, Garima Srivastava ², Sonia Kapur ³

Affiliations
1 Yeshiva University New York, NY, US
2 All India Institute of Medical Sciences New Delhi, IN
3 University of Arkansas Fayetteville, AR, US

Abstract

Nursing education has increasingly recognized the importance of dispositional factors in affecting student attrition and motivation. Yet meager empirical research exists on intrinsic motivational attributes of nursing students. In our view, early peak-experiences can provide useful information in this domain. We therefore collected data among Indian nursing students attending two nursing programs at a medical university in New Delhi. Sixty-six females responded to a questionnaire asking them to describe a peak-experience occurring before the age of 14 and its impact on their subsequent view of life. They also rated the enduring impact of their peak-experience on a 5-point Likert scale. Among their 68 reports, those involving external achievement were most frequent (35.3%). These were followed in frequency by interpersonal joy (27.9%), developmental landmark (17.7%), and receiving a material gift (11.8%). Peaks related to nature, skill mastery, or a religious experience in an institutional or non-institutional setting, were relatively rare, each accounting for less than 3% of all reports. No other categories of peak-experience, such as pertaining to aesthetics, philosophical musing, or serenity, were reported. The implications of our findings for optimizing Indian nursing education are discussed. Future avenues for research are highlighted.

Keywords

Peak-experiences, Nursing Students, Nursing Education, Indian Nurses, Abraham Maslow

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Edward Hoffman ¹, Neeta Relwani Garg ², Jenniffer González-Mujica ³

Affiliations
1 Yeshiva University, New York, NY, US
2 Independent Psychologist, New Delhi, IN
3 Independent Psychologist, Barcelona, ES

Abstract

Despite evidence from religious and literary sources that people in diverse cultures throughout human history have cried in joy, almost no empirical psychological research exists on this topic. The purpose of this study was to develop a taxonomy of tears of joy (TOJ) experiences, to serve as the foundation for cross-cultural research relating TOJ to dispositional factors, as well as to emotional and physical well-being. In this investigation, 131 adults (69 females, 62 males) born in India and currently residing there responded to a survey inquiring if they had ever experienced (TOJ). If they answered affirmatively, they were asked to describe their most recent experience and rate its emotional intensity on a 5-point Likert scale. They were also asked how often they have TOJ, and when was the last occasion. In total, 109 participants reported having experienced TOJ (83.2%) and generated 123 specific reports, classifiable into 15 distinct categories. TOJ arising from non-romantic affection comprised the most frequent category (19.8%), followed by those involving a personal achievement (16.2%), and both the birth of a child (12.2%) and a reunion of any sort (12.2%). Females reported a TOJ experience significantly more recently than did males, but no other gender differences emerged. Emotional intensity was significantly related to category. The implications of these findings for positive functioning are discussed, and future avenues for research are suggested.

Keywords

Tears of Joy, Tears of Happiness, Peak-Experiences, Crying, Indian Positive Psychology

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Edward Hoffman ¹, Garima Srivastava ², Fernando A. Ortiz ³, Maria Paula Fonseca ⁴

Affiliations
1 Yeshiva University New York, New York, US
2 Lady Shri Ram College for Women New Delhi, IN
3 Director of Counseling Services Gonzaga University, Spokane, Washington, US
4 University of Maryland-Baltimore County Baltimore, Maryland, US

Abstract

Although emotion regulationhas gained attention in positive psychology, research among Indians has been scant. In this study, 150 women at a university in Delhi responded to a survey. It asked their frequency of deliberately recalling a happy memory as a strategy to influence mood, when they were most likely to initiate this strategy, their extent of social engagement while doing so, and the particular type of memory they recalled. Participants were also asked how much this strategy improved their mood and reduced stress. Finally, they were asked to rate themselves on overall health, amount of recent stress, coping ability with stress, and life satisfaction. Frequency of accessing a happy memory related significantly to both mood uplift and stress reduction after recall, and life satisfaction. Intriguingly, the tendency to engage in this strategy while socializing was negatively correlated with life satisfaction and self-reported health. Future avenues of research were suggested.

Keywords

Emotion Regulation, Positive Psychology, Happiness, Stress, Life Satisfaction, Indian College Students.

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Edward Hoffman ¹, Catalina Acosta-Orozco ², Marlene Mora Alvarado ³

Affiliations
1 Department of Psychology, Yeshiva University, New York City, USA, US
2 School of Medicine, Pontificia Universidad Javierana, Bogota, Colombia, South America, CO
3 Universidad Latina de Costa Rica, Heredia, Costa Rica, Central America, CR

Abstract

Metaphor analysis has been used to uncover the specific values of preservice and established teachers concerning the roles of pupil, educator, and the educational process. However, it has never been utilized in assessing the broader values and flourishing of experienced teachers. Because positive psychology has found these factors to significantly impact teacher effectiveness, we conducted this study focusing on the life-metaphors of experienced teachers in Costa Rica, an under-represented research population. Sixty teachers (mean teaching experienced 1.2 years) responded to a structured questionnaire. It elicited their preferred life-metaphor, whether they had always espoused it since youth, and if not, what had caused it to change; and how it guides their actions. Teachers were also asked to indicate which of 17 life-metaphors they most and least preferred, and to rate their happiness and life meaning from teaching. Teachers' expressed life-metaphors were predominantly active, affectively positive, and individualistic. They most preferred the metaphor that “life is a gift” and reported that their own life metaphor significantly impacted their decision-making. Consistent with the metaphoric data, they reported high levels of happiness and life meaning from teaching. The usefulness of metaphor analysis in aiding teacher development is discussed, and future avenues of research are highlighted.

Keywords

Metaphor Analysis, Life-Metaphor, Flourishing, Teachers' Values, Teacher Development, Teacher Effectiveness.

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Edward Hoffman ¹, Catalina Acosta-Orozco ², Xinying Chen ³

Affiliations
1 Department of Psychology, Yeshiva University, New York, US
2 Woodhull Hospital Center, Brooklyn, NY, US
3 Lianjiang Qiming Primary School, Fuzhou City, Fujian Province, CN

Abstract

Metaphor analysis has been found a valid way to examine the core values and flourishing of teachers in Western culture, but empirical evidence is sparse for their Far Eastern counterparts. In the present study, 60 teachers (mean teaching experience=6.9 years) in southeastern China responded to a structured questionnaire. It elicited their personal life-metaphor, whether they had always espoused it since youth, and if not, what had caused it to change; and how it guides their actions. Teachers were also asked to indicate which of 17 life-metaphors they most and least preferred, and to rate their happiness and life meaning from teaching. Consistent with their counterparts in Costa Rica, virtually all Chinese teachers recounted a personal life-metaphor. Similar to those recounted by Costa Rican teachers, these were predominantly active and individualistic, but differed by being affectively neutral rather than optimistic. The most preferred and least preferred life-metaphors were similar but not identical among the two nationalities of teachers. Consistent with the content of their personal metaphors, Chinese teachers reported moderate happiness and personal meaning from their work. The usefulness of metaphor analysis in aiding teacher development in China is discussed, and future avenues of research are highlighted.

Keywords

Metaphor Analysis, Life-Metaphor, Flourishing, Teachers' Values, Chinese Teachers.

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