In a recent work, we introduced a theoretical model for fulfillment in life that covers cognitive and affective components and distinguishes different time frames. The present study evaluates this model and describes the construction of the Fulfilled Life Scale to assess fulfillment regarding the whole lived life retrospectively. We investigated the scale in two samples. The model of the cognitive component combines three sources of fulfillment with three criteria, yielding nine facets. Employing hierarchical factor analysis, we inspected all solutions between (...) one and nine. We identified three optimal factors, which we labeled unfolded self and life, the worthwhile life, and positive impact and legacy. Next, we selected marker items and replicated the factor structure in Sample 2. The three scales were positively intercorrelated and showed good internal consistency in both samples. For the affective component, exploratory and confirmatory factor analyses established a one-factor structure in both samples, and high internal consistency was obtained. Across a range of related constructs, we demonstrated construct and criterion validity. Notably, cognitive and affective fulfillment incrementally predicted a global rating of a fulfilled life and mental well-being, even after controlling for subjective and eudaimonic well-being. Overall, the study proves that the FLS is necessary to capture people’s experience of a fulfilled life, which could not be assessed sufficiently with previous well-being measures. Both cognitive and affective fulfillment were able to predict additional variance in mental well-being. Moreover, the study reveals psychometric support for the FLS and presents the first evidence on its validity. Lastly, applications in research and practice are discussed, especially in the context of living and aging well in the second half of life. (shrink)

Teamwork has been argued to play an increasingly important role in numerous jobs, and several studies focused on the effects of team composition for work-related outcomes. Recent research has also identified individuals’ character strengths and positive team roles as conducive to work-related outcomes. However, there is a scarcity of research on the role of character strengths or positive team roles on the level of teams. In the present study, we extend theoretical assumptions of team role theories to the study of (...) character strengths and positive team roles: We examined the associations between character strengths and team roles with work-related outcomes on the individual and the team level. Further, we examined how the team composition relates to the outcomes, that is, whether balanced teams go along with desired outcomes and whether an overrepresentation of team roles or character strengths in a team goes along with undesired outcomes. We studied a sample of 42 teams who completed measures of team roles, character strengths, teamwork quality, job satisfaction, and self-rated individual and team performance. Further, supervisor ratings of individual and team performance were collected. Results corroborated the relationships of team roles and character strengths with individual outcomes such as that specific roles and character strengths go along with individual performance and work satisfaction. Further, the results suggested that teams in which more team roles are represented report higher performance and teamwork quality. Also, teams with higher average levels of the character strengths of teamwork and fairness, and teams with more members scoring high in fairness and prudence report higher teamwork quality. Further, there is no evidence that having too many members with a particular character strength has detrimental effects on teamwork quality, work satisfaction, or performance. We conclude that extending the study of character to the level of teams offers an important advancement. (shrink)

A growing body of research demonstrates the relevance of character strengths for flourishing in general, but also for important outcomes across different life domains. Studies have also shown that there are differences in the extent to which character strengths are applied, that is, perceived as relevant and shown in behavior in a given context, between work and private life, but they have not considered other life domains. This study aims to close this gap by examining the life domains of work, (...) education, leisure, close personal relationships, and romantic relationships. The present study investigates whether strengths-related behavior across different life domains explains additional variance in flourishing beyond the trait level of each respective character strength and studies differences in the relevance of character strengths and strengths-related behavior across different life domains, and examines their relationships with flourishing. A sample of 203 German-speaking adults completed self-reports assessing flourishing and character strengths. They also indicated which of the five life domains were personally relevant to them and reported the character strengths' perceived relevance and the frequency of displaying strengths-related behavior for each of these life domains separately. The results demonstrate that strengths-related behavior averaged across all relevant life domains explained unique variance in flourishing above the trait-level of character strengths in some cases, different life domains were characterized by specific profiles of character strength—regarding both their relevance and strength-related behavior. Moreover, character strengths and strengths-related behavior in different life domains both showed substantial correlations with flourishing. In some cases, these associations were domain-specific. In conclusion, we suggest that examining strengths-related behavior across different life domains represents a worthwhile addition to research on character strengths. (shrink)

The VIA Classification on character strengths and virtues suggests 24 character strengths clustered into six core virtues. Three recent studies employed different methods for testing the assignment of character strengths to virtues, and generally supported the VIA classification. However, the co-occurrence of character strengths and virtues within individuals has not been examined yet. Another untested assumption is that an individual’s composition of character strengths is related to being considered of “good character.” Thus, the present study addresses three research questions: How (...) do character strengths and measured virtues co-occur within individuals? How does the number of character strengths an individual possesses within a virtue cluster relate to their level of the respective virtue? How does the composition of an individual’s character strengths relate to being considered of “good character”? We combined data from different studies to obtain a sample of N = 1,241 participants aged 18 to 92 years. All participants completed assessments of character strengths and virtues. Regarding, we found a high convergence of the correlations between strengths and virtues and the VIA Classification: 22 out of 24 character strengths correlated with the assigned virtue. Also, 15 character strengths showed the numerically highest correlation with their assigned virtue. Regarding, overall, we found a linear trend between the number of strengths within one cluster and the virtue level. Regarding, we found higher levels of reported “good character” in those who possessed either at least one character strength in each virtue cluster or all character strengths in at least one virtue compared to those who did not. The present results contribute to the discussion regarding the structure of character: individuals’ character strengths relate to differences in virtues, across different measures and data sources. Relationships were mostly as expected, and deviations were consistent with results obtained using other approaches. (shrink)

Recently, we initiated a new research line on fulfillment in life by developing a conceptual framework and a self-report measure. To enhance conceptual clarity and complement theoretical considerations and empirical findings, we investigated lay conceptions of a fulfilled life in German-speaking participants at different life stages. First, we selected a qualitative approach using an open-ended question asking participants to describe a fulfilled life. Second, for a more comprehensive understanding, quantitative data were collected about the relevance of sources in providing fulfillment (...) and ratings on a fulfilling life in the present and a fulfilled life in retrospect. Qualitative content analysis was used to assess the responses to the open-ended question. One-fifth of the data was double coded, and intercoder reliability was high. Responses comprised a variety of descriptions, and we grouped them into seven themes, three of which overlapped with the prior conceptualization, namely the core elements of general description, cognitive appraisals, and affective appraisals. Cognitive evaluations related to intrapersonal aspects, particularly having lived life fully, attained personally significant goals, and developed oneself, as well as interpersonal, generative aspects, such as having made a contribution and been able to leave something of value. These categories are mostly in line with what the Fulfilled Life Scale measures. Further themes referred to correlates—including sources—and antecedents, including resources, personal characteristics, and quality of life, all considered worthy to be the subject of empirical investigation but which were not included in the conceptual model. Qualitative and quantitative results suggest that individuals derive fulfillment from different sources. Fulfillment from a profession and having a life task was strongly associated with longer-term fulfillment. Only a few age and sex differences were found. The overarching framework developed from the qualitative results can stimulate further investigation. Our findings underscore that a fulfilled life as a distinct construct should be measured directly rather than via a proxy. Insights into the constituents, sources, and antecedents of a fulfilled life can inform practice to promote a life well lived. (shrink)

Critical reflection helps professionals to learn directly from their practice experience, so that they can improve their own work in an ongoing and flexible way - something essential in today's complex and changing organisations. It allows change to be managed in a way which enables individuals to preserve a sense of what is fundamentally important to them as professionals. It is particularly important as it can also help make sense of some fundamental issues, and so also has implications for how (...) we live our lives. However, more systematic research on critical reflection is needed to help us understand what works best for professionals in different settings. This timely work explores how critical reflection is researched, evaluated and used as a research method itself, with the aim of improving how it is taught and practised in a rigorous and transferable way. Developing a more comprehensive and multi-disciplinary view of the current state of critical reflection and the research directions which need to be taken, the book is divided into four parts. It: - Provides an overview of different perspectives on critical reflection and stimulates dialogue between them - Establishes some common platforms from which to develop further research directions - Identifies the major issues in evaluating critical reflection teaching, and main methods for doing so - Contributes to social science methodological innovations by exploring how methods based on critical reflection can be used for researching professional practice - Contains contributions from academics who are internationally known and highly experienced in different aspects of critical reflection. Researching Critical Reflectionis an important reference for all students, practitioners, and researchers - including in the areas of education, management, health and social work - who engage with critical reflection to develop their practice. (shrink)

This paper reads Simone de Beauvoir's travel journal "America Day by Day" for its philosophical content. I argue that this work provides a unique approach to feminist, embodied philosophy, one that has been overlooked by the categorization of her writing into philosophical works and feminist ones. Such an approach, I contend, is enacted here through her use of Heidegger's concept of the everyday to inform her own treatment of understanding and experience.

This paper reads Simone de Beauvoir's travel journal America Day by Day for its philosophical content. I argue that this work provides a unique approach to feminist, embodied philosophy, one that has been overlooked by the categorization of her writing into philosophical works and feminist ones. Such an approach, I contend, is enacted here through her use of Heidegger's concept of the everyday to inform her own treatment of understanding and experience.

The assessment of the fear of being laughed at in Poland: Translation and first evaluation of the Polish GELOPH The main aim of the paper was to translate and, for the first time, evaluate the Polish GELOPH. This is a 15-item questionnaire for the subjective assessment of gelotophobia, the fear of being laughed at. Gelotophobia is seen as an individual differences phenomenon at a sub-clinical level. The psychometric properties of the Polish version were tested in two independently collected samples with (...) a total N of 506 participants. The Polish GELOPH yielded good psychometric properties in terms of high reliability in both samples. The fear of being laughed at existed widely independently from the participants' age, sex, or marital status. The Polish GELOPH can be seen as a reliable instrument for the subjective assessment of gelotophobia for research and practical applications. (shrink)

Listeners are able to quite accurately distinguish between different dialects of their native language, but little is known about the process of dialect identification and the phonetic cues listeners use to identify someone's regional origin. This study examines how different segments, acoustic between-dialect distance, and the listeners' knowledge about a dialect contribute to this process. Native speakers of Grison and Zurich German were asked to categorize isolated words spoken by eight speakers of Grison and eight speakers of Zurich German. Stimuli (...) contained either none, one, or two segmental cues to regional origin. The presence of one dialect-specific segment was enough to allow for an identification rate well above chance. Sensitivity measures and analysis of reaction time showed that the two dialect groups largely relied on the same segmental cues. Acoustic distance to the other dialect, quantified as Euclidean distance in the F1×F2 vowel space, generally facilitated dialect identification, but interacted with native speakers' general knowledge about the dialects: In segments which listeners explicitly associate with one of the two dialects, acoustic distance facilitated dialect recognition to a larger extent than in segments listeners are not aware of dialectal variation. The results suggest that, depending on the prior knowledge about a dialect, acoustic variation is weighted differently. Further analysis showed that Zurich listeners were more sensitive to the dialect differences, responded faster, and presented a more-marked own-dialect response bias than Grison listeners. These findings are in line with the status of Grison German as a marked and Zurich German as a neutral dialect and suggest that, depending on their own dialect's status, listeners used different decision strategies. (shrink)