Nostalgia, Gratitude, or Optimism: The Impact of a Two-Week Intervention on Well-Being During COVID-19.
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ABSTRACT: Supplementary information
The online version contains supplementary material available at 10.1007/s10902-022-00513-6.
SUBMITTER: Dennis A
PROVIDER: S-EPMC8934022 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Nostalgia is a mixed emotion. Recent empirical research, however, has highlighted positive effects of nostalgia, suggesting it is a predominantly positive emotion. When measured as an individual difference, nostalgia-prone individuals report greater meaning in life and approach temperament. When manipulated in an experimental paradigm, nostalgia increases meaning in life, self-esteem, optimism, and positive affect. These positive effects may result from the specific experimental procedures used and little is known about daily experiences that covary with nostalgia. To address this gap, we aimed to measure nostalgia in ecologically valid contexts. We created and validated the Personal Inventory of Nostalgic Experiences (PINE) scale (Studies 1a-1d) to assess both trait and state-based nostalgic experiences. When measured as an individual difference, the nomological net was generally negative (Study 2). When measured in daily life (Studies 3 and 4), nostalgia as a state variable was negatively related to well-being. Lagged analyses showed that state nostalgia had mixed effects on well-being at a later moment that day and negative effects on well-being on the following day. To reconcile the discrepancies between these studies and the positive effects of nostalgia from previous research, we showed that experimentally induced nostalgic recollections were rated more positively and less negatively than daily experiences of nostalgia (Study 5). These studies show that nostalgia is a mixed emotion; although it may be predominantly positive when nostalgic memories are generated on request, it seems predominantly negative when nostalgia is experienced in the course of everyday life. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Project description:Nostalgia is a sentimental longing for the past that can influence people's well-being. How this mixed emotion influences well-being may depend on current life circumstances. Nostalgia elicited in negative contexts could be particularly harmful to people's well-being, whereas nostalgia elicited in positive contexts may not be as detrimental. This hypothesis was tested at the level of individual differences with a nationally representative sample of Americans (N = 6,732) who completed measures of nostalgia proneness and several indicators of well-being. Income was measured as an objective indicator of current life circumstances. Results showed that nostalgia proneness was negatively related to well-being, and income was positively related to well-being. Importantly, these relationships were moderated such that the negative relationships between nostalgia and well-being were stronger among members of low income households than among members of high income households. Consistent with the hypothesis, nostalgia proneness was particularly detrimental to well-being under objectively less desirable circumstances. These findings support an emerging body of research that contends that the effect of nostalgia on well-being depends on the context in which nostalgia is elicited.Supplementary informationThe online version contains supplementary material available at 10.1007/s11482-022-10066-8.
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Project description:BACKGROUND:Emotional exhaustion (EE) in health care workers is common and consequentially linked to lower quality of care. Effective interventions to address EE are urgently needed. OBJECTIVE:This randomized single-exposure trial examined the efficacy of a gratitude letter-writing intervention for improving health care workers' well-being. METHODS:A total of 1575 health care workers were randomly assigned to one of two gratitude letter-writing prompts (self- vs other focused) to assess differential efficacy. Assessments of EE, subjective happiness, work-life balance, and tool engagement were collected at baseline and 1-week post intervention. Participants received their EE score at baseline and quartile benchmarking scores. Paired-samples t tests, independent t tests, and correlations explored the efficacy of the intervention. Linguistic Inquiry and Word Count software assessed the linguistic content of the gratitude letters and associations with well-being. RESULTS:Participants in both conditions showed significant improvements in EE, happiness, and work-life balance between the intervention and 1-week follow-up (P<.001). The self-focused (vs other) instruction conditions did not differentially predict improvement in any of the measures (P=.91). Tool engagement was high, and participants reporting higher motivation to improve their EE had higher EE at baseline (P<.001) and were more likely to improve EE a week later (P=.03). Linguistic analyses revealed that participants high on EE at baseline used more negative emotion words in their letters (P=.005). Reduction in EE at the 1-week follow-up was predicted at the level of a trend by using fewer first-person (P=.06) and positive emotion words (P=.09). No baseline differences were found between those who completed the follow-up assessment and those who did not (Ps>.05). CONCLUSIONS:This single-exposure gratitude letter-writing intervention appears to be a promising low-cost, brief, and meaningful tool to improve the well-being of health care workers.
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Project description:In a sample of 916 doctoral students from 144 universities across the United States, we examined psychology graduate students' experiences in their programs, as well as their mental health, well-being, and optimism during the onset of the COVID-19 pandemic. In a path model, we found that students' psychological experiences in their programs (i.e., social belonging, threat, and challenge) were associated with better mental health and well-being, which in turn was associated with greater optimism about the future during the COVID-19 pandemic. These findings were also corroborated in students' open-ended responses regarding how COVID-19 has impacted their lives. Findings varied by racial, gender, and sexual identities, as racial minorities, LGBTQ+ students, and women expressed more negative psychological experiences in their programs. We outline suggestions for graduate programs to support their graduate students, which include facilitating social connection, providing encouragement, and emphasizing students' well-being over their productivity as the current pandemic persists.
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Project description:The present study examined the daily well-being of Koreans (n = 353,340) for 11 weeks during the COVID-19 pandemic (January 20 -April 7). We analyzed whether and how life satisfaction, positive affect, negative affect, and life meaning changed during the outbreak. First, we found that the well-being of Koreans changed daily in a cubic fashion, such that it declined and recovered during the early phase but declined substantially during the later phase (after COVID- 19 was declared world pandemic by WHO). Second, unlike other emotions, boredom displayed a distinctive pattern of linear increase, especially for younger people, suggesting that boredom might be, in part, responsible for their inability to comply with social distancing recommendations. Third, the well-being of older people and males changed less compared to younger people and females. Finally, daily well-being dropped significantly more in the hard-hit regions than in other regions. Implications and limitations are discussed.
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Project description:We examine the impact of vaccination against Covid-19 for mental health. Our estimates suggest that vaccination led to a significant and substantive improvement in mental health. These positive impacts were however concentrated on those most at risk of hospitalisation and death from Covid-19, namely older and clinically vulnerable groups. Our proposed explanation is that in the absence of vaccination, anxiety about contracting COVID-19 has a deleterious impact on the mental health of this cohort. On the other hand, vaccination was much less impactful for the mental health of those least at risk from Covid-19. This may help to explain vaccine hesitancy amongst young people. For this group, a lack of uptake may be principally due to a lack of perceived benefits (and indeed perceived costs) for their own well-being as opposed to vaccine hesitancy.
| S-EPMC9514003 | biostudies-literature
Project description:Despite the vast annual number of international visitors to the tropics, surprisingly little data are available on the psychological well-being associated with the travels or with travelers' diarrhoea (TD). We herein recruited participants of a vaccination trial, OEV-123, before their 12-day holiday in Benin, West Africa. We assessed the travelers' psychological distress with a general health questionnaire (GHQ-12) and retrieved data on TD from the trial database. The GHQ-12 was completed before (wave 0), at return (wave 1), and 1-month after (wave 2) the trip. Of the 174 participants, 73% were women, with a mean age 40 years. Moreover, 24% reported psychological distress before traveling, 10% immediately after, and 16% 1-month after the trip (GHQ-12, 3 or more; 0-12 scoring). The findings showed that psychological well-being increased after the tropical holiday. The GHQ-12 middle wave sum score differed from the wave 0 (p < 0.001) and wave 2 (p = 0.008) sum scores, with travelers reporting highest levels of well-being on their return, with evidence of a lasting improvement. TD was experienced by 71%, and it had a negative impact on psychological well-being only if experienced after travel.
| S-EPMC9408796 | biostudies-literature
Project description:BackgroundPast studies have associated gratitude interventions with a host of positive outcomes. However, there is a dearth of research regarding the impact such interventions have on the academic motivation of university students, thought to be a primary determinant of academic achievement and overall satisfaction with school activities. Here, we examined the effects of a 2-week online gratitude journal intervention on the academic motivation of university students.MethodsEighty-four students were randomly assigned to either an active manipulation group (gratitude group) or a neutral control group. In the first 6 days of each week, participants in the gratitude group were asked to log in to the online system once a day and list up to five things they had felt grateful for. They were also requested to evaluate various aspects of their daily lives. Participants in the control group were only requested to perform the daily self-evaluations. Academic motivation was assessed using the Academic Motivation Scale (AMS), which conceptualizes motivation in academic settings as being composed by three different components, i.e., intrinsic motivation, extrinsic motivation and amotivation, the latter being associated with the perceived lack of contingency between actions and outcomes. Responses were collected 5 times: before group assignment (baseline), 1 week after the start of the intervention, immediately after the intervention, and at two follow-ups, 1 and 3 months after the intervention.ResultsAnalysis using a self-determination index derived from the AMS components showed that participants who regularly engaged with the gratitude journal task displayed significant enhancements in academic motivation. Additional analysis revealed that the enhancements were driven by decreases in the levels of amotivation. Furthermore, follow-up data showed that there were no signs that such enhancements had receded 3 months after the end of the intervention. Improvements in academic motivation were not observed among participants in the control group.ConclusionsThe current results provide evidence that gratitude interventions can positively impact the academic motivation of university students. More broadly, they show that the effects extend well beyond the realm of typically assessed measures of individual well-being, and can effectively regulate a fundamental component of goal-directed behavior such as motivation.
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Project description:ObjectiveThis randomized controlled trial tested the efficacy of early intervention to prevent adult psychopathology and improve well-being in early-starting conduct-problem children.MethodKindergarteners (N=9,594) in three cohorts (1991-1993) at 55 schools in four communities were screened for conduct problems, yielding 979 early starters. A total of 891 (91%) consented (51% African American, 47% European American; 69% boys). Children were randomly assigned by school cluster to a 10-year intervention or control. The intervention goal was to develop social competencies in children that would carry them throughout life, through social skills training, parent behavior-management training with home visiting, peer coaching, reading tutoring, and classroom social-emotional curricula. Manualization and supervision ensured program fidelity. Ninety-eight percent participated during grade 1, and 80% continued through grade 10. At age 25, arrest records were reviewed (N=817, 92%), and condition-blinded adults psychiatrically interviewed participants (N=702; 81% of living participants) and a peer (N=535) knowledgeable about the participant.ResultsIntent-to-treat logistic regression analyses indicated that 69% of participants in the control arm displayed at least one externalizing, internalizing, or substance abuse psychiatric problem (based on self- or peer interview) at age 25, in contrast with 59% of those assigned to intervention (odds ratio=0.59, CI=0.43-0.81; number needed to treat=8). This pattern also held for self-interviews, peer interviews, scores using an "and" rule for self- and peer reports, and separate tests for externalizing problems, internalizing problems, and substance abuse problems, as well as for each of three cohorts, four sites, male participants, female participants, African Americans, European Americans, moderate-risk, and high-risk subgroups. Intervention participants also received lower severity-weighted violent (standardized estimate=-0.37) and drug (standardized estimate=-0.43) crime conviction scores, lower risky sexual behavior scores (standardized estimate=-0.24), and higher well-being scores (standardized estimate=0.19).ConclusionsThis study provides evidence for the efficacy of early intervention in preventing adult psychopathology among high-risk early-starting conduct-problem children.
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