Articlegold2020

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

Petruta Paraschiva Rusu · Aurora Adina Colomeischi

81 citations0/0 files storedFrontiers in Psychology

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Psychological Well-being and Life Satisfaction Job Satisfaction and Organizational Behavior Workaholism, burnout, and well-being

Abstract

Previous studies indicated that the balance of positive to negative affect (i.e., positivity ratio) is associated with subjective well-being and flourishing in the general population. Moreover, a positivity ratio of 2.9 is considered a critical value discriminating between flourishing and non-flourishing individuals. To date, however, there is limited research on the positivity ratio on samples of teachers. The present study aimed to investigate whether the positivity ratio affects work engagement and well-being among teachers. Based on the broaden-and-build theory (Fredrickson, 2001) and work engagement model (Bakker and Demerouti, 2007), we predicted that positivity ratio (the ratio between positive and negative emotions) experienced by teachers would increase their work engagement, which in turn would positively affect their well-being. A sample of 1,335 teachers (762 women and 573 men) from Romania participated in the study. Results revealed that work engagement mediated the relationship between positivity ratio and well-being. Specifically, teachers with a higher ratio of positive to negative emotions reported more engagement (dedication, absorption, and vigor) and in consequence higher levels of subjective well-being (autonomy, environmental mastery, personal growth, self-acceptance, positive relations with others and purpose in life). Also, when investigating the positivity ratio according to participants' well-being, we found a mean of positivity ratio of 2.84 for the group of teachers with high levels of well-being, validating the proposed critical positivity ratio of 2.9. These findings support the importance of addressing positive emotions and positivity ratio in prevention and intervention programs with teachers.

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References

1988Development and validation of brief measures of positive and negative affect: The PANAS scales.2001The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.1989Happiness is everything, or is it? Explorations on the meaning of psychological well-being.2007The Job Demands‐Resources model: state of the art 2002The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach 2003Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures 2005The Benefits of Frequent Positive Affect: Does Happiness Lead to Success?1998What Good Are Positive Emotions?

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