Progressive Education Society’s

Modern College of Arts, Science and Commerce (Autonomous)

Shivajinagar, Pune 5
Academic Year 2023-24

Title of Research: Correlational studies between Happiness, Peace of mind, and psychological well-
being, within the population of students of M.Sc. Physics, Botany, Zoology of modern college, Pune.

Department of Psychology

Name of the Mentor: Prof. Akanksha Brahme

Name of Researchers: Gauri Milind Phadanavis

Roll no.: 2418422

Poorva Pramod Khare

Chinmayee Balasaheb Raskar

Chapter 1

1.1 Introduction

In this research, the researchers aim to study the correlation between the variables Happiness, Peace

of mind, and psychological well-being. The population that was included in this study were the

Masters students of the departments of physics, botany, and, zoology. Post-graduate students go

through a complicated and demanding nature of academics, coming across stressors such as

academic pressures, social challenges, and apprehension towards their performance on their

academic life and social life. Due to all these problems, understanding what factors contribute to

their psychological well-being is very essential to give them a positive and nurturing learning

environment.

1.2 Definition and Clarification of Variable

1.2.1 Happiness

Happiness, in psychological terms, is the state of emotional well-being that a person experiences

either in a narrow sense, when good things happen in a specific moment, or more broadly, as a

positive evaluation of one's life and accomplishments overall—that is, subjective well-being.

According to Martin Seligman, Happiness has three dimensions that can be described as

- The regular experience of pleasantness (The pleasant life)

- The frequent engagement in satisfying activities (The engaged life)

 - The experience of a sense of connectedness to a greater whole (The meaningful life)

Although all three dimensions are important, according to Seligman, the happiest person is the one

who tends to pursue a mix of all three dimensions – Pleasure, engagement, and meaning.

According to Lyubomirsky (2001), happiness can be defined as an enduring state of mind consisting

not only of feelings of joy, contentment, and other positive emotions but also of a sense that one’s

life is meaningful and valued.

According to Sigmund Freud (1930), people: ‘strive after happiness; they want to become happy and

to remain so. This endeavour has two sides, a positive and a negative aim. It aims, on the one hand,

at an absence of pain and displeasure, and, on the other, at the experiencing of strong feelings of

pleasure’

According to Argyle & Hills (2002), Happiness is a combination of life satisfaction and frequency of

positive and negative affect which is measured through subjective well-being.

According to author Darrin McMahon, ‘Happiness’ the word derives from an ancient Greek word for

‘luck’. ‘Hap’ is the old Norse and old English root of happiness. In essence, it means luck or chance,

as does the old French heur, giving us bonheur, good fortune or happiness. From German, we get the

word ‘Gluck’, which to this day means both happiness and chance.

1.2.1.1 – History of the Concept of Happiness:

The psychological and philosophical pursuit of happiness began in China, India and Greece nearly

2500 years ago with Confucius, Buddha, Socrates, and Aristotle. Socrates has a unique place in the

history of happiness as he is a known figure in the west to argue that happiness is obtainable by

human effort. In the 460 BC, like most ancient people, the Greeks had a pessimistic view of human

Existence. Happiness was deemed a rare occurrence and reserved only for those whom the Gods
favoured. The idea that one could obtain happiness for oneself was considered hubris, a kind of

overreaching pride, and was to be met with harsh punishment. Against this bleak backdrop,

the optimistic Socrates enters the picture. The key to happiness, he argues, is to turn attention away

from the body and towards the soul. By harmonizing our desires, we can learn to pacify the mind and

achieve a divine-like state of tranquillity.

According to Buddha, the Path to happiness starts from an understanding of the root cause of

suffering. Although many thought of this approach to happiness, as wrong and thought of Buddha to

be pessimistic to break the bad news of our sufferings, Buddha also prescribed a proactive course of

treatment. Buddha emphasized the importance of the concepts of Wisdom and Compassion which he

called ‘Dharma’ and the encouragement we receive through our community, which he termed

‘Sangha’. According to Buddha’s philosophy, however, the illness can only be cured if the patient

follows the doctor’s advice and follows the course of treatment, which Buddha termed “The

Eightfold Path”, the core of which involves control and Mind. According to Buddhism, Happiness is

pursued by using knowledge and practice to achieve mental equanimity (calmness.)

1.2.1.2 – Models of Happiness:

Happiness is a complex and multifaceted construct that encompasses various dimensions and factors

influencing human well-being. Numerous models have been developed to elucidate the diverse

elements contributing to happiness. These models reflect differing perspectives and theoretical

frameworks regarding the determinants of happiness. Below are several prominent models of

happiness:

I. Hedonic Model: The hedonic model of happiness is one of the oldest and simplest

theories of well-being. It is based on the belief that happiness is derived from seeking

pleasure and avoiding pain. This model suggests that people strive for positive emotions
 and experiences while minimizing negative ones. It emphasizes the importance of

pleasure, joy, and satisfaction in overall happiness.

II. Eudaimonic Model: The eudaimonic model of happiness focuses on living a meaningful

and purposeful life. This concept originates from the ancient Greek term "eudaimonia,"

which translates to "flourishing" or "well-being." According to this model, happiness is

achieved through personal growth, self-realization, and the fulfillment of one's potential.

It involves engaging in activities that align with one’s values, ultimately leading to a

sense of fulfillment and purpose.

III. PERMA Model: The PERMA model, developed by psychologist Martin Seligman, offers

a comprehensive framework for understanding well-being that encompasses several key

components of happiness. PERMA stands for Positive emotions, Engagement,

Relationships, Meaning, and Accomplishment. According to this model, individuals

experience lasting happiness when they cultivate positive emotions, engage in activities

that provide a sense of flow and absorption, maintain meaningful relationships, find

purpose and meaning in their lives, and achieve their goals.1.2.1.3 – Factors Affecting

Happiness –

Seligman (2002) describes eight external factors that affect individual happiness. The eight

factors are money, marriage, social life, health, religion, positive emotions (e.g. fun, curiosity,

love, pride), age, education, climate, race, and gender.

1) Social Relationships: Strong friendships are invaluable; they serve as a buffer against

stress, provide comfort in difficult times, and help mitigate feelings of loneliness. The

emotional support and companionship offered by good friends enrich our lives, fostering

a sense of connection and understanding.

2) Career: Engaging in a fulfilling career infuses life with a sense of purpose and direction.

Beyond providing financial stability, meaningful work contributes to personal growth and
 satisfaction, allowing individuals to develop their skills and make a significant impact on

society.

3) Work-Life Balance: Achieving a harmonious balance between professional

responsibilities and family life is essential for overall happiness. Acknowledging that both

work and home life are integral to our existence, the ability to manage these domains

effectively directly influences our well-being and contentment.

4) Income: While financial resources can enhance living conditions and elevate social

standing, research indicates that the connection between income and happiness plateaus at

a certain level. Beyond simply meeting basic needs and achieving comfort, additional

wealth does not necessarily correlate with increased happiness.

5) Biological Factors: Various biological elements, such as genetics and brain chemistry,

play a crucial role in shaping an individual’s happiness. These innate characteristics can

influence mood, resilience, and overall mental health, serving as significant predictors of

subjective well-being.

6) Temperament: A person's inherent temperament significantly impacts their subjective

experience of happiness. Those with a naturally positive disposition may find it easier to

cultivate joy and navigate life's challenges, while others might need to adopt strategies to

enhance their well-being.

7) Basic Needs: A crucial foundation for happiness is the ability to meet one’s basic needs,

including food, shelter, and safety. Once these fundamental requirements are satisfied,

individuals are better positioned to pursue higher levels of fulfillment and happiness.

8) Environmental Quality: The quality of the environment in which we live plays a

substantial role in our overall well-being. Access to clean air, green spaces, and a safe

living environment contributes not only to physical health but also to the social and

psychological health of communities.

1.2.2 Peace of Mind

When we talk about a person's peace of mind, it generally refers to a state of mental and emotional

calmness characterized by the absence of worry or anxiety. Peace of mind was defined as an internal

state of peacefulness and harmony.

Peace of Mind or ‘Inner Peace’ refers to a deliberate state of psychological or spiritual calm despite

the potential presence of stressors. Many people consider being at peace to be much healthier and the

opposite of being stressed and anxious. Peace of Mind is a state where one’s mind performs at an

optimal level, irrespective of the outcomes.

1.2.2.1 – History of the Concept of Peace of Mind:

The origin of 'peace of mind' dates back to the late 16th century, while earlier terms like 'peace of

heart' and 'peace of soul' appeared in 1340 and 1425. This idea has been examined by other well-

known English writers and intellectuals such as Alexander Pope, Mary Wollstonecraft, and D.H.

Lawrence. The meaning of "peace of mind" has stayed mostly the same throughout history and is

still a significant idea. Because of the ongoing worries and anxieties that people experience, they

often refer to this term when describing the mental state, they strive for or have achieved.

Lee et al. 2013 found that inner peace and balance are essential for overall health, according to

Eastern philosophy and modern studies in Asian countries. They developed the Peace of Mind Scale

to measure this aspect of well-being in Chinese culture. The idea of having peace of mind has

become more prominent, possibly because people are increasingly aware that stress and anxiety are

deeply embedded in the human psyche. An example of peace of mind is prominently displayed in
Jonathan Swift's satirical novel Gulliver's Travels, published in 1726. The protagonist's journey in the

story involves meeting the Laputians, whom the narrator portrays as constantly lacking mental peace.

This is a result of the Laputians' constant focus on issues that are typically overlooked by others, like

the eventual absorption of the Earth by the sun.

1.2.2.2 – Factors Affecting Peace of Mind

1. Mental Health and Self-Awareness: Mental health plays a crucial role in achieving peace of

mind. Our thoughts, emotions, and mental stability significantly affect our overall sense of

calm. Issues such as anxiety, depression, and unresolved past traumas can cloud our minds,

making it difficult to experience true tranquillity. By increasing our self-awareness and

understanding our emotional responses, we can gain control over our internal world.

Practicing mindfulness, meditation, or engaging in therapy can enhance our mental resilience,

allowing for clearer thinking and creating an environment where peace of mind can flourish.

2. Physical Health and Wellness: Our physical health has a profound impact on our mental well-

being. Engaging in regular exercise, maintaining a balanced diet, and ensuring adequate sleep

all foster the release of endorphins and other "feel-good" hormones that contribute to a

positive mental state. Conversely, neglecting physical health can lead to chronic stress,

fatigue, and a variety of illnesses, disrupting our overall sense of well-being. Prioritizing self-

care not only enhances mood but also fortifies the mind, paving the way for inner peace and a

calm, relaxed disposition.

3. Financial Stability: Having financial security, or the lack of it, plays a crucial role in attaining

peace of mind. Constant concerns about bills, debts, or unexpected expenses can lead to

ongoing stress that burdens the mind. To alleviate this pressure, it's essential to build a

financial safety net, create a budget, and live within one’s means. Achieving financial

stability does not necessarily equate to being wealthy; rather, it signifies a sense of control
 and preparedness that enables individuals to focus on the present without unnecessary fear or

worry about the future.

4. Relationships and Social Connections: Healthy relationships provide support, love, and

understanding, whereas toxic or unstable connections can create stress and emotional turmoil.

A solid support system positively influences mental health, alleviating feelings of loneliness

and anxiety. By prioritizing relationships that foster positivity and practicing effective

communication, individuals can significantly enhance their peace of mind. Additionally,

establishing boundaries in harmful relationships is crucial for safeguarding one’s emotional

energy, leading to greater internal harmony.

5. Work-Life Balance: An imbalance within work-life dynamics, characterized by professional

obligations that overshadow personal time, often leads to burnout and stress, thereby

diminishing peace of mind. It is essential to establish clear boundaries between work and

personal life, as well as to take regular breaks and engage in hobbies or activities outside of

professional responsibilities. Such practices can significantly aid in restoring balance. When

individuals achieve fulfilment in both their professional and personal spheres, they are more

likely to experience a sense of inner calm and satisfaction, thereby creating a conducive

environment for peace of mind.

6. Environmental Factors: The environment we inhabit—both physical and digital—plays a

crucial role in our mental tranquillity. A disorganized, noisy, or chaotic setting is a recipe for

stress and distraction, while a calm, organized, and clean space actively promotes relaxation

and focus. Moreover, proactively limiting our exposure to incessant digital information and

negative media is essential in preventing mental overload. By intentionally designing our

surroundings to embody safety, order, and peace, we can significantly boost our mental

clarity and achieve lasting inner peace.

 7. Spiritual or Philosophical Beliefs: Personal belief systems and spirituality can significantly

influence one's peace of mind. For many individuals, adhering to a guiding philosophy or

engaging in spiritual practices brings comfort, instils a sense of purpose, and provides a

framework for navigating life's challenges. This grounding effect enables individuals to

discover peace even amidst adversity. Whether through meditation, prayer, or personal

reflection, fostering a connection to something greater than oneself often nurtures inner peace

and resilience.

1.2.3 Psychological Well-being

According to Corey Keyes, who collaborated with Carol Ryff, mental well-being has three

components, namely emotional or subjective well-being (also called hedonic well-being),

psychological well-being, and social well-being (together also called eudaimonic well-being) A

person with good mental health can easily determine and interpret the situation, make adjustments to

the environment, take correct decisions, and be highly self-satisfied.

Carol Ryff has conceptualized psychological well-being as consisting of 6 dimensions: autonomy,

environmental mastery, personal growth, positive relations with others, purpose in life, and self-

acceptance.

According to Burns (2017), Psychological well-being (PWB) is defined as inter-and intraindividual

levels of positive functioning that can include one's relatedness with others and self-referent attitudes

that include one's sense of mastery and personal growth.

Most researchers agree that well-being is a multidimensional concept and that to fully understand

individuals' subjective perceptions of life, measuring instruments should include in a coherent

measure hedonic general evaluation of life satisfaction, hedonic negative and positive affect states,

and eudaimonic dimensions, such as purpose and meaning of life, and psychological functioning.
According to the American Psychological Association (APA), Well-being is a state of happiness and

contentment, with low levels of distress, overall good physical and mental health and outlook, or

good quality of life. One of the most used definitions of well-being is that it can be understood as

how people feel and function on a personal and social level and how they evaluate their lives as a

whole.

Diener et al. (2010) defined psychological well-being as a subjective evaluation of one's life that is

categorized by affirmative emotions, engagement, and meaning. This definition encompasses a broad

range of positive experiences, including happiness, satisfaction, and a sense of fulfilment.

1.2.3.1 – History of Psychological Well-Being

The concept of psychological well-being can be traced back to ancient philosophical discourse,

wherein notions of the good life and happiness were pivotal to the arguments presented by

philosophers such as Aristotle. In the 20th century, psychologists began to engage in formal study

and definition of psychological well-being. A notable model introduced by psychologist Abraham

Maslow is his hierarchy of needs, in which he posits self-actualization—the realization of one’s full

potential—as the apex of human needs.

Contemporary models of psychological well-being increasingly underscore the significance of

positive emotions and effective functioning. These models incorporate essential factors, including

positive relationships, personal growth, and a sense of purpose in life. Overall, the examination of

psychological well-being persists as a vital area of inquiry within psychology, given its implications

for individual health, happiness, and societal welfare.

1.2.3.2 – Model of Psychological Wellbeing:

The Six-Factor Model of Psychological Well-Being, conceptualized by psychologist Carol Ryff,

provides a robust theoretical framework for understanding the multifaceted nature of psychological

well-being. This model delineates six principal dimensions that collectively contribute to an

individual's overall mental health and subjective happiness: autonomy, personal growth, self-

acceptance, purpose in life, mastery, and positive relationships with others.

1. Autonomy: is characterized by the capacity for independent decision-making and the ability to

exercise self-determination, free from external influences and social pressures. This dimension

reflects an individual's freedom to act according to their own values and preferences.

2. Personal Growth: emphasizes the importance of continuous development and self-

improvement. It entails engaging in new challenges, expanding one’s potential, and deriving a

sense of fulfillment from personal accomplishments. This dimension encompasses both

emotional and intellectual growth over time.

3. Self-Acceptance: is defined by a positive attitude towards oneself and one's personal history. It

involves recognizing and embracing both strengths and weaknesses while acknowledging

personal flaws without resorting to harsh self-criticism. This dimension fosters an essential sense

of self-worth and contributes to overall psychological health.

4. Purpose in Life: refers to the presence of a clear sense of direction, meaning, and established

goals. Individuals with a robust sense of purpose perceive their lives as meaningful and feel that

they are contributing to causes beyond their individual existence. This dimension is intrinsically

linked to motivation and a profound sense of significance.

5. Mastery: encompasses the perception of competence and control over one's environment and life

circumstances. It includes the ability to set and achieve goals, surmount challenges, and feel

capable in one’s skills and abilities. Mastery contributes significantly to a sense of

accomplishment and self-efficacy.

6. Positive Relationships with Others: underscores the critical role of social connections and

meaningful interpersonal relationships. It involves forming warm, trusting bonds with others and

experiencing support from one’s community. This dimension highlights the significance of social

interactions in enhancing overall well-being.

Ryff’s Six-Factor Model asserts that psychological well-being is a multidimensional construct, with

each dimension intricately interconnected. The model posits that genuine psychological health is not

merely the absence of mental illness but rather the presence of positive psychological function across

various life domains.

1.2.3.3 – Factors Affecting Psychological Wellbeing:

1. Social Support and Relationships: Strong social connections and supportive relationships

are essential for psychological well-being. Having friends, family, or community support

provides a sense of belonging and security, reduces feelings of loneliness, and boosts self-

esteem. Positive interactions with others help in coping with stress, as well as provide

emotional support during challenging times. On the other hand, lack of support or social

isolation can lead to feelings of depression, anxiety, and lower self-worth.

2. Physical Health and Lifestyle: Physical health is closely intertwined with mental well-

being. Engaging in regular physical activity, maintaining a balanced diet, and getting

adequate sleep positively impact mental health. Physical activities release endorphins, which

enhance mood and relieve stress. Neglecting physical health, on the other hand, can lead to

fatigue, low energy, and mental exhaustion, all of which negatively impact psychological

health. Maintaining a healthy lifestyle can improve overall mood, cognitive function, and

resilience to stress.
3. Stress Levels and Coping Mechanisms: Stress is an inevitable part of life, but how we

handle it significantly affects our mental health. Excessive or chronic stress can disrupt

emotional balance, lead to burnout, and contribute to anxiety or depression. Effective coping

mechanisms, like relaxation techniques, time management, and problem-solving skills, help

in managing stress constructively. Without effective coping strategies, prolonged stress can

accumulate, eventually impairing mental well-being and reducing one’s quality of life.

4. Self-Esteem and Self-Perception: A person’s self-esteem—how they view and value

themselves—plays a critical role in psychological well-being. High self-esteem fosters

confidence, positivity, and a resilient mindset, whereas low self-esteem often contributes to

self-doubt, negative self-talk, and vulnerability to mental health issues. Practicing self-

compassion, setting achievable goals, and celebrating personal successes can help build self-

worth and promote a more positive self-image, which enhances mental well-being.

5. Life Satisfaction and Purpose: A sense of purpose or meaning in life is crucial for

psychological well-being. Feeling fulfilled in areas such as career, relationships, or personal

growth creates motivation, contentment, and a sense of accomplishment. Setting and

achieving personal goals, engaging in activities that bring joy, and having a sense of direction

contribute to overall life satisfaction. Without a sense of purpose, individuals may experience

feelings of emptiness or lack of motivation, which can hinder mental health and happiness.

6. Financial Security: Financial security, though not directly tied to happiness, can alleviate

many mental stressors. Constant worry about finances or debt can contribute to chronic stress

and anxiety, affecting sleep, relationships, and overall quality of life. Achieving a level of

financial stability, even if modest, provides peace of mind and the ability to focus on other

aspects of well-being. Developing financial literacy, budgeting, and setting realistic financial

goals can reduce financial stress and improve mental well-being.

7. Personal Autonomy and Control: Having control over one's life choices and personal

autonomy positively influences psychological health. When people feel empowered to make

decisions and pursue their interests, they experience greater satisfaction and confidence.

Conversely, feeling trapped or restricted in personal or professional circumstances can lead to

stress, resentment, and a sense of helplessness. Empowering oneself by setting boundaries,

making informed choices, and focusing on personal growth can improve autonomy and

psychological well-being.

8. Environmental and Living Conditions: Our surroundings significantly impact our mental

health. Clean, safe, and pleasant environments can promote relaxation, reduce stress, and

improve mood, while chaotic, noisy, or unsafe environments may lead to increased anxiety

and discomfort. Exposure to natural light, fresh air, and green spaces is beneficial for mental

well-being, as it fosters relaxation and helps reduce stress. Creating a peaceful and organized

living space can contribute to a calm mind and a more positive outlook.

9. Work-Life Balance: Balancing work responsibilities with personal life is crucial to

maintaining psychological health. Overwork and high demands can lead to stress, fatigue,

and burnout, which negatively affect mood, productivity, and mental health. Conversely,

having time for hobbies, family, and self-care can enhance happiness and prevent burnout.

Setting boundaries and creating a balanced schedule that includes relaxation and leisure time

can help maintain mental equilibrium and enhance well-being.

10. Personal Growth and Development: Learning, growing, and achieving new skills or

knowledge provides a sense of accomplishment and builds confidence. Personal growth

fosters resilience, adaptability, and mental agility, all of which are beneficial for

psychological health. Whether through formal education, hobbies, or life experiences,

continued self-improvement helps individuals face challenges more effectively and leads to a

fulfilling, mentally enriched life.

1.3 Statement of the problem

Correlational studies between Happiness, Peace of mind, and psychological well-being, within

the population of students of M.Sc. Physics, Botany, Zoology of modern college, Pune.

1.4 Objectives

1. To study the correlation between happiness and peace of mind among students of M.Sc.

Physics.

2. To study the correlation between Happiness and psychological well-being among students of

M.Sc. physics

3. To study the correlation between Peace of mind and psychological well-being among students

of M.Sc. Physics

4. To study the correlation between happiness and peace of mind among students of M.Sc.

Botany

5. To study the correlation between Happiness and psychological well-being among students of

M.Sc. Botany.

6. To study the correlation between Peace of mind and psychological well-being among students

of M.Sc. Botany

7. To study the correlation between happiness and peace of mind among students of M.Sc.

zoology.
 8. To study the correlation between Happiness and psychological well-being among students of

M.Sc. Zoology

9. To study the correlation between Peace of mind and psychological well-being among students

of M.Sc. Zoology.

1.5 Rationale and Significance

Rationale

In this research, the authors conduct a comprehensive exploration of the happiness, peace of mind,

and psychological well-being among MSc students specializing in Physics, Botany, and Zoology.

These disciplines are known for their rigorous coursework and demanding academic environments,

which can often lead to heightened levels of stress, anxiety, and burnout. Several key factors

contribute to these challenges, including the unpredictable nature of career prospects related to these

fields, diverse and sometimes conflicting teaching styles, high expectations from academic programs,

and intense competition among peers. Each of these elements can significantly impact a student’s

psychological health, which in turn affects their overall quality of life and academic performance.

The researchers aim to delve into how these stressors influence the mental health and psychological

well-being of students enrolled in these programs. By gaining a deeper understanding of the specific

challenges faced by students, the study aspires to identify the underlying issues that contribute to

their mental health struggles.

Significance

Examining the stressors that the students encounter is crucial, considering the demanding nature of

these studies. By determining the particular pressures that these kids encounter, educational

establishments can put policies into place that will improve psychological health, increase happiness,

and foster a more encouraging learning environment—all of which will benefit students' overall

development. Additionally, this may lead to adjustments at the school regarding mental health

resources, academic workload management, and student support programs. The psychological

tension and anxiety that usually accompany students' struggles with academic responsibilities and

expectations may be successfully reduced by the deliberate development of an academic culture

characterized by open and honest communication among students. In addition to helping individual

students, these pre-emptive steps also improve the campus environment, highlighting the value of

comprehensive approaches in learning environments.

1.6 Summary

Chapter 2 – Review of Literature

2.1 Introduction

The current research studies the correlation between happiness, peace of mind, and psychological

well-being among the students of MSc. Botany, MSc. Physics, and MSc. Zoology. This chapter

reviews previous literature reviews where researchers have used similar variables to study the

correlation in different sample populations.

2.2 Review of Literature

Happiness

1. The research paper titled "Happiness: A Psycho-Philosophical Appraisal" by Shagufta Begum,

Shaista Jabeen, and Aneeqa Batool Awan explores the concept of happiness from both

philosophical and psychological perspectives. This work is valuable for understanding the multi-

faceted nature of happiness, an essential construct related to mental health and well-being, which

aligns with the interest in correlating happiness with peace of mind and psychological well-being

among college students.

The authors begin by examining historical perspectives on happiness, from ancient Greek

philosophers like Aristotle to modern positive psychology. Aristotle’s view, for instance,

emphasizes happiness as an end in itself, achievable through intellectual and moral virtues,

resonating with contemporary understandings of happiness as integral to psychological well-

being. The paper also presents other views, such as Epicurean hedonism and Russell's dichotomy

of animal versus spiritual happiness, illustrating how different approaches offer insights into

happiness’s complexity.

In the modern context, the paper discusses positive psychology’s contributions to happiness

studies, particularly Martin Seligman’s emphasis on cultivating strengths for “authentic

happiness.” This aligns with the broader goal of fostering positive states and enhancing well-

being, making this work particularly relevant for studies focused on college students, who often

navigate stressors impacting their mental health.

This paper underscores happiness as a skilful pursuit of inner peace, suggesting that college

students might enhance their psychological well-being by developing strategies to balance

desires, align actions with personal values, and maintain resilience. As such, it serves as a
 foundational reference for exploring how happiness, as a learned skill and intrinsic pursuit,

contributes to peace of mind and mental well-being in the college student demographic.

2. The paper "Does Higher Education Increase Hedonic and Eudaimonic Happiness?" by Boris

Nikolaev provides a thorough analysis of how educational attainment impacts subjective well-

being (SWB), particularly focusing on happiness, psychological well-being, and peace of mind.

Nikolaev’s study is significant for research that explores the connections between happiness,

inner peace, and psychological health, as it examines the hedonic (emotional), eudaimonic

(purpose-driven), and evaluative (life satisfaction) dimensions of SWB.

Nikolaev views subjective well-being as a multidimensional construct that encompasses not only

evaluative assessments of life but also deeply personal experiences of purpose and emotional

engagement. Using data from the Household Income and Labor Dynamics in Australia (HILDA)

survey, the study analyzes the relationships between educational attainment and various

components of SWB. One of the main findings is that higher education positively correlates with

eudaimonic and hedonic well-being. This suggests that individuals with higher levels of

education are more likely to experience a sense of purpose and positive emotions, while

experiencing fewer negative emotions. However, the relationship between education and life

satisfaction is notably weaker, indicating that life satisfaction does not increase proportionately

with educational attainment, unlike other dimensions of SWB.

Examining the mechanisms behind these findings reveals several contributing factors. Higher

education often leads to greater career satisfaction, financial stability, and social status, which are

linked to eudaimonic well-being by meeting fundamental psychological needs for autonomy,

competence, and social connectedness. However, an interesting trade-off emerges: while higher

education tends to result in more meaningful and fulfilling careers, it can also reduce free time,

potentially limiting life satisfaction. This trade-off implies that although higher educational

achievements may enhance personal fulfillment and emotional stability—key aspects of

 psychological well-being and peace of mind—they can also impose constraints on overall life

satisfaction due to increased professional and personal time demands.

Nikolaev’s study offers a valuable perspective for understanding the complex effects of

educational attainment on SWB components, particularly those related to happiness, peace of

mind, and psychological well-being. By demonstrating that while eudaimonic and hedonic well-

being benefits from higher education, life satisfaction remains relatively unchanged, the study

provides insights into how higher education fosters a nuanced interplay of psychological benefits

and demands. These findings emphasize the importance of viewing personal fulfillment and

emotional well-being as multi-layered constructs that are not always enhanced by external

achievements like educational attainment.

In summary, Nikolaev’s paper presents a balanced view of how higher education influences

certain SWB dimensions—especially eudaimonic and hedonic well-being—while its impact on

overall life satisfaction is limited. This nuanced perspective highlights the intricate ways in which

educational attainment shapes psychological well-being, happiness, and peace of mind, making

the study an invaluable resource for exploring the complex interrelationships among these

factors.

Happiness & Well-Being

3. The paper "Well-being, Happiness, and Education" by Richard Bailey critically analyses how

happiness and well-being are understood in education and policy-making. It provides valuable

insights for studies on happiness, peace of mind, and psychological well-being among college

students. Bailey discusses how the increasing focus on happiness in policies reflects a broader

trend toward addressing emotional well-being in education. He notes that well-being is now often
presented alongside traditional educational objectives as essential for students' success and

mental health.

Bailey differentiates between subjective and objective theories of happiness. He examines

hedonistic, desire – fulfilment, and eudaimonic perspectives, observing that contemporary

education policies frequently prioritize subjective well-being, which encompasses personal

satisfaction and emotional states. However, he advocates for a more nuanced, objective

perspective. The paper references the work of Richard Layard, which promotes an educational

focus on fostering qualities that enhance well-being, such as emotional intelligence and social

skills. Layard's approach aligns with eudaimonic theories that emphasize fulfilment through

meaningful engagement, rather than mere pleasure, making it particularly pertinent for college

students. These students may benefit from educational environments that support self-

development and purpose-driven learning. In his critique of the "therapeutic turn" in education,

Bailey expresses concerns that an exclusive focus on students' happiness and emotional needs

might inadvertently reduce their resilience and autonomy. He suggests that education should

strike a balance between providing emotional support and creating opportunities for students to

cultivate personal agency and intellectual growth. This perspective underscores the need to

promote not only happiness but also inner peace and resilience—key elements in studies of

psychological well-being. Bailey's work provides a foundational viewpoint on integrating

happiness and well-being into educational settings. His analysis supports the idea that

educational policies should aim to enhance students' well-being through a balanced approach that

values both personal satisfaction and meaningful, challenging engagement. For research on

college students’ happiness, peace of mind, and psychological health, Bailey’s insights highlight

the significant role education plays in fostering well-being holistically and sustainably.
4. In "Education, Happiness, and Wellbeing," Alex C. Michalos provides an in-depth exploration of

how education impacts happiness and well-being, particularly by examining different definitions

and dimensions of each concept. Michalos contends that while a narrow view of education—

limited to formal academic qualifications—has minimal influence on happiness, a broader, more

holistic view reveals substantial connections. This broader view includes non-formal and

informal educational experiences, such as skill-building outside of traditional settings, social

learning, and personal development, which together significantly impact an individual’s overall

well-being and satisfaction with life. For research into the well-being of college students,

Michalos’s analysis suggests that multiple types of learning experiences beyond formal education

can contribute to students’ happiness and psychological health.

Central to Michalos’s approach is the concept of eudaimonia, or human flourishing, originally

proposed by Aristotle. Eudaimonia extends beyond mere pleasure or transient satisfaction,

focusing instead on a sustained state of "living well and doing well." According to this view,

happiness is achieved through fulfilling one’s potential across diverse areas of life, including

intellectual, social, and moral domains. This suggests that college students' happiness and

psychological well-being may benefit from educational experiences that encourage holistic

personal development rather than just academic achievement. Experiences like volunteering,

extracurricular activities, and internships, which contribute to character-building and skill

acquisition, could thus be integral to fostering eudaimonia and enhancing students’ happiness.

Michalos further argues that education indirectly shapes well-being by fostering key life skills

that support psychological health and life satisfaction. For instance, education can increase self-

efficacy, resilience, and social connectedness, all of which are essential for managing stress,

developing meaningful relationships, and achieving a balanced life. These qualities may be

particularly relevant for college students, who often face a range of academic and social

pressures. Research into their happiness and psychological well-being could benefit from
 examining how these indirect educational benefits—like critical thinking, problem-solving, and

emotional intelligence—play a role in helping students cope with challenges and build a positive

outlook.

Additionally, Michalos notes that education’s broader benefits are often cumulative, influencing

happiness through improved physical and mental health, greater economic security, and enhanced

social integration. For instance, studies cited in the paper show that higher levels of education

correlate with lower rates of depression, better health outcomes, and an increased likelihood of

secure, fulfilling employment. These associations underline the importance of education not only

as a direct contributor to happiness but as a vital factor in building a foundation for a high quality

of life.

Ultimately, Michalos’s research underscores the importance of a robust educational experience

that emphasizes both academic learning and life skills, advocating for policies and programs that

support such comprehensive development. For research on college students’ happiness,

Michalos’s insights suggest that well-being is most effectively supported by an educational

environment that values personal growth and social contribution as much as academic success.

This view encourages the incorporation of wellness programs, social opportunities, and practical

life skills training within educational institutions to promote students' happiness and mental

health comprehensively.

5. Reddy's study investigates the multifaceted dimensions of happiness and well-being as perceived

by college students in India, highlighting key determinants and challenges related to mental

health within this demographic. Conducted with 362 students aged 18-30 from North and South

India, the research utilized quantitative scales alongside open-ended questions to capture a

holistic view of well-being. The study found that factors like leisure activities, family time, and
 institutional support significantly contribute to perceived happiness, while concerns about

relationships and self-regulation posed notable challenges.

Notably, Reddy emphasizes the role of mental health initiatives within educational settings.

Students who had access to such programs reported higher levels of life satisfaction compared to

those without access, pointing to the potential of institutional support in enhancing student well-

being. The study also shows that students’ conceptualization of happiness often centres around

immediate personal needs and interpersonal relationships rather than broader social factors. This

finding aligns with collectivist cultural values, albeit with an emerging focus on individual well-

being—a blend the study attributes to cultural shifts.

Reddy’s work is invaluable for understanding the specific needs of Indian college students and

provides a foundation for designing culturally sensitive mental health interventions. It

underscores the importance of fostering a supportive academic environment to improve overall

psychological well-being, making it relevant for institutions aiming to support students'

happiness and mental health effectively.

Peace Of Mind

6. The study conducted by Vandepitte Sophie, Claes Sara, T’Jaeckx Jellen, and Annemans Lieven

investigated how the psychological concepts of "peace of mind" and "meaningfulness" influence

subjective well-being (SWB), alongside basic and psychological needs. The authors analysed

cross-sectional data from the Belgian National Happiness Study (2018) and carried out stepwise

regression analyses to predict three components of SWB: life satisfaction, positive affect, and

negative affect. The findings indicated that basic needs, as well as feelings of autonomy and

relatedness, peace of mind, and meaningfulness, were significantly associated with life
 satisfaction. For positive affect, the significant factors included psychological needs, peace of

mind, and meaningfulness. Regarding negative affect, basic needs, psychological needs, and

peace of mind were significant, while meaningfulness did not play a role.

According to positive psychology, ‘subjective well-being’ is essentially a scientific term for

‘happiness’ and life satisfaction. This research study suggests that peace of mind and

meaningfulness contribute to improved subjective well-being. It is the first study to demonstrate

that these two factors significantly enhance SWB beyond the usual basic and psychological

needs.

The authors concluded that their findings reaffirm the relevance of several needs theories in

explaining the components of SWB and the role of universal needs. They also emphasized the

importance of considering not only basic and psychological needs but also social needs in

contributing to overall well-being. The study had several strengths, including a large sample size,

a comprehensive range of factors related to SWB, and the introduction of meaningfulness and

peace of mind as potential contributing factors. However, the authors acknowledged some

limitations, such as the use of shortened or adapted measurement scales, the cross-sectional

nature of the data, and the potential for self-report bias.

Overall, this study provides valuable insights into the factors that contribute to subjective well-

being and highlights the importance of considering psychological concepts beyond traditional

basic and psychological needs.

Peace of Mind & Psychological Well-Being

7. Du and Liu's study of the association of gratitude, positive reappraisal, peace of mind, and

psychological well-being in Chinese college students underlines the importance of such positive
psychology constructs regarding the student's well-being within a high-pressure environment of

academic settings.

In line with the findings in other populations, this study established a positive association of

gratitude with better mental health outcomes - greater life satisfaction, happiness, and lesser

depression and anxiety - among college students. Gratitude has been demonstrated to have a

direct, significant effect on psychological well-being among college students. This fits with the

prior research that reported a positive association between gratitude and well-being among

students from diverse backgrounds. Another coping strategy that has been documented to

improve psychological well-being is positive reappraisal, which is defined as reappraising

stressful experiences in a more favourable light. The results of this study indicate that positive

reappraisal is an important form of coping with academic adversity among students because it

might protect against negative emotions and promote resilience. This in turn may positively

impact well-being through increased students' perceived self-efficacy and control as well as

ability to make meaning under the conditions of academic pressure. In addition to the direct

influence of gratitude and positive reappraisal, the results of the current study point to the fact

that the constructs also possess significant indirect effects on well-being via peace of mind.

This leads to the importance of peace of mind, which has factors of gratitude and positive

reappraisal as crucial for the psychological well-being of college students. Overall, the results of

this study add to the understanding of the role positive psychology constructs play in enhancing

the well-being of students in educational settings. The results of the study will guide the

development of targeted interventions to address gratitude, positive reappraisal, and peace of

mind among college students' mental health and flourishing.

Psychological Well-Being
8. The paper, "Psychological Wellbeing among College Students" by P. Udhayakumar and P. Illango

studies the psychological well-being of undergraduate students. It emphasizes how factors such

as anxiety, self-control, and general health correlate with overall mental well-being. Conducted

among students in Tamil Nadu, India, this study provides valuable insights for understanding the

links between happiness, peace of mind, and psychological well-being, revealing the various

factors that impact students' mental health and the extent to which they experience positive

affective states like happiness.

The study begins by framing psychological well-being as a combination of positive affective

states, such as happiness, along with effective functioning in life. It identifies a growing

prevalence of mental health issues among students, particularly concerning anxiety, depression,

and stress. Researchers highlight several stressors faced by students, including academic

pressures, separation from home, and the transition to college life. These pressures, combined

with uncertainty about the future, exacerbate psychological challenges, leading to higher levels of

anxiety and depression among students. Additionally, anxiety and depression are often linked to

unhealthy behaviors, such as physical inactivity and poor dietary habits, further impacting well-

being.

Utilizing the Psychological General Well-Being Index (PGWBI), the study evaluates six sub-

dimensions of well-being: anxiety, depressed mood, positive well-being, self-control, general

health, and vitality. Results indicate that a majority of students report high levels of anxiety and

depressed mood while showing moderate to high scores in self-control and general health. These

findings highlight the complexity of students' experiences; despite facing mental health

challenges, many exhibit resilience through self-control and maintain relatively stable health

metrics. The presence of both positive and negative indicators of well-being reveals that

happiness and peace of mind are not solely reliant on the absence of distress but also on the

presence of psychological strengths.

One significant finding of the study is the influence of demographic factors, such as domicile and

gender, on well-being outcomes. For instance, students from urban areas generally report higher

levels of positive well-being and overall psychological well-being compared to their rural

counterparts, who experience higher levels of anxiety. Gender also plays a role, with female

students reporting higher scores for depressed mood but showing higher positive well-being

scores than male students. This demographic analysis provides valuable context for

understanding the diversity in students' mental health experiences and suggests that well-being

interventions may benefit from being tailored to specific groups based on their unique needs and

backgrounds.

The study’s correlational analysis demonstrates a positive relationship between general health

and both self-control and mental health indicators (anxiety and depressed mood). This suggests

that general health—a key component of overall well-being—serves as a foundation that supports

students' resilience against mental health issues. Moreover, vitality, which measures students’

energy levels, positively correlates with anxiety and self-control, indicating that a lack of vitality

may worsen mental health challenges. The overall psychological general well-being score also

correlates positively with these sub-dimensions, affirming that well-being is multidimensional,

with facets like happiness, peace of mind, and resilience interconnected.

In conclusion, Udhayakumar and Illango’s research highlights the necessity for targeted mental

health interventions in colleges to assist students in managing anxiety, depression, and other

psychological challenges. By identifying key areas such as self-control and general health as

integral to students' mental well-being, the study offers a framework for supporting college

students in cultivating both peace of mind and happiness. The findings indicate that a supportive

environment, which may include counseling resources, stress management workshops, and peer

support systems, can significantly enhance students' abilities to navigate academic and social

pressures effectively.
 This study is instrumental for research on the correlation between happiness, peace of mind, and

psychological well-being, providing evidence that peace of mind is not simply a state free from

distress but is actively shaped by resilience, self-control, and physical health.

Theories

9. PERMA Theory of Well-being

The PERMA Theory of Well-being, developed by Dr. Martin Seligman, is a framework that helps

explain the different dimensions of human happiness and fulfilment. PERMA is an acronym standing

for Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment—five core

elements that, according to Seligman, contribute to our overall well-being and life satisfaction.

Following are the elements and how they work individually and together to build a resilient life.

1) The first element, Positive Emotions, is about experiencing pleasure, comfort, warmth, and

other pleasant feelings. While it includes happiness, it isn’t limited to just that one emotion; it

also covers a range of positive emotional experiences, from joy to gratitude to contentment.

Positive emotions are like the fuel that makes us feel good and keeps us moving forward.

However, Seligman emphasizes that well-being is not about feeling positive all the time but

rather about having a balance that allows us to enjoy and appreciate life.

2) Next is Engagement, which refers to the state of being deeply absorbed in activities that fully

capture our attention and use our strengths. This is sometimes described as a "flow" state,

where one becomes so immersed in an activity that they lose track of time and even of

themselves. Engagement is crucial for well-being because it allows us to feel deeply involved

in what we’re doing, whether it’s working on a project, playing a sport, or pursuing a hobby.
 By engaging in activities that we find personally significant, we can experience a sense of

connection to something larger than ourselves, fostering resilience and satisfaction.

3) Relationships form the third component of PERMA and highlight the importance of social

connections. Human beings are inherently social, and having close, positive relationships is

critical for well-being. Whether it’s family, friends, colleagues, or even community groups,

relationships provide a support system that can help us navigate life’s challenges.

Relationships also offer a source of joy, companionship, and encouragement, which are

essential for psychological resilience. According to Seligman, people with strong social

bonds tend to be healthier and happier, as relationships provide us with a sense of belonging

and purpose.

4) Meaning, the fourth element, involves having a sense of purpose or a feeling of belonging to

something greater than oneself. This could be found through spirituality, community

involvement, family, work, or personal passions. Having meaning in life gives us a reason to

get up each morning and motivates to keep going, even during difficult times. It’s about

understanding how our actions contribute to the greater world and recognizing that our lives

have significance beyond just our individual experiences.

5) Finally, Accomplishment represents the sense of achievement and success that we

experience when we pursue and reach our goals. Accomplishment is about more than just

winning or achieving fame; it’s about setting personal goals, working towards them, and

feeling a sense of pride when they’re achieved. This feeling of mastery and accomplishment

can boost confidence, build resilience, and provide a lasting sense of fulfilment. Seligman

argues that striving for personal success, however modest, plays a vital role in building a

satisfying life.

Seligman’s model emphasizes that these five elements are not optional but essential and

interconnected, creating a framework that encourages people to engage with their own lives more
 deeply. Just as each component contributes individually, the synergy among them amplifies our

sense of well-being in profound ways. For example, someone might derive meaning from their

relationships or find positive emotions in their sense of accomplishment. This interconnectedness

suggests that a well-rounded, flourishing life requires us to nurture each area actively.

The PERMA Theory of Well-Being is not only theoretical but practical, offering clear, actionable

insights. By focusing on developing Positive Emotions, finding engaging activities, building

strong relationships, seeking Meaning, and achieving personal Accomplishments, people can

enhance their overall quality of life. Rather than prescribing a one-size-fits-all approach, PERMA

invites individuals to explore and identify what brings them true satisfaction and joy, making the

pursuit of well-being a personal, dynamic, and lifelong journey.

10. Appraisal Theory

Appraisal Theory is a psychological theory that explores how emotions are formed and

influenced by our evaluations of events. Proposed initially by psychologists like Richard Lazarus

and later expanded by others like Klaus Scherer, the theory suggests that our emotions are not

direct reactions to events but are shaped by our particular interpretations of those events.

According to Appraisal Theory, this appraisal process can determine the specific type and

intensity of the emotion experienced.

The process involves several key elements:

1. Primary Appraisal: This is an initial, often subconscious, assessment where we decide if an

event is relevant to us and whether it has a positive, negative, or neutral impact. For example,

if a friend criticizes us, we might first appraise this as a potential threat to our self-esteem.
2. Secondary Appraisal: After determining the relevance of an event, we assess our ability to

cope or respond to it. This involves evaluating our resources and options to manage the

situation. In the example of the friend's criticism, we might consider whether we have enough

confidence or self-worth to deal with the situation or if it will negatively affect us.

3. Re-appraisal: This is a potential follow-up stage where, upon re-evaluation, we may change

our emotional response based on new information or a reassessment of the event's

significance. Re-appraisal can reduce the emotional impact of the event, like when we find

out our friend’s comment was meant to be constructive rather than hurtful.

Appraisal Theory outlines several dimensions that influence emotions:

 Novelty: How unexpected or familiar is the event

 Pleasantness: Is the event perceived as positive or negative?

 Goal Significance: Does the event help or hinder personal goals?

 Agency: Who or what is responsible for the event?

 Certainty: How predictable or controllable is the event?

 Control: How much control do we have over the situations?

Appraisal Theory helps explain individual differences in emotional responses to the same

situation. For example, two people facing a job interview may experience completely different

emotions (excitement vs. anxiety) based on how they appraise the situation. This theory also

provides insights into emotional regulation, as people can potentially reappraise situations to

change their emotional reactions—an approach often used in therapeutic settings like cognitive-

behavioural therapy (CBT).

 Appraisal Theory emphasizes that emotions like happiness and peace of mind aren’t caused

solely by external factors but by how individuals perceive and evaluate those factors. In a college

context, one student might find exams stressful and overwhelming, leading to decreased

happiness and well-being, while another might see them as manageable challenges, preserving

their peace of mind. By focusing on students’ appraisals, the researcher could identify specific

perceptions and thought patterns that correlate with higher levels of happiness and peace.

College students face numerous stressors (academic pressure, social dynamics, future

uncertainty), but not all students appraise these stressors the same way. By considering the

Appraisal Theory, students who report higher psychological well-being are appraising their

stressors differently—perhaps seeing them as growth opportunities rather than threats. This could

point to effective coping mechanisms or cognitive approaches that help maintain well-being.

The theory's dimensions, such as control, agency, and goal relevance, offer concrete factors that

could correlate with this research’s variables (happiness, peace of mind, mental well-being). For

example, students who feel more control over their academic and personal lives might report

higher levels of happiness and peace. Examining these dimensions in surveys or interviews could

provide a structured way to connect students’ appraisals with their psychological outcomes.

11. Broaden and Build Theory

The Broaden and Build Theory of Positive Emotions, proposed by Barbara Fredrickson, presents an

innovative perspective on how positive emotions aid in human development and resilience. In

contrast to negative emotions, which tend to narrow our focus and provoke immediate, survival-

based behaviours, positive emotions expand our range of cognitive and behavioural options.

Experiencing feelings such as joy, interest, or love makes individuals more receptive to fresh ideas,
creative pursuits, and social interactions. This broadening effect enhances adaptability and equips

people to face a wider variety of challenges and opportunities.

Central to this theory is the idea that positive emotions are not just pleasurable but are crucial for

personal development. Fredrickson argues that positive emotions expand one’s "thought-action

repertoires," which refer to the immediate cognitive and behavioural choices one can make in a

particular context. For example, joy fosters playfulness and imaginative thinking, interest encourages

exploration and learning, and contentment supports reflection and savouring experiences. These

broadened possibilities allow individuals to engage with their surroundings in ways that cultivate

lasting resources, including social connections and cognitive abilities.

These resources are long-lasting, meaning they remain accessible for future use well after the initial

positive emotion has dissipated. Activities prompted by positive feelings often include exploration,

social interaction, or skill development, leading to enduring advantages. For instance, play enhances

physical and social abilities, exploration increases knowledge, and meaningful relationships

strengthen support networks. Over time, these resources contribute to greater resilience, enabling

individuals to recover from setbacks and manage stress more effectively.

A crucial element of the Broaden and Build Theory is the capacity of positive emotions to counteract

the physiological effects of negative emotions, aiding quicker recovery. For example, following a

stressful event, feelings such as contentment or joy can reduce stress markers like heart rate and

blood pressure. This counteracting effect not only lessens the immediate consequences of stress but

also fosters a psychological environment conducive to broader, more adaptable thinking, which can

facilitate improved problem-solving and emotional regulation.

The theory further postulates that positive emotions contribute to a cycle of psychological resilience,

where heightened resilience leads to more frequent positive feelings, creating what Fredrickson

terms an “upward spiral” of well-being. Within this upward spiral, positive emotions cultivate
personal resources, which facilitate subsequent positive emotions, nurturing a lasting sense of well-

being and emotional strength. Research indicates that resilient individuals often generate positive

emotions even during challenging circumstances, reinforcing the theory’s assertion that resilience is

both a consequence and a catalyst of positive emotions.

Substantial empirical evidence bolsters the Broaden and Build Theory. Studies indicate that

individuals experiencing positive emotions demonstrate broader, more creative thinking, enhanced

problem-solving abilities, and improved social connectivity. These findings imply that the effects of

positive emotions may activate brain processes associated with dopamine, a neurotransmitter linked

to motivation and reward. Furthermore, research shows that those who nurture positive emotions

recover faster from difficulties and are more adept at developing psychological resources over time.

In conclusion, the Broaden and Build Theory highlights the significant function of positive emotions

in fostering human flourishing. Rather than merely reflecting well-being, positive emotions play an

active role in its promotion, creating a solid foundation for resilience, personal development, and

social relationships. This transformative power of positive emotions illustrates their essential role in

not only achieving happiness but also in nurturing long-term well-being and strength.

2.3 Summary

Chapter 3 – Methodology

III.1 Introduction to Methodology

In this research, a correlational study has been implemented to explore the relationships between

happiness, peace of mind, and psychological well-being among M.Sc. students of botany,

zoology, and physics departments. For this research, the researchers use a stratified sampling
 method through which 30 students have been selected from modern college Pune. The

methodology combines both quantitative and qualitative data analysis, with data collected

through well-established standardized scales for each variable and semi-structured questionnaire.

III.2 Variables under study

3.2.1 Operational Definition

3.2.1.1 Happiness

The Oxford Happiness Questionnaire (OHQ) defines happiness as a combination of three main

psychological components:

Positive affect: The frequency and intensity of positive emotions or joy

Life satisfaction: The average level of satisfaction over a period of time

Absence of negative feelings: The absence of negative emotions, such as anxiety and depression

3.2.1.2 Peace of Mind

The Peace of Mind Scale (PoMS) operationalizes peace of mind as a state of internal peace and well-

being, characterized by the following feelings and absence of feelings:

Presence of: Feelings of peace, stability, contentment, and comfort

Absence of: Anxiety and uneasiness

3.2.1.3 Psychological Well-being

The Warwick Edinburgh Mental Well-Being Scale (WEMWBS) is a measure of subjective well-

being and assesses eudemonic and hedonic aspects of well-being.

3.3 Research Design

The researchers took a correlational approach to the study, aimed at exploring the intricate

relationships among three key variables: happiness, peace of mind, and psychological well-being,

specifically within a population of M.Sc. students. To ensure the data collected was representative of

different subgroups within the student body, a stratified sampling method was carefully

implemented. This approach allowed for a more nuanced understanding of how each subgroup may

experience these variables differently.

Primary data were gathered using structured questionnaires, which were designed to measure the

levels of happiness, peace of mind, and psychological well-being among participants. The primary

focus of the analysis was on quantitative data, enabling the researcher to calculate and assess the

correlations among these variables statistically. However, the study also included qualitative

responses, which served to provide contextual insights and enhance the interpretation of the

quantitative findings.

The data collected were descriptive in nature, allowing the researcher to present a comprehensive

overview of the participants' experiences and perceptions. By integrating both quantitative and

qualitative analysis methods, the study aimed to provide a well-rounded interpretation of the

relationships between happiness, peace of mind, and psychological well-being. Ultimately, the

findings of this study reveal significant correlations among these variables, highlighting their

interconnectedness and potential implications for the mental health of M.Sc. students.
3.4 Hypotheses

i. There will be no correlation between happiness and peace of mind among students of

M.Sc. Physics.

ii. There will be no correlation between Happiness and psychological well-being among

students of M.Sc. physics

iii. There will be no correlation between Peace of mind and psychological well-being

among students of M.Sc. Physics

iv. There will be no correlation between happiness and peace of mind among students of

M.Sc. Botany

v. There will be no correlation between Happiness and psychological well-being among

students of M.Sc. Botany.

vi. There will be no correlation between Peace of mind and psychological well-being

among students of M.Sc. Botany

vii. There will be no correlation between happiness and peace of mind among students of

M.Sc. zoology.

viii. There will be no correlation between Happiness and psychological well-being among

students of M.Sc. Zoology

ix. There will be no correlation between Peace of mind and psychological well-being

among students of M.Sc. Zoology

3.5 Sample

The total sample was composed of modern college students from pune which is considered an urban

area. The ages of the participants ranged from 21 to 26. There were 23 female and 07 male

participants in the study. In terms of the academic year level, the sample consisted of 2 physics 1st

year, 3 physics 2nd year, 5 botany 1st year, 9 zoology 1st year, 11 zoology 2nd year.
3.6. Tools

3.6.1 Happiness

For this variable, the researchers have used the Oxford Happiness Questionnaire which was

developed by Michael Argyle and Peter Hills to measure the Happiness of the sample population.

The Psychometric properties of this questionnaire are as follows:

 Oxford happiness questionnaire.

1) Reliability:

a) Internal consistency (Cronbach's alpha): 0.91

b) Test-retest reliability – Good Test-retest reliability established over time.

2) Validity:

a) Construct validity – High correlation with similar test

b) Convergent validity – Positive correlation

3.6.2 Peace of Mind

For this variable, the researchers have used the Peace of Mind scale to measure the peace of Mind of

the sample population. The authors of this scale are Xianglong Zhang (Beijing Normal University),

Shuai Chen (Beijing Normal University), Jingjing Tom Hwang (University of Southern California),

Michael Harris Bond (Hong Kong Polytechnic University), Shuqiao Yao (Central South University,

China). The psychometric properties of this scale are as follows:

 Peace of Mind Scale:

1) Reliability:

a) Internal Consistency (Cronbach’s alpha) 0.85 - 0.92

b) Test-retest reliability - above 0.70

2) Validity:

a) Construct validity: Correlates well with other measures of positive mental state

b) Convergent Validity - High correlation with measures like satisfaction with life scale

3.6.3 Psychological Wellbeing

For this variable, the researchers have used the Warwick-Edinburgh Mental Well-being scale, to

measure the well-being of their sample population. As the name suggests, the authors of this scale are

Warwick and Edinburgh. The psychometric properties for this scale are as follows:

 Warwick – Edinburgh Mental Wellbeing Scale

1) Reliability:

a) Internal consistency – 0.89 - 0.91

2) Test-retest reliability:

a) 0.81 over 1-week period

3) Validity:

a) Construct validity – Good

b) Convergent validity – High correlation with similar scales.

3.7 Procedure for Data Collection

This study employs a comprehensive mixed-methods approach that integrates both quantitative

surveys and qualitative questionnaires to gain a nuanced understanding of the psychological states of

master's students in science at Modern College. The target population for this research encompasses

all master's students enrolled in the science programs at the institution.

To ensure a diverse representation of participants from various academic faculties and year levels, a

stratified random sample of 30 students was carefully selected. This sampling method was employed

to capture a wide range of experiences and perspectives among the students.

A meticulously designed structured questionnaire was utilized to gather quantitative data pertaining

to students' levels of happiness, peace of mind, and overall psychological well-being. The survey

incorporated a variety of question types, including Likert-scale questions, which enabled respondents

to express the degree of their feelings on specific statements, as well as multiple-choice questions

that offered preset options for answers.

To gain deeper qualitative insights, a semi-structured questionnaire was developed. This instrument

included open-ended questions specifically aimed at prompting participants to articulate their

thoughts and feelings regarding happiness, peace of mind, and psychological well-being in a more

expansive manner. This format allows participants the freedom to provide rich, detailed responses

that can highlight individual experiences and perspectives.

Surveys were administered through an offline platform to facilitate direct interaction between

researchers and participants. The survey forms were presented to the students in person, allowing

them to complete the questionnaires while being observed by researchers. This method ensured that

participants could ask any clarifying questions and received immediate assistance if needed.

The semi-structured questionnaires were distributed alongside the structured survey forms. To

enhance participant convenience and increase response rates, individuals were given the option to
schedule a time slot that suited their availability for filling out the forms. This flexibility was

important in acknowledging the varying schedules of master's students, who often balance academic

and personal responsibilities.

Prior to participation, informed consent was obtained from all participants. Each individual received

a detailed consent form that explained the study's objectives, outlined the procedures involved,

emphasized their right to withdraw at any point without consequence, and provided assurances

regarding the confidentiality of their data. Only those participants who explicitly consented to

partake in the study were included in the research analysis.

All collected data was securely stored by the research team. To protect participant anonymity,

identifiers were removed from the qualitative data during processing. The quantitative survey

responses were exported to both Excel and SPSS software for rigorous statistical analysis, which

allowed for the exploration of correlations and trends within the data. Meanwhile, the semi-

structured questionnaires were analyzed manually through thematic coding, a process that involved

identifying and categorizing emerging themes related to happiness, peace of mind, and psychological

well-being. The results of this thematic analysis were organized and stored in Excel for further

examination and reference.

Overall, this study aims to shed light on the psychological factors influencing the well-being of

master's students in the sciences, providing valuable insights into their experiences and challenges

during their academic pursuits.

3.8 Plan for Statistical Analysis

This research includes the correlational studies between happiness, peace of mind, and psychological

well-being within the population MSc. Botany, Zoology, and Physics. The null hypothesis has been

selected for this research. Through the method of stratified sampling, 30 participants were selected.
The scales for each variable, that is, the Oxford Happiness Scale for the Happiness variable,

the Peace of Mind scale for the Peace of Mind variable, and the Warwick-Edinburgh Mental

Wellbeing Scale for the Psychological well-being variable have been used to collect data from those

participants.

To compute the analysis, the researchers used the SPSS Software. For the Quantitative Data,

Descriptive statistics was used to find the Mean, Median, Mode, Skewness, and Kurtosis, the

researchers also obtained the range and standard deviation for the spread of the data. For the test of

normality, Kolmogorov-Smirnov and Shapiro-Wilk tests were implemented. In the Correlational

Analysis, since the researchers want to explore the correlation between the variables Happiness,

Peace of Mind, and Psychological Well-Being, Spearman correlational analysis has been used as the

data was not distributed normally on the Normal distribution curve. As the hypothesis for this

research was null, the data was computed with a two-tailed significance.

By using well-established scales and through SPSS, the researchers conducted an in-depth statistical

analysis to describe the data and assess relationships among the variables. Given the significance of

these results, future research could explore these relationships with larger, more diverse samples, and

examine other contributing factors that may further explain the linkages between these variables in

academic settings.

3.9 Summary

This research presents a correlational study that investigates the relationships between happiness,

peace of mind, and psychological well-being among M.Sc. students in the botany, zoology, and

physics departments. Employing a correlational research design, the study integrates both

quantitative and qualitative methods. Quantitative data have been gathered using standardized scales,

including the Oxford Happiness Questionnaire, the Peace of Mind Scale, and the Warwick-
Edinburgh Mental Well-being Scale. This quantitative data has been analysed using SPSS Software.

Additionally, qualitative data were collected through a semi-structured questionnaire that consisted

of both open-ended questions and multiple-choice questions, thereby facilitating thematic coding.

This mixed-method approach provides a comprehensive understanding of the intricate relationships

among these psychological variables. The findings from this research contribute to a deeper insight

into the overall well-being of students.

CHAPTER 4 – Result and Discussion

4.1 Introduction

4.2 Descriptive Statistics

The descriptive analysis of the three variables—OHQ (happiness), POM (peace of mind), and MWS

(psychological well-being)—provides insight into the central tendencies and distributional patterns in

the sample data. The OHQ scores, reflecting levels of happiness among participants, show a mean of

127.77 and a median of 129.5, suggesting a relatively high level of happiness across the group. The

standard deviation of 14.736 indicates moderate variability, meaning that happiness levels do vary

but remain around the higher end of the scale for most participants. Additionally, with a skewness of

-1.022, the OHQ scores are slightly left-skewed, indicating a concentration of higher happiness

scores among participants. The range for OHQ, extending from 81 to 156, reveals a broad spectrum

of happiness, capturing varying experiences of happiness within the sample.

In contrast, the POM variable, representing peace of mind, has a mean score of 25.6 with a narrower

standard deviation of 3.962, suggesting less variability than seen in happiness levels. The median of
25.5 aligns closely with the mean, indicating a nearly symmetrical distribution for POM scores. This

is further supported by a low skewness value of 0.244, which hints at a near-normal distribution of

peace of mind scores in the sample. The range of POM, between 18 and 35, is also much narrower

than that of OHQ, signifying a more consistent level of peace of mind among participants. This data

suggests that while happiness levels vary considerably, peace of mind is relatively stable, reflecting a

more universally shared experience within the sample group.

For MWS or psychological well-being, the mean is 52.03, with a standard deviation of 7.582,

reflecting moderate variability in psychological well-being scores. The median of 53, combined with

skewness of -0.660, suggests a slight left skew, indicating that participants report relatively high

levels of psychological well-being overall. The range of MWS scores, spanning from 33 to 64,

captures a moderate diversity in psychological well-being, though less extreme than seen in

happiness scores. This moderate variation in MWS could point to differing levels of perceived

psychological health and coping mechanisms within the group.

When examining the correlation analysis through Spearman's rho, several noteworthy relationships

emerge among these variables. Happiness (OHQ) and peace of mind (POM) exhibit a strong positive

correlation (rho = 0.598, p < 0.001), indicating that as participants’ happiness increases, so does their

peace of mind. This suggests a robust interdependence between the two, implying that improvements

in happiness are likely to foster a greater sense of calm and vice versa. Similarly, the correlation

between OHQ and MWS (rho = 0.520, p = 0.003) is statistically significant, highlighting that

individuals with higher happiness scores also report better psychological well-being. This connection

between happiness and psychological health is logical, as emotional well-being can substantially

enhance one’s overall mental health.

The relationship between POM and MWS, however, presents a weaker positive correlation (rho =

0.352, p = 0.056), which is not statistically significant at the 0.05 level. While there is a positive
association, it suggests that peace of mind and psychological well-being are only somewhat related

in this sample. This may indicate that while inner peace supports mental well-being, the relationship

is not as strong as the one’s happiness shares with either variable. In sum, the findings reflect that

happiness is closely interlinked with both peace of mind and psychological well-being, underscoring

its central role in promoting positive mental health outcomes among individuals.

4.3 Correlation

In this research, we examined the relationships among three variables: Happiness, Peace of Mind,

and Psychological Well-Being, using Spearman's rho, a nonparametric measure of correlation. The

results showed a moderate positive correlation between Happiness and Peace of Mind (correlation

coefficient r = 0.598, p < 0.001). This indicates that as happiness levels rise, peace of mind also tends

to increase. This relationship is statistically significant at the 0.01 level, highlighting a strong

association between these two variables.

Additionally, there is a positive correlation between Happiness and Psychological Well-Being

(correlation coefficient r = 0.520, p = 0.003), which is also significant at the 0.01 level. This suggests

that higher levels of happiness are associated with higher psychological well-being. However, the

correlation between Peace of Mind and Psychological Well-Being is weaker (correlation coefficient r

= 0.352, p = 0.056) and is not statistically significant at the 0.01 level. This implies that while

Happiness is positively associated with both Peace of Mind and Psychological Well-Being, the latter

two variables do not have a strong connection in this dataset.

These findings emphasize the central role of Happiness in influencing both Peace of Mind and

Psychological Well-Being, although Peace of Mind may not significantly impact psychological well-

being. This complex relationship offers valuable insights for psychological studies on well-being,
suggesting targeted approaches that consider how happiness independently contributes to other

aspects of mental health.

4.4 Result

 Descriptive table

Happiness Peace of mind Psychological well being

N Valid 30 30 30

Missing 00 00 00

Mean 127.77 25.60 52.03

Median 129.50 25.50 53.00

Mode 118a 25a 53

Skewness -1.022 .244 -.660

std . error of skewness .427 .427 .427

Kurtosis 2.641 -.115 .234

std . error of kurtosis .833 .833 .833

Minimum 81 18 33

maximum 156 35 64

 Non-parametric table

Correlation table:
 Happiness Peace of Psychological
mind well being

Spearman’s Happiness Correlation 1.000 .598** .520**

rho coefficient

Sig. (2-tailed) <.001 .003

N 30 30 30

Peace of mind Correlation .598** 1.000 .352

coefficient

Sig. (2-tailed) <.001 .056

N 30 30 30

Psychological Correlation .520** .352 1.000

well-being coefficient

Sig. (2-tailed) .003 .056

N 30 30 30

4.5 Discussion

The connections among happiness (OHQ), peace of mind (POM), and psychological well-being

(MWS) offer valuable insights into how these aspects of mental health relate to one another, each

contributing to our overall sense of well-being.

Firstly, the relationship between happiness (OHQ) and peace of mind (POM) is strong and

statistically significant, with a Spearman’s rho of 0.598 (p < 0.001). This indicates that individuals

who experience higher levels of happiness also tend to have greater peace of mind. In practical

terms, this suggests a close interrelationship between happiness and peace of mind, where an

increase in one often corresponds with an increase in the other. This correlation emphasizes the

potential benefits of addressing both happiness and peace of mind in therapeutic settings. By
focusing on one aspect, we may naturally improve the other, leading to a more fulfilling and stable

emotional life.

The connection between happiness (OHQ) and psychological well-being (MWS) is also significant.

Research shows a moderate-to-strong positive correlation, with a Spearman’s rho of 0.520 (p =

0.003). This means that when people report feeling happier, they tend to experience better

psychological well-being. It's important to note that happiness isn’t merely about feeling good in the

moment. While peace of mind primarily emphasizes the absence of stress and anxiety, psychological

well-being presents a more comprehensive understanding of mental health. This correlation suggests

that happiness plays a crucial role in enhancing our overall mental health, reaching beyond fleeting

moments of joy to deeper feelings of fulfillment and resilience. Moreover, this strong link between

happiness and well-being aligns with broader psychological theories, which suggest that

experiencing a high level of positive emotions generally equips us better to handle stress, build

healthy relationships, and pursue our goals—essential ingredients for a fulfilling life.

The correlation between peace of mind (POM) and psychological well-being (MWS), however, is

not significant, with a Spearman’s rho of 0.352 and a p-value of 0.056. This lower correlation

suggests that peace of mind and psychological well-being, though positively associated, may

function more independently from each other than in relation to happiness. Peace of mind could be

considered more of an immediate, subjective experience of calm and contentment, while

psychological well-being is a broader construct that includes aspects of personal growth, purpose,

and autonomy. This finding implies that while an individual with high peace of mind may experience

some psychological benefits, these benefits might not significantly impact their overall psychological

well-being. In other words, achieving inner calm may not necessarily translate to deeper dimensions

of well-being, such as a sense of purpose or personal growth. However, since the correlation remains

positive, it indicates that fostering peace of mind may still provide incremental benefits to
psychological health, particularly in reducing stress-related disturbances, which can support a

balanced mental state.

Based on the qualitative data collected from the participants, the researchers found that although

many participants mentioned having various hobbies and stated that they engage in some form of

exercise in their daily lives, they did not recognize these activities as forms of self-care. This

phenomenon may have negatively affected the overall well-being of the students, which in turn could

have impacted their test results.

The researchers collected additional qualitative information that may have impacted the test results

for happiness, peace of mind, and psychological well-being. This includes factors such as the number

of hours of sleep the participants receive, the time spent commuting to and from college, whether

they are working jobs alongside their college coursework, and the level of strain that these

responsibilities may cause. All these factors have

4.6 Summary

In summary, the strongest relationships in this analysis are found between happiness and both peace

of mind and psychological well-being, with happiness appearing to be a core component influencing

both variables. Peace of mind, while beneficial, has a weaker connection with psychological well-

being, suggesting it may serve a more supportive role rather than a foundational one in achieving

overall psychological health. These findings underscore the value of fostering happiness as a

pathway to both a peaceful and psychologically enriched life. They also suggest that while peace of

mind is important, its influence on deeper well-being dimensions may be limited compared to

happiness. This data could be valuable for designing interventions aimed at promoting mental health,

as it highlights the unique and overlapping contributions of happiness, peace of mind, and

psychological well-being to overall life satisfaction and mental stability.

CHAPTER 5 – Summary, conclusion, and Suggestions

5.1 Summary

5.2 Conclusion (conclude what is the significant result)

5.3 Implications

5.4 Limitations

5.5 Suggestions for further study