The question of why some people are happier than others is of a great significance to both practical situational applications in the society, as well as for the theoretical and philosophical reasons of gaining knowledge. The answers and the response from the question of why given people seem to be happier than others; should form a central comprehensive part and aspect of psychology, as the reasons and factors behind happiness up to this moment remain a subject faced by a great disparity of ideas and views (Argyle, 2002).
From a construal theoretical model of happiness; the proponent argues that numerous aspects of the inspirational and cognitive processes that an individual assumes, to a great extent determine the level of objective development of happiness and wellbeing. From this theoretical model of the construction and assumption of happiness; it is evident that for one to get a comprehensive understanding of how and why some individuals seem or are really happier than others. Here It is important to comprehend the inspirational, motivational and cognitive practices that aid the development, maintenance and improvement of a lasting transient disposition and happiness. Based on this theoretical model; the proponent has greatly emphasized the role of psychological practices like conflict reduction, social relativism, self consciousness, individual judgment and the personal view of circumstances and issues. From practical analysis of highly happy and desperately unhappy people; it has been evident that these different classes greatly differ structurally in the various areas of inspirational and cognitive strategies applied from within (Botton, 2006).
The answer to why some people are much happier is really elusive, as to some people happiness seems an ever being condition despite of what happens to them in their life. From a close analysis of these individuals that have established a point of serenity and satisfaction; their measure of happiness seems to revolve around a given amount of happiness. This happens and takes place in a way close or related to the weight set point; which changes but just revolving around a certain specific figure or amount despite the effort to change it for the individual views, of it being under or excessive. From a study carried out that emphasized on the tracking of individuals who had won in lotteries; it was clear that money is not the magic ticket to happiness. This is because within a year or more these fortunate winners fell-back to on average the same extent of happiness they experienced before they won. This still happened to be the case for persons who developed full disability; as within an average period of a year of being troubled or distressed about their disabled nature they fell back to their initial point of happiness. From further study it was confirmed that whatever the experiences befalling individuals positive or negative; they returned to the specific happiness set-point. However some cases that from the study proved to take longer than the average period of recovery include; the loss of a marriage partner; persistent joblessness and severe poverty (Dunn, 2009).
However the question that comes up from the set-point notion of happiness is; what part of that happiness is natural borne and how much of it is developed or achieved through nurture. A research done in the 1980s regarding the investigation of happiness extents of identical twins that had been fostered and raised apart from each other. After comprehensive extensive testing; it was clear that on average 50% of an individuals’ happiness set-point is inborn, while the remaining 50% is learned through upbringing and nurturance. From this it is clear that the rationale behind why some people move around cheerful and jovial is that; they were naturally born being like that while the remaining part is established by their feelings, emotions, opinions, beliefs and the reaction they render to life experiences (Edelman, 2006).
More recent studies have confirmed the findings of this study carried out in the 1980s; indicating that 50% of the happiness in individuals can be attributed to their genetics. However from the recent studies it was stunningly evident that out of the remaining 50% of happiness that is acquired; only approximately 10% of the average happiness level is determined by conditions like the level of wealth, job and social status; and the marital status assumed by an individual. From the study it was evident that the remaining 40% of our average happiness level-ground, is built upon and dictated by the routine thoughts and world views; feelings and emotions; words and talk one is exposed to; and lastly the actions and reactions that the individual assumes. This study therefore led to the establishment of a conclusion that it is possible for individuals to elevate the average happiness level possessed. From this conclusive fact it was evident that, one can either work consciously or unconsciously to reprogram their level of happiness average point; to both a higher or lower level of wellbeing, peace and serenity in life (Gilbert, 2008).
From the establishment that the levels of happiness in individuals can be altered from conscious or unconscious effort has led to a change of the views of what had been previously believed almost wholly. From previous views to do with happiness, it was clear that an individual unendingly pursues happiness through getting the things they assume will make them happier like beauty, a good career, and wealth among others. However contrary to these views it was definite that as an attempt to improve or increase the level of happiness; one only has to alter their happiness average-point. As a justification for this view; it was conclusive from recent research that authentic happiness comes from nothing that can be defined in definite terms like wealth, education and relationships (Schlock, 2006).
The findings discussed will be related with Eriksson’s psychological development model; so as to identify whether the different levels of happiness possessed by different individuals can be attributed to or related to the psychological development of an individual. According to this theory, personality develops in course of stages based on the impact and influence of social experiences across an individual’s lifetime. One of the major aspects of this theory is the development of the ego distinctiveness. According to this theory ego distinctiveness is the cognizant sense of who an individual is, which is developed through encounters, experiences and interactions. Based on this theoretical model, the ego sense of self is always shifting in relation to the knowledge, experiences and interactions gained from daily dealings with others (Scott, 2007).
According to the proponent a sense of proficiency also fuels actions, behavior and the sense of self. Based on this theory, the different courses of development are concerned with constructing proficiency in a given area which he commonly referred to as ego-quality or power. He further argues that in the case a given stage of development is improperly managed then the individual develops a feeling and sense of inadequacy in certain areas. The proponent further argued that conflicts act as determinants or dictating factors as to whether psychological quality or deficiency is developed. Based on the qualities developed or failed to develop include trust as opposed to mistrust; doubt and shame as opposed to self-sufficiency; and inventiveness as opposed to remorsefulness. The other qualities than one develops or becomes deficient in include inferiority as opposed to superiority; confusion as opposed to sense of self; self seclusion as opposed to intimacy; stagnation as opposed to generalization; and despair as opposed to integrity. Based on this theoretical model it is clear that the psychological development of an individual which contributes up to 50% of happiness; develops across the lifespan of an individual and forms a distinctive determinant of the level of happiness that the individual can achieve. From the discussion of happiness it is clear that the qualities of superiority, sense of self, intimacy, trust and autonomy among others determine to a great extent the level of happiness that an individual can attain. From real-life experiences and studies, it is clear that qualities of autonomy and trust in others determine the extent to which an individual is able to gain support form others and from within themselves. These aspects greatly determine the levels of satisfaction and contentment which amount to individual happiness. Examples in this case include the motivation and determination needed from within an individual to overcome challenges; and the ability to discuss personal problems with a trusted friend especially among women (Scott, 2010).
The other theoretical model to be discussed in support of the discussion as to why some people are happier than others is the Piaget’s theory of cognitive development. According to the proponent, children are as intelligent as grown ups but the difference comes in the way they think and perceive things differently. The proponent further argues that the cognitive advancement of an individual, involves alteration in the cognitive practices and capabilities of individuals during age advancement. According to the proponent, the early phases of cognitive development involve practices founded on doings; while the latter phases are characteristic with changes in intellectual operations. According to this theory schemas which are intellectual and real actions, engaged in the process of comprehension and acquaintance form a basis. This basis of understanding according to this theory forms the foundation on which individuals interpret and understand circumstances and the world in general. An example of a schema here is that an individual may have had the experience of being brought up in a violence filled family. This may go as far as determining how much happiness they find in their future as a couple. The other basis for psychological development is assimilation where new knowledge, ideas or information is brought into previously possessed schemas. An example here is relaizing that a family consists of a father, mother and children; one will assimilate the information there are single parent families or ones without children. Accommodation as another basis of psychological development is the process of replacing held ideas with new ones. An example here is realizing that violence in the family is a dysfunction and not a characteristic of families. The other basis of psychological development is equilibration where an individual arrives at a balance between previous knowledge and new knowledge. An example here could be that a bartering partner led to the development of a violence filled family (Ross, Marino & Ferraro, 2007).
From this psychological development it is clear that happiness is constructed based on striking a balance between accepting new information, previous information and managing to create a balance between the two. An example here is the acceptance that adults develop to live without the fear of misfortunes like death and disease; which is arrived at through cognitive acceptance of, and disregard for the bad experiences and focusing on the good ones (Mussen, 1973).
Having discussed the research findings, studies and statistics from varied reliable sources; it is clear and evident that the different levels of happiness depicted by different individuals are determined by a number of factors. One of the factors that determine the level of happiness is the level of motivational, cognitive and inspirational influence developed by an individual. From these variables individuals acquire different levels of conflict solving, dealing with difficulties and adapting to changing situations. From the study it was also clear that a bigger part of happiness levels seen in individuals is dependent on genetic factors, a lesser proportion depending on the daily life situations and encountering measures one takes to. The remaining small percentage of about 10% depends on social variables like wealth and job status, despite the illusion that they are sources of happiness. The other aspect that is of important in determining happiness levels is the sense of self in a person and the different perceptions dictated by varied experiences; as discussed from the theoretical models.
References
Argyle, M. (2002).The Psychology of happiness, 2nd edition. Routledge Publishers.
Botton, A. (2006). The architecture of happiness. Penguin Books.
Dunn, S. (2009). Secrets to happiness, 1st edition. Little, Brown and Company press
Edelman, S. (2006).Change your thinking, 2nd edition. ABC Books.
Gilbert, D. (2008). Stumbling on happiness. Harpercollins-Perenn Publishers.
Mussen, H. (1973). The psychological development of the child. Englewood Cliffs, N.J.: Prentice Hall Press.
Ross, S., Marino, J. & Ferraro, F. (2007). Psychological Development and early childhood. The psychological Record. Academic journals & books at Questia Online Library
Schlock, R. (2006). The three thousand years of searching for the good life. Scribner Publishers.
Scott, S. (2010). Road testing happiness. ABC Books.
Scott, S. (2007).Live a longer life. ABC Books.