Question 1

Emotional intelligence consists of someone's perceptions of their happiness and life satisfaction.

Accepted Answer

A) True 
 B)False

Question 2

What was The Values in Action Inventory of Strengths (VIA-IS) designed to do?

Accepted Answer

A)  To help individuals maximize their potentials. 
B)  To identify individuals' themes of talent. 
C)  To identify and individual's level of thriving. 
D)  Describe individual differences of character strengths. 
A)  To help individuals maximize their potentials. 
B)  To identify individuals' themes of talent. 
C)  To identify and individual's level of thriving. 
D)  Describe individual differences of character strengths.

Question 3

In consideration of the cultural differences in the definition of strengths on the VIA-IS, what have researchers begun to do?

Accepted Answer

A)  Study individuals with high income. 
B)  Disregard previously studied information. 
C)  Consider the effect of experimenter bias. 
D)  Conduct cross-cultural research. 
A)  Study individuals with high income. 
B)  Disregard previously studied information. 
C)  Consider the effect of experimenter bias. 
D)  Conduct cross-cultural research.

Question 4

The authors suggest that developmental gains from early in school or work could be linked to ______.

Accepted Answer

A)  increased income 
B)  civic contributions 
C)  higher grades 
D)  less disagreements 
A)  increased income 
B)  civic contributions 
C)  higher grades 
D)  less disagreements

Question 5

Discuss the importance of having acceptable psychometric properties for the classifications of strengths described in Chapter 3.

Accepted Answer

Having acceptable psychometric propertie

Question 6

Gallup's Clifton's StrengthsFinder, the ICD, and VIA-S are examples of measures of positive strengths and virtues.

Accepted Answer

A) True 
 B)False

Question 7

According to Clifton, what conditions must be in place for talent to manifest itself?

Accepted Answer

A)  Normal, healthy development and successful experiences in childhood and adolescence. 
B)  Financial security to allow for more opportunities to build talent. 
C)  Someone must be born with talents, as it is part of their genetics. 
D)  It must be fostered through a combination of harsh and easy experiences. 
A)  Normal, healthy development and successful experiences in childhood and adolescence. 
B)  Financial security to allow for more opportunities to build talent. 
C)  Someone must be born with talents, as it is part of their genetics. 
D)  It must be fostered through a combination of harsh and easy experiences.

Question 8

How are construct, linguistic, and metric equivalences similar?

Accepted Answer

A)  They pertain to how a construct is defined. 
B)  They contribute to improved cultural competency and understanding. 
C)  They all are used in the translation process. 
D)  There are easier to establish in Eastern cultures. 
A)  They pertain to how a construct is defined. 
B)  They contribute to improved cultural competency and understanding. 
C)  They all are used in the translation process. 
D)  There are easier to establish in Eastern cultures.

Question 9

What are the positive outcomes associated with play?

Accepted Answer

A)  Play allows us to work through unresolved issues and trauma. This is also a positive outcome according to trauma informed care with children. 
B)  Play increases the likelihood of raising intelligence throughout life. 
C)  Play is associated with increased creativity in adulthood. 
D)  Play allows for practicing social, emotional, and physical skills. 
A)  Play allows us to work through unresolved issues and trauma. This is also a positive outcome according to trauma informed care with children. 
B)  Play increases the likelihood of raising intelligence throughout life. 
C)  Play is associated with increased creativity in adulthood. 
D)  Play allows for practicing social, emotional, and physical skills.

Question 10

Factors that contribute to positive outcomes, specifically play and romantic love, require more research to determine their influence.

Accepted Answer

A) True 
 B)False

Question 11

What cultural framework is prevalent in the measures of psychological strength, and what does this imply?

Accepted Answer

A)  Eastern; there has been great progress in finding Western strengths worldwide. 
B)  Western; other cultures may not define these strengths similarly. 
C)  Western: these strengths are better from an objective standpoint. 
D)  Easter; these strengths provide more balance to positive psychology research. 
A)  Eastern; there has been great progress in finding Western strengths worldwide. 
B)  Western; other cultures may not define these strengths similarly. 
C)  Western: these strengths are better from an objective standpoint. 
D)  Easter; these strengths provide more balance to positive psychology research.

Question 12

Which of the following best describes the contrast between psychological and social well-being?

Accepted Answer

A)  Social well-being involves easily attainable strengths, and psychological well-being involves strengths that are hard to attain. 
B)  Social well-being consists of hidden strengths, while psychological well-being displays tangible strengths. 
C)  Psychological well-being indicates the lack of depression, and social well-being indicates the lack of social anxiety. 
D)  Psychological well-being is mainly comprised of internal strengths, while social well-being is mainly comprised of social strengths. 
A)  Social well-being involves easily attainable strengths, and psychological well-being involves strengths that are hard to attain. 
B)  Social well-being consists of hidden strengths, while psychological well-being displays tangible strengths. 
C)  Psychological well-being indicates the lack of depression, and social well-being indicates the lack of social anxiety. 
D)  Psychological well-being is mainly comprised of internal strengths, while social well-being is mainly comprised of social strengths.

Question 13

The most widely used measure of positive strengths is the Diagnostic and Statistical Manual.

Accepted Answer

A) True 
 B)False

Question 14

A researcher who creates a measure of joy but does not consider other cultural perspectives, other languages, and how it is measured across cultures might find that the measure has poor ______

Accepted Answer

A)  construct equivalence 
B)  theoretical equivalence 
C)  psychometric equivalence 
D)  cultural equivalence 
A)  construct equivalence 
B)  theoretical equivalence 
C)  psychometric equivalence 
D)  cultural equivalence

Question 15

Which basic questions spurred the creation of the VIA classification system?

Accepted Answer

A)  How can we define talent? How can we correct weaknesses? 
B)  How can we define strengths? How can we tell if a youth development program is meeting its goals? 
C)  How can we assess personality? What can do to develop strengths in adults? 
D)  What are the characteristics of self-actualizers? How can we help average people achieve their goals? 
A)  How can we define talent? How can we correct weaknesses? 
B)  How can we define strengths? How can we tell if a youth development program is meeting its goals? 
C)  How can we assess personality? What can do to develop strengths in adults? 
D)  What are the characteristics of self-actualizers? How can we help average people achieve their goals?

Question 16

______ is the description applied to someone who is not dealing with mental illness but also has low levels of well-being.

Accepted Answer

A)  Suffering. 
B)  Deteriorating. 
C)  Languishing 
D)  Declining. 
A)  Suffering. 
B)  Deteriorating. 
C)  Languishing 
D)  Declining.

Question 17

How do construct, linguistic, and metric equivalence influence the development of measures of strengths on a cross-cultural basis?

Accepted Answer

Construct equivalence influences develop

Question 18

If a construct has linguistic equivalence then it also has construct equivalence.

Accepted Answer

A) True 
 B)False

Question 19

If a therapist wanted to refer to a classification of strengths or positive outcomes, what would be the best option?

Accepted Answer

A)  The International Classification of Diseases. 
B)  The Search Institute's 40 Developmental Assets. 
C)  The Diagnostic and Statistical Manual. 
D)  The Not completed 
A)  The International Classification of Diseases. 
B)  The Search Institute's 40 Developmental Assets. 
C)  The Diagnostic and Statistical Manual. 
D)  The Not completed

Question 20

The threefold structure of emotional well-being includes life satisfaction, positive affect, and ______.

Accepted Answer

A)  the absence of negative affect 
B)  empathy for others 
C)  mindfulness of emotions 
D)  resiliency 
A)  the absence of negative affect 
B)  empathy for others 
C)  mindfulness of emotions 
D)  resiliency

Emotional intelligence consists of someone's perceptions of their happiness and life satisfaction.

What was The Values in Action Inventory of Strengths (VIA-IS) designed to do?

In consideration of the cultural differences in the definition of strengths on the VIA-IS, what have researchers begun to do?

The authors suggest that developmental gains from early in school or work could be linked to ______.

Discuss the importance of having acceptable psychometric properties for the classifications of strengths described in Chapter 3.

Gallup's Clifton's StrengthsFinder, the ICD, and VIA-S are examples of measures of positive strengths and virtues.

According to Clifton, what conditions must be in place for talent to manifest itself?

How are construct, linguistic, and metric equivalences similar?

What are the positive outcomes associated with play?

Factors that contribute to positive outcomes, specifically play and romantic love, require more research to determine their influence.

What cultural framework is prevalent in the measures of psychological strength, and what does this imply?

Which of the following best describes the contrast between psychological and social well-being?

The most widely used measure of positive strengths is the Diagnostic and Statistical Manual.

A researcher who creates a measure of joy but does not consider other cultural perspectives, other languages, and how it is measured across cultures might find that the measure has poor ______

Which basic questions spurred the creation of the VIA classification system?

______ is the description applied to someone who is not dealing with mental illness but also has low levels of well-being.

How do construct, linguistic, and metric equivalence influence the development of measures of strengths on a cross-cultural basis?

If a construct has linguistic equivalence then it also has construct equivalence.

If a therapist wanted to refer to a classification of strengths or positive outcomes, what would be the best option?

The threefold structure of emotional well-being includes life satisfaction, positive affect, and ______.

Welcome to Positive Psychology

Eastern and Western Perspectives on Positive Psychology

The Role of Culture in Developing Strengths and Living Well

Living Well at Every Stage of Life

The Principles of Pleasure: Understanding Positive Affect, Positive Emotions, Happiness, and Well-Being

Making the Most of Emotional Experiences: Emotion-Focused Coping, Emotional Intelligence, Socioemotional Selectivity, and Emotional Storytelling

Seeing Our Futures Through Self-Efficacy, Optimism, and Hope

Wisdom and Courage: Characteristics of the Wise and the Brave

Mindfulness, Flow, and Spirituality: in Search of Optimal Experiences

Empathy and Egotism: Portals to Altruism, Gratitude, and Forgiveness

Attachment, Love, Flourishing Relationships, and Forgiveness

Balanced Conceptualizations of Mental Health and Behavior

Preventing the Bad and Promoting the Good

Positive Schooling and Good Work: the Psychology of Gainful Employment and the Education That Gets Us There

Filters

Exam 3: Classifications and Measures of Strengths and Positive Outcomes

Emotional intelligence consists of someone's perceptions of their happiness and life satisfaction.

What was The Values in Action Inventory of Strengths (VIA-IS) designed to do?

In consideration of the cultural differences in the definition of strengths on the VIA-IS, what have researchers begun to do?

The authors suggest that developmental gains from early in school or work could be linked to ______.

Discuss the importance of having acceptable psychometric properties for the classifications of strengths described in Chapter 3.

Gallup's Clifton's StrengthsFinder, the ICD, and VIA-S are examples of measures of positive strengths and virtues.

According to Clifton, what conditions must be in place for talent to manifest itself?

How are construct, linguistic, and metric equivalences similar?

What are the positive outcomes associated with play?

Factors that contribute to positive outcomes, specifically play and romantic love, require more research to determine their influence.

What cultural framework is prevalent in the measures of psychological strength, and what does this imply?

Which of the following best describes the contrast between psychological and social well-being?

The most widely used measure of positive strengths is the Diagnostic and Statistical Manual.

A researcher who creates a measure of joy but does not consider other cultural perspectives, other languages, and how it is measured across cultures might find that the measure has poor ______

Which basic questions spurred the creation of the VIA classification system?

______ is the description applied to someone who is not dealing with mental illness but also has low levels of well-being.

How do construct, linguistic, and metric equivalence influence the development of measures of strengths on a cross-cultural basis?

If a construct has linguistic equivalence then it also has construct equivalence.

If a therapist wanted to refer to a classification of strengths or positive outcomes, what would be the best option?

The threefold structure of emotional well-being includes life satisfaction, positive affect, and ______.

Welcome to Positive Psychology

Eastern and Western Perspectives on Positive Psychology

The Role of Culture in Developing Strengths and Living Well

Living Well at Every Stage of Life

The Principles of Pleasure: Understanding Positive Affect, Positive Emotions, Happiness, and Well-Being

Making the Most of Emotional Experiences: Emotion-Focused Coping, Emotional Intelligence, Socioemotional Selectivity, and Emotional Storytelling

Seeing Our Futures Through Self-Efficacy, Optimism, and Hope

Wisdom and Courage: Characteristics of the Wise and the Brave

Mindfulness, Flow, and Spirituality: in Search of Optimal Experiences

Empathy and Egotism: Portals to Altruism, Gratitude, and Forgiveness

Attachment, Love, Flourishing Relationships, and Forgiveness

Balanced Conceptualizations of Mental Health and Behavior

Preventing the Bad and Promoting the Good

Positive Schooling and Good Work: the Psychology of Gainful Employment and the Education That Gets Us There

Filters