How does subjective well-being evolve with age? A literature review
- López Ulloa, Beatriz Fabiola, Moller, Valerie, Sousa-Poza, Alfonso
- Authors: López Ulloa, Beatriz Fabiola , Moller, Valerie , Sousa-Poza, Alfonso
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67185 , vital:29056 , https://doi.org/10.1007/s12062-013-9085-0
- Description: publisher version , This literature review provides an overview of the theoretical and empirical research in several disciplines on the relation between ageing and subjective well-being, i.e., how subjective well-being evolves across the lifespan. Because of the different methodologies, data sets and samples used, comparison among disciplines and studies is difficult. However, extant studies do show either a U-shaped, inverted U-shaped or linear relation between ageing and subjective well-being.
- Full Text: false
- Authors: López Ulloa, Beatriz Fabiola , Moller, Valerie , Sousa-Poza, Alfonso
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67185 , vital:29056 , https://doi.org/10.1007/s12062-013-9085-0
- Description: publisher version , This literature review provides an overview of the theoretical and empirical research in several disciplines on the relation between ageing and subjective well-being, i.e., how subjective well-being evolves across the lifespan. Because of the different methodologies, data sets and samples used, comparison among disciplines and studies is difficult. However, extant studies do show either a U-shaped, inverted U-shaped or linear relation between ageing and subjective well-being.
- Full Text: false
South African quality of life trends over three decades, 1980–2010
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67145 , vital:29040 , https://doi.org/10.1007/s11205-012-0120-y
- Description: publisher version , The South African Quality of Life Trends study has tracked the subjective well-being of South Africans in ten waves from 1983 to 2010. The paper presents the SAQoL trendline of life satisfaction, happiness and perceptions of life getting better or worse against the backdrop of the transition from apartheid to democracy. Subjective well-being peaked in the month following the first open elections in April 1994 when black and white South Africans were equally satisfied and happy at levels found in other democratic societies. But post-election euphoria was short-lived and levels of well-being dropped the following year and racial inequalities in evaluations of life re-emerged. The tenth and latest wave in the study was conducted a few months after South Africa’s successful hosting of the Soccer World Cup. In 2010, the proportions of all South Africans expressing satisfaction, happiness and optimism was among the highest since the coming of democracy—just over half stated they were satisfied, close on two-thirds were happy, and half felt life was getting better. Nonetheless, while the standard of living has increased for a minority of formerly disadvantaged South Africans and a small black middle class has emerged, there are still huge disparities in both material and subjective well-being. In 1997 and 2010, South Africans were asked what would make them happier in future. In 2010, the majority of citizens still hoped for basic necessities, income and employment, to enhance their quality of life.
- Full Text: false
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67145 , vital:29040 , https://doi.org/10.1007/s11205-012-0120-y
- Description: publisher version , The South African Quality of Life Trends study has tracked the subjective well-being of South Africans in ten waves from 1983 to 2010. The paper presents the SAQoL trendline of life satisfaction, happiness and perceptions of life getting better or worse against the backdrop of the transition from apartheid to democracy. Subjective well-being peaked in the month following the first open elections in April 1994 when black and white South Africans were equally satisfied and happy at levels found in other democratic societies. But post-election euphoria was short-lived and levels of well-being dropped the following year and racial inequalities in evaluations of life re-emerged. The tenth and latest wave in the study was conducted a few months after South Africa’s successful hosting of the Soccer World Cup. In 2010, the proportions of all South Africans expressing satisfaction, happiness and optimism was among the highest since the coming of democracy—just over half stated they were satisfied, close on two-thirds were happy, and half felt life was getting better. Nonetheless, while the standard of living has increased for a minority of formerly disadvantaged South Africans and a small black middle class has emerged, there are still huge disparities in both material and subjective well-being. In 1997 and 2010, South Africans were asked what would make them happier in future. In 2010, the majority of citizens still hoped for basic necessities, income and employment, to enhance their quality of life.
- Full Text: false
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
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