Final Exam Flashcards

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1
Q

Galen’s four personality types

A

Sanguine: blood - cheerful and compassionate

Melancholic: black bile - gloomy and pessimistic

Phlegmatic: phlegm - laid-back, calm and unexcitable

Choleric: yellow bile - bad tempered and irritable

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2
Q

Sheldon’s body somatotypes 1940’s

A
  • Basing personality off body shape
    Ectomorph
  • Thin tall lightly muscled
  • introverted
  • Intelligent
  • Socially noxious

Mesomorph
- hard , muscular body
- Assertive
- bold
- adventurous

Endomorph
- Underdeveloped muscles, round shaped
- Sociable
- Good humoured
- Relaxed

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3
Q

Stimulating the substantia nigra

A

causes symptoms of depression

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4
Q

Transcranial magnetic stimulation (TMS)

A

Rapidly changing magnetic fields to temporarily turn off areas of the brain activity

Creates a virtual lesion

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5
Q

Transcranial direct current stimulation (tDCS)

A

Has shown that the right frontal lobe is important for making morally relevant decisions such as whether to punish someone

These techniques are great to study what areas do what and could be useful for treating brian disorders

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6
Q

charles whitman

A

July 31st 1966 charles whitman had a brain tumour affecting his amygdala causing him to shoot and kill people

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7
Q

The anterior cingulate

A

Important for the experience of normal emotion

The front part of the cingulate, a brain structure that runs from the
front to the back of the brain in the middle, just above the corpus
callosum. The anterior cingulate is believed to be important for the
experience of normal emotion and self-control.

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8
Q

hypothalamus

A

A complex structure near the lower centre of the brain that has
direct connections to many other parts of the brain and is involved
in the production of psychologically important hormones; thought to
be important for mood and motivation.

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9
Q

hormone

A

A biological chemical that affects parts of the body some distance
from where it is produced.

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10
Q

amygdala

A

A structure located near the base of the brain that is believed to
play a role in emotion, especially negative emotions such as anger
and fear.

Links perceptions with emotional meaning
Involved in assessing threat and reward
Associated with anxiety and fearfulness

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11
Q

hippocampus

A

A complex structure deep within the brain, behind the
hypothalamus, that plays an important role in memory processes.

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12
Q

cortex

A

The outside portion of an organ (see adrenal cortex); in the context
of this book, the cortex refers to the outer layers of the brain.

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13
Q

neocortex

A

The outer layer of the cortex of the brain, regarded as uniquely
human.

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14
Q

frontal cortex

A

The front part of the cortex of the brain. Divided left and right into
the two frontal lobes, this part of the brain is associated with
cognitive functioning such as planning, foresight, and
understanding.

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15
Q

electroencephalography (EEG)

A

A technique for measuring the brain’s electrical activity by placing
electrode sensors on the outside of the skull.

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16
Q

magnetoencephalography (MEG)

A

A technique for using delicate magnetic sensors on the outside of
the skull to detect brain activity.

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16
Q

functional magnetic resonance imaging (fMRI)

A

A technique for imaging brain activity by using a powerful magnet
to help detect blood flow in the brain.

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17
Q

positron emission tomography (PET)

A

A technique for creating images of brain activity by injecting a
radioactive tracer into the blood and then, using a scanner, finding
where in the brain the blood is being metabolised.

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18
Q

somatic marker hypothesis

A

Neurologist Antonio Damasio’s idea that the bodily (somatic),
emotional component of thought is a necessary part of problem
solving and decision making

Emotions enable people to make decision that maximise good outcomes and minimise bad ones

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19
Q

corpus callosum

A

The thick bundle of nerve fibres connecting the right and left halves
of the brain.

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20
Q

Hans Eysenck = Eysenck’s Big 3

A

Introversion - extraversion

Neuroticism-stability

Psychoticism

the three dimensions are independent (orthogonal) such that scores on one dimension indicated nothing about scores on either of the other dimensions

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21
Q

Ascending reticular activating system (ARAS)

A

Connects cerebral cortex with rest of brain
Regulates arousal (damage can lead to permanent sleep)
Eysenck linked ARAS to extraversion/introversion
Lemon juice test

Threshold of arousal - lower in low extraversion
Cortical arousal higher in introverts than extraverts
therefore , introverts less likely to seek out new experiences and people

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22
Q

Gray’s reinforcement sensitivity theory

A

Behavioural approach system
fight/flight/freeze system
RST and the Big Five

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23
Q

Appeal of Gray’s Reinforcement sensitivity Theory

A

The appeal of this theory, rather than the Big Five, is that biologically-based theories look at trying to explain the basis of personality traits. The Big Five is very much a model that describes personality traits.

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24
Q

Behavioural approach system (BAS)

A
  • Reward sensitivity

Reward interest - dopamine (tendency to notice and seek rewarding sitnations or activities)
Goal drive persistence - serotonin (put in continued effort and persistence to attain a reward)
Reward reactivity - endogenous opioids (respond positively to attained rewards)
Impulsivity - testosterone (engage in risky or unplanned behaviours)

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25
Q

Behavioural inhibition system (BIS)

A

Detects goal conflict
Emotion = anxiety
activates when both the BAS and FFFS are activated
increased arousla and checking/vigialnce
resolves conflict bewteen them
defensive appraoch

Updated in 2000
Three biologically derived motivational systems
BAS - behavioural approach systems
Fight/flight freeze system
Behavioural inhibition system

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26
Q

Fight flight freeze system

A

Threat detection system
Defensive avoidance
Threat detection can result in fight flight or freeze
Associated emotion = fear
Likned to panic

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27
Q

Reinforcement sensitivity theory (RST)

A

Largely developed in uk
Tends to be used mostly outside the USA
advantages/disadvantages of RST
- Looks to explain causal basis
- Bust still developing good measures
- Making stirred in that direction
- Some coming together of late
- Can’t see how the brains function

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28
Q

The Big Five and RST

A

Largely developed in the usa

Advantages/disadvantages of the big five
- Very well-developed measures
- But, only just looking at causal basis (descriptive) at least until recently

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29
Q

The brain and the big 5

A

Stability (Emotional estalbiitly & Agreeableness & Conscientiousness) is associated with serotonin

Plasticity (Extraversion & Openness )is associated with dopamine

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30
Q

Neuroticism

A

Withdrawal: BIS
Volatility: FFFS

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31
Q

Extraversion

A

Assertiveness: BAS (Reward pursuit)
Enthusiasm: BAS (Pleasure System)

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32
Q

Openness to experience

A

BAS

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33
Q

Conscientiousness

A

BAS (Low) Impulsiveness;
(Low) Trait BIS;
(high) State BIS

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34
Q

Agreeableness

A

BAS?

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35
Q

Extra Personal Space

A

A space outside arms reach that contains things an individual desires.

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35
Q

Evaluating biological perspectives

A

Pros
- New, intriguing
- Focus on causal mechanism rather than just descriptors

Cons
- No comprehensive bio theory
- Still determining specific neural underpinnings

Causes and Effects
- Neurological research has guided development of personality theory and assessment
- Personality research has helped to highlight brain functions
- Brains are always situated within bodies within environments: personality is the sum of the expression of that interaction

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36
Q

Peri Personal Space

A

A space within arm’s reach of an individual that typically contains things they own and control.

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37
Q

Personality & Learning - Conscientiousness

A

is more strongly related to academic (vs. job) performance

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37
Q

Motivated strategies for learning questionnaire

A

Intended to measure learning styles that influence academic performance

Strategies scales
- Five cognitive/metacognitive strategies
- critcal thinking
- effort regulation
- elaboration
- rehearsal
- help seeking

  • Four resource management strategies
    - metacogntiive self regulation
    - organisation
    - peer learning
    - Time & study environment
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37
Q

Learning styles -Agreeableness

A

Friendly students
compliant
manage time better

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37
Q

Personality & Learning - extraversion and neuroticism

A

have a stronger relation with job (vs. academic) performance

38
Q

Personality & Learning - Agreeableness and openness

A

yield similar effects for both job and academic performance

38
Q

help seeking

A

i try to identify students in specific university courses whom i can ask for help if necessary

39
Q

Learning styles -Emotional stability

A

Maintains focus in face of distress
Less avoidance and discouragement
Less rumination

39
Q

Personality & Learning

A

The association between personality and performance varies in meaningful ways across performance categories.

It remains unclear whether personality has a causal impact on performance.

Although personality may cause performance, it is also possible that performance trends initiate changes in personality or that third variables such as socioeconomic status account for both personality and performance

39
Q

Learning styles -Conscientiousness

A

Effort regulation
disciplined approach to work
good time management
maintains focus on tasks

40
Q

Learning styles

A

Kolb (accommodators; reflectors; assimilators; convergers)
Honey and mumford (activist;reflector; theorist; pragmatist)
Fleming (visual; auditory; reading-writing; kinaesthetic)

Assumes that meshing teaching with style enhances learning
Intuitively attractive, especially to learners
Little supporting evidence
Actually reverse-meshing may help (desirable difficulty) (people learn more when they learn in their no desired style.)

41
Q

Learning styles -Extraversion

A

Get noticed by teachers
More exposed to novel environments and feedback

41
Q

Learning styles -Openness to experience

A

Curiosity
Enjoys effortful learning activities
Metacognition and effort regulation

42
Q

rehearsal

A

i memorize key words to eremind me of important concepts in class

42
Q

Crititcal thinking

A

i try to play around with ideas of my own related to what i am learning in university courses

43
Q

Effort Regulation

A

i work hard to do well in university courses even if i don’t like what i am doing

44
Q

metacognitive self regulation

A

i try to change the way i study in order to fit the course requirements and the instructors teaching style

45
Q

elaboration

A

i try to apply ideas from course readings in other class activities such as lecure and discussion

46
Q

organisation

A

i make simple charts, diagrams and tables to explain material to a classmate or friend

47
Q

peer learning

A

when studying for exams i often try to explain the material to a classmate or friend

48
Q

time and study environment

A

i make sure that i keep up wit hteh weekly readings and assignments for courses

49
Q

Orignial Meta analysis from 67 studies, correlations between strategy and academic performance

A

Significant findings
- effort regulation
- elaboration
- metacognitive self regulation
- time and study environment

50
Q

2022 study Meta analysis from 67 studies, correlations between strategy and academic performance

A

Significant findings
- effort regulation
- elaboration
- metacognitive self regulation
- time and study environment

additionally
- rehearsal
- organisation

51
Q

RST and academic performance

A

RST has links to learning but doesn’t have evidence that leads to better performance

52
Q

Big 5 and learning strategies

A

critcal thinking - openness
effort regulation - openness & conscientiousness
elaboration - openness & conscientiousness
rehearsal - Agreeableness & conscientiousness
help seeking - extraversion

metacogntiive self regulation - openness
organisation - conscientiousness
peer learning - extraversion
Time & study environment - conscientiousness

53
Q

RST and learning strategies

A

Goal drive persistence drives most of it
- Effort regulation
- elaboration
- rehearsal
- metacogntive self regulation
- organisation
- time and study environment

driven by Reward interest
- Critical thinking
- Help seeking
- peer learning

54
Q

Applications of personality

A

Learning
Psych
Social media use
Addiction
Work performance
Health
And more

55
Q

Reward sensitivity and eating

A

Bulimia nervosa
Binge eating disorder
Preference for high fat/sugar foods
Food cravings
Eating in response to external food cues

56
Q

Card Arrangement Reward Responsiveness Objective Test (CARROT)

A

Assesses increase in speed of performance on simple card sorting task when financially rewarded

Carrot score - the change in number of cards sorted during the rewarded trail compared with the non-rewarded trails

control group had low carrot score
bulimia had 1.5 carrot score
bulimia + alchohol gorup had 2.2 carrot score

57
Q

Covid isolation

A

extraverts and introverts were asked to spend a week engaging in higher levels of extravert-typical behaviour (being talkative, sociable, etc).
Extraverts reaped several benefits including enhanced mood and feelings of authenticity.
introverts experienced no benefits, and reported feeling tired and irritable.

58
Q

Covid Conscientiousness

A

People high in conscientiousness, who are more organised, less distractible and also more adaptable, will find it easier to set up and stick to a structured daily schedule, as many experts recommend.

59
Q

Covid Agreeableness

A

People high in agreeableness, who tend to be polite, compassionate and cooperative, will be better equipped to negotiate life in the pockets of family members or housemates.

60
Q

Covid Openness

A

People high in openness to experience, who tend to be curious and imaginative, will likely become absorbed in books, music and creative solutions to the humdrum of lockdown

61
Q

Covid Neuroticism

A

In contrast, people high in neuroticism, who are more susceptible to stress and negative emotions than their more stable peers, will be most at risk for anxiety and depression during these challenging times.

62
Q

Personality-targeted interventions

A

Age of onset one of the best predators of future drinking problems
For each year drinking onset is delayed= 10% reduction in odds of alcohol dependence

School based drug interventions
Substance Use Risk Profile (SURPS)

Early intervention of drug and alcohol use is important as early onset of use is a strong predictor of future problems
Universal intervention programs have been shown to increase drug and alcohol use
Some traits are linked to early onset of drug and alcohol use
The SURPS measures 4 traits linked to drug and alcohol use
personality - targeted interventions appear to be more effective than selecting at risk adolescents based on current drug use

63
Q

School based drug interventions

A

Universal interventions
- Take charge of your life (TCYL) program
- 83 schools clusters (USA): 41 tx, 42 control
- 18529 students in the 7th and 9th grade
- Presented by police officers trained in drug abuse resistance education (DARE)
- tobacco , alcohol and marijuana use in 11 grade

Tobacco and alcohol use was GREATER for those who were in the treatment program (compared to those in the control schools)
Effect mainly for
- Those who were not using substances at baseline in treatment group
- This is an iatrogenic effect (the experiment group does the opposite to intended)

A limitation of universal programs is their failure to address robust predictors of substance misuse such as personality and vulnerability to psychopathology

64
Q

Substance Use Risk Profile (SURPS)

A

Based on 4 main personality traits
- Sensation seeking / thrill seeking
- impulsivity (not thinking things through)
- Anxiety - sensitivity
- Negative thinking

Personality rather than drug use per se is the target
Drug use is not used to select for participation in the program
Interventions are designed to change how individual with specific personality risk factors cope with their vulnerability

Preventure trail
Uk efficacy RCT
368 year 9 students (14 yrs)
CBT approach, 2 sessions, 90 mins
Targeted personality suing the SURPS (SS, Imp, AS,H) vs control
Followed over 12 months

65
Q

Personality and Well-being

A

Wellbeing is a multidimensional and complex construct
3 taxonomies of well being

Subjective well being (SWB)
- Aka Hedonic well being

Psychological well being (PWB)
- Less emotion based

The PERMA model
- Pillars of well being

66
Q

Subjective well being (SWB)

A

Satisfaction with life
Positive emotions
Negative emotions

67
Q

Psychological well being (PWB)

A

Autonomy
Environmental mastery
Personal growth
Positive relations
Self acceptance
Purpose in life

68
Q

The PERMA model

A

Positive emotions
Engagement
Relationships
Meaning
Accomplishment

69
Q

Big 5 and well being

A

Extraversion = positive affect
Neuroticisms = negative affect
(very broad approach)

Investigated the association between deyoung’s big 5 aspects and the dimensions of well being
Collected data from 706 americans

Found that one aspect within each domains seemed to be more strongly associated with the well being dimensions than other aspects

Similar to previous research the enthusiasm aspect of extraversion and the withdrawal aspect of neuroticism were strongly associated with a range of well being dimensions

70
Q

Extraversion and well being

A

Enthusiasm
- High: satisfaction with life
Positive emotionality
Positive relations
Self acceptance
Engagement
Relationships
meaning
Accomplishments
- Low: autonomy

Assertiveness
- High: autonomy

71
Q

Neuroticism and well being

A

Withdrawal
-Low: satisfaction with life
Positive emotionality
autonomy
Environmental mastery
Personal growth
Positive relations
Self acceptance
Purpose in life
Relationships
Meaning
accomplishment
-High:
Negative emotionality

Volatility
-Low: positive relations
-High: negative emotionality

72
Q

Agreeableness and well being

A

Compassion
- High: personal growth
Positive relations
Purpose in life
Meaning

73
Q

Conscientiousness and well being

A

Industriousness
-High: environmental mastery
Positive relations
Self acceptance
Purpose in life
Meaning
accomplishment

74
Q

Openness and well being

A

Intellect
- High: autonomy
Personal growth
engagement
Accomplishment

Openness
- High: personal growth
engagement

75
Q

RST and well being

A

Reward sensitivity
- High: satisfaction with life
Positive affect
Emotional well being
Psychological well being
Social well being
Hope

FFFS
- High: negative affect
- Low: satisfaction with life
Positive affect
Emotional well being
Psychological well being
Hope

Not much on the BIA

76
Q

Howard Friedman and Margaret Kern (2014) list six indicators of health

A

Having the ability to do the things one wants to do

Feeling good

Having supportive social relationships and
being able to support others

Being productive and getting things done

Having good memory capacity and being
able to make good decisions

Staying alive

76
Q

Type A personality

A

Behaviour pattern

Hyper competitiveness
Achievement striving
Impatience
Excessive job involvement
Emphatic speech
Overreactivity
Hostility

Type A personality is seen to be linked to heart disease
Mostly due to hostility, not achievement striving
Criticism of funding by tobacco companies
Wanting to blame the individual rather than smoking

77
Q

Conscientiousness

A

Most clearly associated with illness longevity and quality of life

Related to behaviours that make good health
- Persistence
- Self control
- Long term planning to protect health
- Life circumstances (less likely unemployment)

77
Q

Type B personality

A

Behaviour pattern
Laid back go with the flow attitude

77
Q

Emotionality

A

Positive emotionality = better physical health
Negative emotionality = poor physical health
Linked to extraversion
- Positive emotionality
Neuroticism
- Negative emotionality

Associated with longevity and illness
Relationship is complicated
Linked to behaviours and stress

78
Q

RST and Health

A

RST may predict COVID-19 infection outcome and vulnerability

464 uni students tested

Covid symptoms associated with the BAS reward responsiveness scale of the RST-PQ- showing a protective factor
-But specific to men in the study

No association with FFFS or BIS

Aligns with 2 studies that found BAS associated with
- Conforming with covid precautions
- Coping better with covid related stress

78
Q

replication crisis

A

This crisis began in 2011 with three intersecting events that cast doubt on the legitimacy of research findings, notably in the area of social psychology and led to the Open Science movement.

Finding that research studies could not be replicated
Independent researchers following the same procedures as original studies could not find comparable results

Led to the ongoing questioning of established phenomenon and recommendations for the scrutiny of research practices

79
Q

P-hacking

A

hacking round in one’s data until one finds the necessary degree of stat significance allowing one to public findings

79
Q

Open science

A

a set of emerging principles intended to improve the transparency of scientific research and that encourage fully reporting all methods and variables used in a study, reporting studies that failed as well as succeeded and sharing data among scientists.

80
Q

Questionable research practices (QRP’s)

A
  • P-hacking
  • Hacking data until you get the required p value to publish a study
  • Used a real dataset to demonstrate that listening to the beatles song when i’m 64 made people younger
  • Obviously not possible
  • By using computer simulations to demonstrate that various decisions about data analyses made the results significant
80
Q

The reproducibility project

A

Reproducibility - reproducing results when reanalysing the original data

Replication - replicating results from new data sets

Started in nov 2011 by developing a protocol for selection and conduct of the replications
270 contributing author groups
looked at the effect size as well as significance
Converted the results to correlations (recall this in the person situation debate)

81
Q

P-hacking

A

Removing participants
Not reporting all the conditions

81
Q

Stapel (2011)

A

made it all up
Nov 2011
Fabricated data
50 papers retracted

82
Q

Summary of Reproducibilitiy findings

A

Only 36% of the replications were successful (produced significant results)
The average effect size of the relocations was around half that of the original studies
Weaker, more surprising findings were less likely to replicate
Social psychology findings were less than half as likely to replicate as findings in cognitive psych

83
Q

Harking

A

Hypotheses After the Results are Known

84
Q

The life outcomes of personality replication project (LOOPR)

A

Replication crisis: backlash
- A lot of backlash from established researchers (who typically benefit from flashy novel findings) as to this move to open science and the replication initiatives
- Tone
- Shameless little bullies
- Methodological terrorists
A revival (again) of the social/personality psych debate

This time by Prof. Roy Baumeister
- Proposed ego-depletion

  • Charting the future of social psych on stormy seas: winners, losers, and recommendations. Journal of experimental psych
85
Q

LOOPR project

A

Personality is used to predict things
And life outcomes

86
Q

Facebook

A

postitively associated with both measures of subjective well being

facebook social comparison was negateviely associated with both measures of subjective wellbeing

BIS was negatively associated with both measures of subjectvitve wellbeing as indivudals who are high in BIA are prone to rumination, these individuals should be mindful how frequently they compare themeseves to others

BAS factors were postiively associated with both measures of subjective well being except for imulsivitiy which was negatively associated iwth eudaimonic well being