Husein Kovacevic

1) Neely, Michelle, et al. "Self-Kindness When Facing Stress: The Role Of SelfCompassion, Goal Regulation, And Support In College Students Well-Being."
Motivation & Emotion 33.1 (2009): 88-97. Academic Search Premier. Web. 30 Oct.
2014.
This articles talks about how they brought together constructs of goal and emotion regulation as
away of underwing college student well - being. It goes on to explain that college life is
notorious for challenging students sense of well - being, because it demands the students to
manage academic and social goals as well as their emotional reactions to both success and
disappointment. The article reiterates that goal regulation is important for students well being.
Also, that its important for students to establish, juggle, and achieve valuable, competing goals in
their lives, as well as recover from disappointment when goals elude them. To see which
students managed their goals well, groups of 2-25 were taken into classrooms to complete a
questionnaire packet of scales and instruments. They took the results of the various scales and
formed them into a single index of well-being. This is critical to my study, because I am a
college student that has the task of managing many different goals, both academically and
personally.

2) Caunt, Benjamin, et al. "Exploring The Causes Of Subjective Well-Being: A Content

Analysis Of Peoples' Recipes For Long-Term Happiness." Journal Of Happiness Studies
14.2 (2013): 475-499. Academic Search Premier. Web. 30 Oct. 2014.
This article gives a basis on what the definition of happiness is. It points out to the books that we
are reading in class about the set points and certain percentages at which happiness is controlled.
It goes on into depth about the set point, which is 50%, circumstances which is 10%, and
intentional activities which are 40%. The article lays out recipes for long-term happiness. This
reiterates much of what we learned in class, but this article is valuable for my research because it
provides credibility to the books. This is scientifically tested and still has the same outcome and
information that the books we are reading in class contain.

3) Henricksen, Annette, and Christine Stephens. "The Happiness-Enhancing Activities And

Positive Practices Inventory (HAPPI): Development And Validation." Journal Of
Happiness Studies 14.1 (2013): 81-98. Academic Search Premier. Web. 30 Oct. 2014.
This article also talks about happiness, but instead of the overall concept, it dives deeper into the
measurement of happiness - enhancing activities. It states that measurements up to date have
been inadequate, so they began empirical testing of the Happiness - enhancing Activities and
Positive Practices Inventory (HAPPI). This was used to measure older adults happiness enhancing activities. HAPPI comprises 22 items that assess the importance and engagement of
various happiness enhancing actives. Items were rated on how important each was considered for
enhancing happiness and on frequency of engagement. In the end four factors were identified:
self - concordant work, personal recreation and people, spiritual and thought related, and goal
focused activities. This article further provides the basis of setting goals for enhanced happiness.

Husein Kovacevic

4) Dysvik, Anders, and Brd Kuvaas. "Intrinsic And Extrinsic Motivation As Predictors Of
Work Effort: The Moderating Role Of Achievement Goals." British Journal Of Social
Psychology 52.3 (2013): 412-430. Academic Search Premier. Web. 30 Oct. 2014.
This article breaks down the two forms of motivation, intrinsic and extrinsic as predictors of
work effort for achieving goals. In a previous article, I discussed how without motivation a goal
is useless, because you need that drive to want to achieve your goal. This article dwells deeper
and analyzes wether were more motivated intrinsically or extrinsically. Participants in three
large Norwegian service organizations from different industries were administered a
questionnaire to complete. This article is a good source to determine what really drives our
motivation for these goals that we set for ourselves. It also gives a good explanation on how
motivation can be distorted by circumstances.
5) Street, Helen, et al. "Understanding The Relationships Between Wellbeing, Goal-Setting
And Depression In Children." Australian & New Zealand Journal Of Psychiatry 38.3
(2004): 155-161. Academic Search Premier. Web. 30 Oct. 2014.
This article investigated childrens conceptions of happiness and wellbeing in relation to goal
choice. It examined the prevalence and impact of conditional goal setting on levels of wellbeing
and depression. They conducted the experiment by taking 36 children aged 10-12 and placed
them in six focus groups. They then discussed their understanding of happiness, important goals
and beliefs concerning conditional goal setting. The majority of participants conceptualized
happiness as a goal dependent upon something extrinsic to themselves. This article is useful to
me, because it explains what kind of goal setting actually causes happiness and ones that can
lead astray to cases of depression. It clears up confusion about good goal setting and bad goal
setting.
6) Litalien, David, et al. "Different Pathways, Same Effects: Autonomous Goal Regulation
Is Associated With Subjective Well-Being During The Post-School Transition."
Motivation & Emotion 37.3 (2013): 444-456. Academic Search Premier. Web. 2 Oct.
2014.
This article discusses the importance of setting goals, especially after transitional period such
as right after high school. This article will be very valuable because it underlies the importance
of goals during these transitional periods. The post school transition comes with some of life's
most difficult changes and developmental tasks. This includes choosing a career goal, moving
away from friends and family, and establishing relationships. Individuals during these
transitional periods rely on personal goals to provide guidelines for making fundamental
choices. It also explains that indivuals who do not set goals become overwhelmed by the huge
amount of stress, which ultimately hinders that process to adulthood.

Husein Kovacevic
7) Erylmaz, Ali. "A Model Of Subjective Well-Being For Adolescents In High School."
Journal Of Happiness Studies 13.2 (2012): 275-289. Academic Search Premier. Web. 30
Oct. 2014.
According to this article, people must determine their goals intrinsically. Then, they should
spend efforts to actualize their goals. When we actualize our goals, our well being goes up. This
article states how adoelescence is the most important developmental stae of life. This is the
period in which we experience the most changes. Setting goals to combat these changes can
either have postitive or negative results on adolescents' mental health. The higher level of well
being we achieve the more motivation we have to learn. On the other hand, if the level is low,
people begin to experience school burnout. I plan on using this in my research by setting simple
goals to see if my overall well being will go up. Setting up simpler goals to an overall big goal.
8) MARTTINEN, ELINA, and KATARIINA SALMELA-ARO. "Personal Goal
Orientations And Subjective Well-Being Of Adolescents." Japanese Psychological
Research 54.3 (2012): 263-273. Academic Search Premier. Web. 7 Oct. 2014.
This article reiterates points from my previous two articles about transitional periods and the
need to apply action to their goals. It points how young people face the the biggest transition
period from student to adult. They talk about having to learn how to live on their own and
handle personal finances by themselves. Then it points back to my second citation when it talks
about goal pursuit to satisfy their needs and valued outcomes. This is good because it provides
information about transitional periods. Also, it proves the credibility of the others articles
because they all intertwine with similar results.
9) Mansfield, Caroline. "Rethinking Motivation Goals For Adolescents: Beyond
Achievement Goals." Applied Psychology: An International Review 61.4 (2012): 564584. Academic Search Premier. Web. 9 Oct. 2014.
This article details that goals cannot be achieved without motivation. Goals cannot be completed
in isolation, but instead use components of complex and dynamic motivational systems. It
elaborates on why people want to achieve these goals they set out for themselves. They need a
drive to make sure they pursue that goal. This is important in my research because it explains
the background of what goals actually are. It's hard to link goals and happiness, but you don't
provide background information about what goals are.
10) MacLeod, Andrew K., Emma Coates, and Jacquie Hetherton. "Increasing Well-Being
Through Teaching Goal-Setting And Planning Skills: Results Of A Brief Intervention."
Journal Of Happiness Studies 9.2 (2008): 185-196. Academic Search Premier. Web. 30
Oct. 2014.
This article showed the development of goal setting and planning skills, which are known to be
linked to wellbeing. Participants received three group sessions or completed the program
individually in their own time. Those taking part in the intervention, both individually and in a
group, showed significant increases in subjective wellbeing. The results provide support for the
view that goal setting and planning skills have a causal link to wellbeing. This article shows the

Husein Kovacevic
credibility of other studies that support that goal setting help enhance wellbeing. It links back to
other scientists who did similar experiments in correlation with goal setting.