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Positivity, by B. Fredrickson

Felissa K. Lee

To cite this article: Felissa K. Lee (2010) Positivity, by B. Fredrickson, , 5:1, 101-104, DOI:
10.1080/17439760903509630

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The Journal of Positive Psychology
Vol. 5, No. 1, January 2010, 101–104
BOOK REVIEW
Positivity, by B. Fredrickson, New York, Crown
Publishers, 2009, 277 pp., US$24.95 (Hardback),
ISBN 9780307393739
The day you decide to do it is your lucky day. Japanese
proverb
This quote popped to mind as I finished the book
Positivity by Barbara Fredrickson. What I love about
the saying is the energizing reminder that we have the
power to make good things happen in our lives, often
through simple decisions and actions. It’s a belief held
by the happiest, most successful people I know and one
I try to instill in my students. In reading Positivity I
learned that the message has far more than intuitive
appeal backing it. There’s now an array of compelling
research evidence indicating that positivity (of mind,
feeling, and action) does influence our experience for
the better, in essence allowing us to create our own
‘luck’.
Fredrickson makes the case for proactive positivity
in clear, readable terms that can be appreciated by
both academic and lay audiences. She presents years
worth of interesting research evidence supporting her
assertions then offers a prescription for how to apply
the information to make practical changes in one’s life.
It’s rare to find a book that includes both the rich
scientific grounding and the practical application; it’s
one factor that makes this book such a powerful
contribution. In addition to the research evidence,
Fredrickson includes a variety of concrete examples
illustrating the concepts and detailing individuals’
experiences. I feel as confident recommending
Positivity to a friend as I would putting it on the
reading list for my MBA students.
Overview of concepts
The book is divided into two parts: the first (chapters
1–7) provide the foundation of theory and research
evidence and the second (chapters 8–12) provide
guidelines for application. Part One begins with two
contrasting examples of how the same early morning
events, seen differently through the lenses of negativity
and positivity, can set the stage for upward or
downward spirals of mood and behavior throughout
the day. The author also uses these examples to
introduce the six key facts about positivity: (1) positiv-
ity feels good; (2) positivity changes how your mind
works; (3) positivity transforms your future; (4) positiv-
ity puts the breaks on negativity; (5) positivity obeys a
ISSN 1743–9760 print/ISSN 1743–9779 online
ß 2010 Taylor & Francis
DOI: 10.1080/17439760903509630
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tipping point; and (6) you can increase your positivity.
Fredrickson goes on to identify and elaborate upon ten
specific forms of positivity, including the feelings of
joy, gratitude, serenity, interest, hope, pride, amuse-
ment, inspiration, awe, and love.
Subsequent chapters expand upon these concepts
and include greater description of Fredrickson’s
unique contributions to the positive psychology
literature. The ‘Broaden and Build Theory’ explains
how and why positive emotions can translate into
productive outcomes. This theory provides the con-
ceptual foundation for the book. Fredrickson argues
that positive emotions broaden our minds, making
us receptive to a wider array of creative solutions,
opportunities, and people, and leads us to experiment
and engage in an array of actions that build our skills
and psychological resources over time.
My young nephew Noah (almost 5 months old)
offers a simple illustration of this process. Everything
is brand new to him, and he’s fascinated by it all. His
feelings of interest drive him to explore and learn new
things that in turn expand his budding set of life skills.
Noah is always staring intently at what’s around him
and grabbing at whatever he can reach (the ceiling fan;
a leaf; a stuffed animal; his own thumbs and feet). He’s
recently started waking up and ‘entertaining himself’ in
his crib with some of those things that have been
catching his attention. Initially his parents were
confused (they were used to him crying as soon as he
woke up, whether or not he needed something
concrete), he just didn’t like to be alone in the crib
once awake. But now Noah wakes up a few times a
night and just plays in the crib on his own. His parents
can hear him giggling to himself, rustling his toys,
sucking his thumb loudly, and eventually falling asleep
again. The interest and exploration has helped him to
learn a bit about how to entertain and soothe himself
with the things in his environment (an important
psychological resource) and this way he’s developing a
bit of independence already. As he gets older, Noah’s
ability to engage with the world on his own terms will
manifest in increasingly complex ways. As adults, we
all have our own experiences of being drawn into our
surroundings and ending up with something new that
we didn’t have before: a new friend, an idea for a
paper, familiarity with a more efficient route to work.
Over time, these resources accumulate and help us to
create more effective, fulfilled lives.
The concept of the ‘upward spiral’ further explains
the way positivity operates. The idea is that positive
102
emotions tend to feed upon one another (as do the
actions associated with them) leading, over time, to an
upward spiral of optimism, experimentation, success,
and more positive emotions. This is true in a given
moment and over longer periods of time. By contrast,
negativity brings about a downward spiral, with
negative emotions and thinking causing an increasingly
narrow focus on problems, thereby exacerbating
feelings of negativity and pessimism and increasing
the likelihood that a person will become ‘stuck’ and
potentially feel helpless.
Particular note is made of the role of thoughts in
shaping our feelings. Positive or negative interpreta-
tions of events are a powerful precursor of mood.
Fredrickson’s arguments in this regard are consistent
with a long tradition of cognitive-behavioral theory
and therapy in the world of applied psychology. In the
clinical and counseling literatures, cognitive patterns
have been found to predict depression and anxiety.
Cognitive-behavioral therapy, which involves learning
to counter negative self-talk, is used as a therapeutic
intervention for alleviating mood disorders. However,
there is far more research and training about the idea
of countering negative self-talk in people experiencing
problems than there is around the concept of increas-
ing positive self-talk so as to facilitate positivity and
flourishing. This focus is one of several contributions
of the author’s perspective. More broadly, Fredrickson
highlights the idea that a lack of negativity is not the
same thing as positivity.
Nonetheless, Fredrickson acknowledges that nega-
tivity is functional and necessary at times, and that
attempting to eradicate negative emotions is both
unrealistic and undesirable. Fredrickson formalizes
this assertion with her discussion of research support-
ing the ‘3 to 1 ratio’ of positive to negative feelings as
a ‘tipping point’ for flourishing. Chapter 7 includes a
detailed description of how this ratio was developed
and tested. It begins with Fredrickson meeting Marcial
Losada, who had developed a mathematical model
(based on non-linear dynamics, or chaos theory) of the
Broaden and Build Theory in his own research with
work teams. Fredrickson then tested this mathematical
model with data gathered from experiments done with
individuals.
In Fredrickson’s studies, participants completed
an established measure of ‘flourishing’ mental health
that classifies people into one of three categories:
‘flourishing’, ‘languishing’, or ‘moderately mentally
healthy’ (i.e., those folks who are neither flourishing
nor languishing) (Keyes, 2002, 2007). Participants then
documented their emotional experiences by completing
a ‘positivity self-test’ (similar to the one included in the
book) daily for 4 weeks. Fredrickson calculated the
daily positivity ratio for each participant (the chapter
explains the different cutoffs used for ‘counting’ the
positive vs. negative emotions) and then created an
F.K. Lee
average positivity ratio for the whole month. She
found that those people that were identified as
‘flourishing’ had positive-to-negative emotion ratios
of over 3 : 1. Those identified as ‘languishing’ by the
initial survey had ratios below 3 : 1. (I assume that folks
in the middle, those neither flourishing nor languish-
ing, were those hovering around the 3 : 1 mark,
although I didn’t see an explicit discussion of that
point.) Thus, we arrive at the key ‘tipping-point’ of
3 : 1.
In Part Two of the book, Fredrickson draws upon
the research insights and tools used in her research to
offer well-grounded prescriptions for how to become
more positive and cultivate the associated benefits,
such as psychological resilience, good health, and high-
quality social connections. She begins this process by
instructing the reader on how to assess one’s current
positivity ratio and identify some of the triggers of
different emotional reactions. Included is a ‘positivity
self-test’ that allows the reader to engage in this data
collection by evaluating the types of emotions that
were experienced over the last day. The reader is
encouraged to collect data over a 2-week period and
to calculate a positivity ratio from that data. There is
even a calculation tool on the website www.
Positivity.Ratio.com. She also describes how to use
the ‘Day Reconstruction Method’ used in her research
studies to identify how the activities of one’s day link
to one’s feelings. Ultimately, the goal is to shift the
ratio of positive to negative episodes in one of three
ways: by reducing the occurrence of negative experi-
ences, increasing the number of positive ones, or both.
It was exciting to see items developed for research
available for such practical use!
Fredrickson then devotes a chapter to best prac-
tices for (1) decreasing negativity (those derived from
research on improving mental health conditions such
as anxiety and depression, such as disrupting rumina-
tion and engaging in corrective self-talk), and (2)
increasing positivity (a review of findings from the
positive psychology literature). These insights are then
consolidated into a helpful ‘Toolkit’ which includes the
following good practices for practicing positivity: (1)
be open; (2) create high-quality connections; (3)
cultivate kindness; (4) develop healthy distractions to
break the cycle of rumination; (5) dispute negative
thinking; (6) spend time in nature; (7) learn and apply
your strengths; (8) mediate mindfully; (9) mediate on
loving-kindness; (10) ritualize gratitude; (11) savor
positivity; and (12) visualize your future.
Fredrickson also explains how to create ‘positivity
portfolios’ that celebrating the presence of the 10
emotions in your life: tools that can be used to aid
positive reflection and feelings. Other notable aspects
of the book include a good ‘recommended resources’
section and an explicit discussion about the importance
of seeking help for depression. The author is
 Book Review
responsible in encouraging people to seek professional
help if their positivity ratios are persistently low.
Further observations
In terms of the ‘positivity ratio’, I was initially
confused about the practical goal implied by the 3 : 1
number. For much of the book I thought the goal was
to achieve the 3 to 1 ratio; though in the last chapter
it became clear that ideally, in order to cross the
threshold into the ‘flourishing’ realm, we should
actually shoot for 4 positive episodes for every 1
negative. That is, with 3 : 1 as a tipping point, our floor
should be 3 positives for every 1 negative, because
below that point we may find ourselves in ‘languishing’
territory. On another tack, although Fredrickson
doesn’t specifically document the need for negativity
in the flourishing equation, I believe she does rightly
assert that experiencing ‘zero’ negativity (over a long
period of time, anyway) would be unrealistic and
counterproductive, and I suspect the result of some
problematic self-regulation strategies (e.g., denial,
substance abuse, being interpersonally oblivious, etc).
As a teacher and researcher of organizational
behavior I was especially pleased to see ‘pride’ and
‘interest’ appear on the list of 10 key positive emotions
outlined in Chapter 3. These two feelings have a certain
‘face validity’ in terms of workplace motivation and
performance, something that always helps when trying
to demonstrate the relevance of emotions to business
students and professionals. With these two emotions
as initial focal points, I can imagine using the Broaden-
and-Build Theory to articulate how competencies
accrue over time, and even how educational experi-
ences (i.e., the learning involved, not just the resulting
credentials) can lead to career benefits in subtle ways.
All the better for encouraging attention to people’s
emotional lives, both the MBA students’ and those
they supervise.
For example, the feeling of ‘pride’ was a clear
driver of positive outcomes for one of my students,
whom I’ll call Donna. In my case-based MBA courses,
students receive a grade for class participation. Donna
came to me at the end of one semester to share with me
how the experience had evolved for her. She’d been
unnerved by the idea of speaking up in class; she was
an engineer and described herself as an introvert. She’d
considered just taking the ‘C’ in participation that
would result from electing not to contribute to large
group discussions. Although this outcome wouldn’t
have had any impact on Donna’s progress in the
program or on her career in general, she couldn’t live
with the idea. Her emotional pride in doing quality
work, and in challenging herself to learn, wouldn’t
allow her to just accept a mediocre grade. She
contributed to every discussion with thoughtful,
103
well-reasoned remarks and examples. I was often
struck by her insightful observations; I’d never have
guessed she was so nervous initially. Interestingly, her
colleagues also noticed her high-quality mind and
communication skills. A couple of students that sat on
the other side of the classroom eventually approached
her, introduced themselves, and encouraged her to
apply for an open position in their organization.
Donna did apply, and ended up with a attractive job
offer. Her feeling of pride moved her to broaden her
comfort zone and skill set, thereby building up her
network and her employment opportunities.
In terms of the emotion ‘interest’, theories of
intrinsic motivation document the importance of this
feeling for self-regulation, effectiveness, and well-being
(Ryan & Deci, 2000; Sansone & Smith, 2000). Interest
and curiosity are powerful incentives to engage with a
task or subject and to exert effort over time. Research
has also shown that when people proactively modify
activities or situations so that they are more interest-
ing, they can help themselves to persist at the task
longer (Sansone et al., 1992), potentially improving
performance. Anyone that’s felt the difference between
a job that’s chronically boring and one that draws on
natural interests is familiar with these effects on
motivation and energy. Fredrickson’s findings regard-
ing feelings of positivity and flourishing reflect existing
knowledge about how intrinsic motivation (and the
feelings that support that state) promote flourishing in
the workplace (and beyond).
I was left wondering about a couple of issues that
weren’t addressed in the book, especially in terms of
implications for the workplace. For instance, what
might be the occasional down sides of heartfelt
positivity? For instance, some recent research findings
suggest that, in some situations, positive mood may
lead to less thorough information processing and less
creative problem solving (George & Zhou, 2002, 2007).
That is, the positive mood provides a sort of signal that
‘all is OK’, meaning there is less incentive to engage in
further critical analysis or to try and change the status
quo; the need for further problem solving isn’t
recognized.
The authors of this work indicate that contextual
factors may determine whether positive or negative
mood facilitates creativity more effectively in an given
situation. Admittedly, however, the purpose of
Fredrickson’s book is to highlight the benefits of
positivity, not negativity, and an exhaustive review
of the mood literature would have been out of place.
Relatedly, I wonder what might be done to system-
atically increase the ‘positivity supportiveness’ of
various work and educational settings. Throughout
the book my thoughts wandered to the idea that one’s
objective circumstances have a concrete bearing on our
exposure to positive and negative mood triggers.
Although it can be argued that we can select and help
104
to shape our environments, it’s certainly the case that
some people enjoy more advantages in this regard than
others. For example, I think of the emphasis taken in
the literature on self-determination theory, which
recognizes the value of individuals’ autonomy orienta-
tion (among other things) in prompting optimal
development, and has also devoted a great deal of
emphasis to recognizing and studying the powerful role
that environments have in facilitating autonomous
thought and action. Again, this observation doesn’t
detract from the value of the book’s message; it is
perhaps a possible arena for future research.
To the discussion about assessing and building
strengths I’ll add a reference to the body of work
associated with Buckingham, Clifton, and their collea-
gues who have focused on the concept of strengths in
the workplace. Based upon research done by the
Gallup organization, these authors have advanced the
idea that it is more effective to enhance our natural
talents than to focus on remedying weaknesses. They
offer evidence that this approach is effective both as a
management tool and in terms of guiding one’s own
career. A few of the titles that have resulted from this
line of research are, ‘First, Break All the Rules’, ‘Now,
Discover Your Strengths’, and ‘Go Put Your Strengths
to Work’. A website features an online assessment of
personal strengths (www.strengthsfinder.com).
As a final note, I can’t help but comment on the
way in which Fredrickson herself reflects the powerful
impact of positivity on one’s work and well-being. Her
enthusiasm for these ideas nearly bounces off of the
pages! I often found myself smiling while reading
simply because it was fun to see someone so excited
about their work. More broadly, Fredrickson adds
great value to her book by having the courage to offer
her own life examples. This practice isn’t often seen in
scholarly writing; in taking that risk she serves as a role
model for others and communicates her message even
more effectively. The blend of credible research
findings and clarifying anecdotes are an effective
F.K. Lee
mixture of elements. To use one of the author’s
phrases, she really ‘allows the facts to dance’ in a
way that speaks to academic, practitioner, and lay
audiences. In sum, I encourage you to read Positivity
by Barbara Fredrickson. The day you decide to do it is
your lucky day.
References
George, J.M., & Zhou, J. (2002). Understanding when bad
moods foster creativity and good ones don’t: The role of
context and clarity of feelings. Journal of Applied
Psychology, 87, 687–697.
George, J.M., & Zhou, J. (2007). Dual tuning in a supportive
context: Joint contributions of positive mood, negative
mood, and supervisory behaviors to employee creativity.
Academy of Management Journal, 50, 605–622.
Keyes, C.L. (2002). The mental health continuum: From
languishing to flourishing in life. Journal of Health and
Social Behavior, 43, 207–222, (For more information, see
www.sociology.emory.edu/ckeyes/).
Keyes, C.L. (2007). Promoting and protecting mental health
and flourishing. American Psychologist, 62, 95–108.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory
and the facilitation of intrinsic motivation, social devel-
opment, and well-being. American Psychologist, 55, 68–78.
Sansone, C., & Smith, J. (2000). Interest and self-regulation:
The relation between having to and wanting to.
In C. Sansone, & J.M. Harackiewicz (Eds.), Intrinsic and
extrinsic motivation: The search for optimal motivation and
performance (pp. 341–372). New York: Academic Press.
Sansone, C., Weir, C., Harpster, L., & Morgan, C. (1992).
Once a boring task always a boring task? Interest as a
self-regulatory mechanism. Journal of Personality and
Social Psychology, 63, 379–390.
Felissa K. Lee
Assistant Professor of Management
Marquette University, USA
felissa.lee@marquette.edu