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Free will
Authenticity of goodness and excellence
The good life

","mcqOptions":[{"text":"

Free will
Authenticity of goodness and excellence
The good life

","correct":true,"explanation":"These are the Positive approach’s three core assumptions: people have some free will, goodness and excellence are genuine, and people can pursue a good life."},{"text":"

Determinism
Environmental conditioning
Mental illness

","correct":false,"explanation":"These replace the approach’s assumptions with biological and environmental explanations. The correct three are free will, authenticity of goodness and excellence, and the good life."},{"text":"

Unconscious conflict
Behavioural conditioning
Biological reductionism

","correct":false,"explanation":"These are related psychological ideas but not the three named assumptions. The Positive approach assumes free will, authenticity of goodness and excellence, and the good life."},{"text":"

Social responsibility
Emotional stability
Academic success

","correct":false,"explanation":"These describe possible outcomes or influences rather than the approach’s core assumptions. The required assumptions are free will, authenticity of goodness and excellence, and the good life."}]},{"id":"e8afbdb4-b8bc-4b2e-b968-e22a92837f13","cardType":"cloze","points":null,"front":"The Positive approach focuses on what helps humans [ ], including strengths, happiness, meaning, optimism, resilience, relationships and achievement.","back":"The Positive approach focuses on what helps humans flourish, including strengths, happiness, meaning, optimism, resilience, relationships and achievement.","mcqOptions":[{"text":"flourish","correct":true,"explanation":"Flourishing means developing strengths and achieving well-being across areas such as happiness, meaning, relationships, resilience and achievement."},{"text":"survive","correct":false,"explanation":"Surviving suggests merely continuing to live, whereas the Positive approach focuses on flourishing through well-being, strengths, meaning and achievement."},{"text":"cope","correct":false,"explanation":"Coping refers to managing difficulties, but the approach asks what enables people to flourish and develop positive functioning beyond basic coping."},{"text":"function","correct":false,"explanation":"Functioning suggests operating adequately, while flourishing involves positive development, happiness, meaning, relationships, resilience and achievement."}]},{"id":"232712ce-eeff-47bb-96fc-f48f251365fa","cardType":"basic","points":1,"front":"How did Positive psychology react to psychology’s older problem-focus?","back":"It studies strengths and well-being as seriously as disorders.","mcqOptions":[{"text":"It studies strengths and well-being as seriously as disorders.","correct":true,"explanation":"Positive psychology broadened psychology’s focus by studying strengths and well-being with the same seriousness traditionally given to disorders."},{"text":"It studies disorders and weaknesses as seriously as well-being.","correct":false,"explanation":"The Positive approach did not reject disorders or study them exclusively. It added serious study of strengths and well-being to psychology’s existing problem-focus."},{"text":"It studies biology and past learning as seriously as disorders.","correct":false,"explanation":"This reverses the historical change: older psychology already focused strongly on problems, whereas Positive psychology broadened attention to strengths and well-being."},{"text":"It ignores disorders and problems in favour of happiness.","correct":false,"explanation":"Positive psychology does not ignore disorders. Its distinctive response was to study strengths and well-being as seriously as disorders, rather than focusing only on problems."}]},{"id":"5666e4e8-1160-44b5-8238-a23b3d2ac29a","cardType":"cloze","points":null,"front":"In the Positive approach, free will means people can make [ ] rather than being completely controlled by biology, past learning or unconscious forces.","back":"In the Positive approach, free will means people can make meaningful choices rather than being completely controlled by biology, past learning or unconscious forces.","mcqOptions":[{"text":"meaningful choices","correct":true,"explanation":"Meaningful choices express the Positive approach’s limited free will: people can intentionally choose, even though biology, learning and unconscious forces may influence them."},{"text":"automatic responses","correct":false,"explanation":"Automatic responses are not deliberate exercises of free will. The intended idea is that people can make meaningful choices despite influencing forces."},{"text":"biological decisions","correct":false,"explanation":"Inherited characteristics may influence behaviour, but they are not choices. Free will refers to people making meaningful choices rather than being completely controlled."},{"text":"unconscious reactions","correct":false,"explanation":"Unconscious impulses describe forces that may influence behaviour, not the exercise of free will. The correct term is meaningful choices."}]},{"id":"042cc44c-44f8-4cbd-8ac4-f182cde2c6c0","cardType":"basic","points":2,"front":"Compared with determinism, what extra question would the Positive approach ask about anxiety?","back":"Which choices, strengths and goals could help the person move forward?","mcqOptions":[{"text":"Which choices, strengths and goals could help the person move forward?","correct":true,"explanation":"This question reflects free will by asking how a person might intentionally use choices, strengths and goals to move forward, rather than viewing anxiety as wholly determined."},{"text":"Which genes, past experiences and symptoms caused the anxiety?","correct":false,"explanation":"This focuses only on causes and symptoms, which fits a problem-focused or deterministic analysis. The Positive approach asks which choices, strengths and goals could help the person move forward."},{"text":"Which unconscious conflicts and conditioning histories will determine the outcome?","correct":false,"explanation":"This assumes anxiety is fixed and asks only about prediction, omitting agency. The Positive approach considers which choices, strengths and goals could help the person move forward."},{"text":"Which environmental changes and medical treatments will eliminate the anxiety?","correct":false,"explanation":"This asks about removing all influences rather than identifying constructive agency. The Positive approach asks which choices, strengths and goals could help the person move forward."}]},{"id":"130d7971-c7cb-41da-be80-60324511939e","cardType":"basic","points":2,"front":"Why do gratitude diaries and goal-setting rely on free will?","back":"They assume people can deliberately practise behaviours that improve well-being.","mcqOptions":[{"text":"They assume people can deliberately practise behaviours that improve well-being.","correct":true,"explanation":"Gratitude diaries and goal-setting require intentional action: people deliberately practise behaviours that can improve well-being over time."},{"text":"They assume people can unconsciously repeat habits that improve well-being.","correct":false,"explanation":"The activities are not assumed to happen automatically. Their value depends on people deliberately practising behaviours that improve well-being."},{"text":"They assume people are biologically programmed responses that improve well-being.","correct":false,"explanation":"Free will is about intentional agency, not biological programming. These activities assume people can deliberately practise behaviours that improve well-being."},{"text":"They assume people must follow externally imposed instructions that improve well-being.","correct":false,"explanation":"The claim is not that behaviour is imposed by others. Gratitude and goals rely on people deliberately practising behaviours that improve their own well-being."}]},{"id":"afb14fcd-2c47-4d6d-978e-dbaf95418beb","cardType":"basic","points":1,"front":"What should you avoid claiming about free will in the Positive approach?","back":"That people have total control over their lives.","mcqOptions":[{"text":"That people have total control over their lives.","correct":true,"explanation":"The Positive approach accepts limited free will, not unlimited agency. Biology, environment and circumstances can restrict what people are able to choose and control."},{"text":"That people have no control over their lives.","correct":false,"explanation":"The approach does not deny agency altogether. It rejects total control while recognising that people can still make meaningful choices within constraints."},{"text":"That only exceptional people have free will.","correct":false,"explanation":"Free will is not restricted to unusual or exceptional people in this approach. It is a general, limited capacity to make meaningful choices."},{"text":"That people make irrational choices over their lives.","correct":false,"explanation":"The Positive approach does not claim choices are always irrational. Its caution is that people have meaningful but limited control, not total control."}]},{"id":"3d768dd5-ebd0-4742-bc98-224b065ee7d8","cardType":"basic","points":2,"front":"What can constrain free will in the Positive approach?","back":"Biology, environment, poverty, trauma and culture can constrain choices.","mcqOptions":[{"text":"Biology, environment, poverty, trauma and culture can constrain choices.","correct":true,"explanation":"The Positive approach recognises that biology, environment, poverty, trauma and culture can limit available opportunities and therefore constrain free choices."},{"text":"Free will, happiness, optimism, resilience and goals can constrain choices.","correct":false,"explanation":"These are not the listed constraints in this assumption. The approach identifies biology, environment, poverty, trauma and culture as factors that can limit choices."},{"text":"Strengths, meaning, relationships, achievement and gratitude can constrain choices.","correct":false,"explanation":"These describe positive resources or outcomes rather than the main forces that restrict choice. The relevant constraints are biology, environment, poverty, trauma and culture."},{"text":"Choices, goals, diaries, habits and motivation can constrain choices.","correct":false,"explanation":"This option confuses personal decisions with constraints. The Positive approach highlights biology, environment, poverty, trauma and culture as influences that can restrict choices."}]},{"id":"30ecac3c-6182-48b5-a5fd-1eb9f056996a","cardType":"cloze","points":null,"front":"Goodness and excellence are treated as [ ], not simply the [ ].","back":"Goodness and excellence are treated as authentic psychological phenomena, not simply the absence of negative states.","mcqOptions":[{"text":"Goodness and excellence are treated as authentic psychological phenomena, not simply the absence of negative states.","correct":true,"explanation":"The Positive approach studies goodness and excellence as genuine psychological phenomena in their own right, rather than defining them merely as the absence of problems or negative states."},{"text":"Goodness and excellence are treated as learned behaviours, not simply the presence of positive states.","correct":false,"explanation":"Learning can influence strengths, but the assumption is broader than learned behaviour, and positive states are not the contrast being made. The correct distinction is authentic phenomena versus absence of negative states."},{"text":"Goodness and excellence are treated as socially desirable traits, not simply the presence of mental illness.","correct":false,"explanation":"Social desirability is not the defining idea, and mental illness is not the contrasting phrase. The Positive approach treats strengths as authentic psychological phenomena rather than the absence of negative states."},{"text":"Goodness and excellence are treated as biological processes, not simply the absence of positive states.","correct":false,"explanation":"Biological processes are too narrow, while absence of positive states reverses the intended contrast. The correct assumption is that goodness and excellence are authentic psychological phenomena, not absence of negative states."}]},{"id":"a583ec71-923d-4fe3-af56-6aafa5142db1","cardType":"basic","points":3,"front":"How do goodness and excellence differ in the Positive approach?","back":"

Goodness - kindness, gratitude, compassion, forgiveness, altruism.
Excellence - creativity, courage, wisdom, perseverance, social intelligence.

","mcqOptions":[{"text":"

Goodness - kindness, gratitude, compassion, forgiveness, altruism.
Excellence - creativity, courage, wisdom, perseverance, social intelligence.

","correct":true,"explanation":"Goodness concerns moral and prosocial qualities such as kindness and compassion, whereas excellence concerns abilities and virtues such as creativity, courage and wisdom."},{"text":"

Goodness - creativity, courage, wisdom, perseverance, social intelligence.
Excellence - kindness, gratitude, compassion, forgiveness, altruism.

","correct":false,"explanation":"This option reverses the two categories. Goodness includes prosocial qualities such as kindness and compassion, while excellence includes capabilities and virtues such as creativity, courage and wisdom."},{"text":"

Goodness - pleasure, excitement, relaxation, comfort, enjoyment.
Excellence - happiness, optimism, satisfaction, hope, enthusiasm.

","correct":false,"explanation":"These lists describe positive feelings more than the distinction between goodness and excellence. Goodness involves prosocial virtues, while excellence involves strengths such as creativity, courage and perseverance."},{"text":"

Goodness - obedience, conformity, politeness, caution, patience.
Excellence - popularity, wealth, status, achievement, influence.

","correct":false,"explanation":"The Positive approach does not define goodness as conformity or excellence as status. Goodness refers to prosocial qualities, while excellence refers to strengths including creativity, courage, wisdom and perseverance."}]},{"id":"ea028e25-3de0-448e-9a6f-c4de293217be","cardType":"basic","points":1,"front":"In this assumption, how is kindness viewed beyond “not being aggressive”?","back":"As a genuine strength worth studying in its own right.","mcqOptions":[{"text":"As a genuine strength worth studying in its own right.","correct":true,"explanation":"The Positive approach treats kindness as a genuine strength with intrinsic psychological importance, rather than merely as the absence of aggressive behaviour."},{"text":"As a learned habit that prevents punishment.","correct":false,"explanation":"Kindness may be learned, but reducing it to avoiding punishment misses its positive value. It is viewed as a genuine strength worth studying in its own right."},{"text":"As a social weakness that replaces assertiveness.","correct":false,"explanation":"Kindness is not considered a weakness or the opposite of assertiveness. The assumption is that it is a genuine strength with value beyond simply not behaving aggressively."},{"text":"As a temporary mood caused by positive emotion.","correct":false,"explanation":"Kindness is understood as a relatively meaningful psychological strength, not merely a temporary mood. It should be studied in its own right rather than defined by the absence of aggression."}]},{"id":"403c9088-9033-4dfc-8e13-d26ffd461389","cardType":"basic","points":1,"front":"What did Peterson and Seligman treat character strengths and virtues as?","back":"Measurable and developable features of personality.","mcqOptions":[{"text":"Measurable and developable features of personality.","correct":true,"explanation":"Peterson and Seligman proposed that character strengths and virtues are identifiable features of personality that can be measured and developed through appropriate experiences and practice."},{"text":"Fixed and inherited features of personality.","correct":false,"explanation":"This reflects a fixed-trait misconception. Peterson and Seligman treated character strengths and virtues as measurable and developable, meaning they can be assessed and cultivated."},{"text":"Unconscious and repressed features of personality.","correct":false,"explanation":"Unconscious and repressed features belong more closely to psychodynamic explanations. Peterson and Seligman described strengths and virtues as measurable and developable aspects of personality."},{"text":"Temporary and situation-specific features of personality.","correct":false,"explanation":"Although situations can affect how strengths appear, they are not merely temporary responses. The correct view is that character strengths and virtues are measurable and developable personality features."}]},{"id":"4340ab2b-49c8-41d1-a344-5f25d6efd3d6","cardType":"cloze","points":null,"front":"The “good life” involves well-being, fulfilment and [ ], not just pleasure or the absence of mental illness.","back":"The “good life” involves well-being, fulfilment and flourishing, not just pleasure or the absence of mental illness.","mcqOptions":[{"text":"flourishing","correct":true,"explanation":"Flourishing refers to living well through a combination of well-being, fulfilment and effective functioning, so the good life involves more than pleasure or simply avoiding mental illness."},{"text":"resilience","correct":false,"explanation":"Resilience concerns adapting successfully to adversity, which is relevant to positive functioning but is not the missing feature in this definition. The correct term is flourishing."},{"text":"contentment","correct":false,"explanation":"Contentment is a feeling of satisfaction, but it is narrower than the broad idea of living well across life. The missing term is flourishing, which includes well-being and fulfilment."},{"text":"normality","correct":false,"explanation":"Normality means functioning within an expected range and does not capture the positive, fulfilling nature of the good life. The correct term is flourishing."}]},{"id":"baacea70-be72-415a-b314-b6f51ead2e05","cardType":"basic","points":3,"front":"How do subjective well-being and flourishing differ?","back":"

Subjective well-being - own happiness and life-satisfaction evaluation.
Flourishing - feeling and functioning well across life areas.

","mcqOptions":[{"text":"

Subjective well-being - own happiness and life-satisfaction evaluation.
Flourishing - feeling and functioning well across life areas.

","correct":true,"explanation":"Subjective well-being focuses on a person’s own evaluation of happiness and life satisfaction, whereas flourishing is broader and includes both feeling and functioning well across different life areas."},{"text":"

Subjective well-being - feeling and functioning well across life areas.
Flourishing - own happiness and life-satisfaction evaluation.

","correct":false,"explanation":"This option reverses the definitions. Subjective well-being is the person’s own happiness and life-satisfaction evaluation, while flourishing includes feeling and functioning well across life areas."},{"text":"

Subjective well-being - absence of mental illness and distress.
Flourishing - pleasure from enjoyable experiences.

","correct":false,"explanation":"These descriptions reduce positive functioning to avoiding illness or experiencing pleasure. Subjective well-being concerns personal happiness and life satisfaction, while flourishing covers feeling and functioning well across life areas."},{"text":"

Subjective well-being - success in work and academic performance.
Flourishing - popularity and positive social reputation.

","correct":false,"explanation":"Work, academic success and reputation are only possible aspects of life, not the definitions. Subjective well-being is self-evaluated happiness and satisfaction, while flourishing is broader feeling and functioning."}]},{"id":"df4930d9-697e-4358-8fa5-c45ed91bf364","cardType":"basic","points":3,"front":"Name Seligman’s three original routes to happiness.","back":"

Pleasant life - pleasure and positive emotion.
Engaged life - deep involvement in activities.
Meaningful life - serving something beyond the self.

","mcqOptions":[{"text":"

Pleasant life - pleasure and positive emotion.
Engaged life - deep involvement in activities.
Meaningful life - serving something beyond the self.

","correct":true,"explanation":"Seligman’s original routes were the pleasant life, focused on positive emotion; the engaged life, focused on involvement; and the meaningful life, focused on serving something larger than oneself."},{"text":"

Pleasant life - deep involvement in activities.
Engaged life - serving something beyond the self.
Meaningful life - pleasure and positive emotion.

","correct":false,"explanation":"The three routes are present, but their definitions have been rotated. Pleasure belongs to the pleasant life, involvement to the engaged life, and service beyond self to the meaningful life."},{"text":"

Pleasant life - avoiding negative emotion.
Engaged life - achieving material success.
Meaningful life - understanding personal identity.

","correct":false,"explanation":"These are plausible aims but not Seligman’s definitions of the three routes. The correct descriptions involve positive emotion, deep involvement in activities and serving something beyond the self."},{"text":"

Pleasant life - social approval and popularity.
Engaged life - calmness and emotional control.
Meaningful life - independent achievement.

","correct":false,"explanation":"Popularity, calmness and independent achievement are not the original route definitions. The pleasant life involves pleasure, the engaged life deep involvement, and the meaningful life service beyond the self."}]},{"id":"0617ecef-beef-4214-99aa-a165ba9de007","cardType":"basic","points":3,"front":"Name the five PERMA elements.","back":"

Positive emotions
Engagement
Relationships
Meaning
Accomplishment

","mcqOptions":[{"text":"

Positive emotions
Engagement
Relationships
Meaning
Accomplishment

","correct":true,"explanation":"PERMA represents five elements of well-being: Positive emotions, Engagement, Relationships, Meaning and Accomplishment. Together they extend the study of well-being beyond pleasure alone."},{"text":"

Positive emotions
Achievement
Relationships
Meaning
Autonomy

","correct":false,"explanation":"Achievement and autonomy are related positive-psychology ideas, but they are not the final two PERMA elements. The correct terms are Engagement and Accomplishment."},{"text":"

Pleasure
Engagement
Resilience
Purpose
Success

","correct":false,"explanation":"These terms overlap with well-being but do not reproduce the PERMA model. PERMA specifically names Positive emotions, Engagement, Relationships, Meaning and Accomplishment."},{"text":"

Positive emotions
Flow
Relationships
Meaning
Growth

","correct":false,"explanation":"Flow and growth are related concepts, but they replace the precise PERMA terms. The model uses Engagement rather than flow and Accomplishment rather than growth."}]},{"id":"298bd317-2f58-47e4-9995-57952e7a2828","cardType":"cloze","points":null,"front":"In PERMA, engagement means being absorbed in an activity, sometimes called [ ].","back":"In PERMA, engagement means being absorbed in an activity, sometimes called flow.","mcqOptions":[{"text":"flow","correct":true,"explanation":"Flow describes complete absorption in an activity, where attention is focused and the person may lose awareness of time. It is the engagement component of PERMA."},{"text":"mindfulness","correct":false,"explanation":"Mindfulness means deliberately attending to present experiences without judgement, rather than becoming fully absorbed in an activity. The PERMA term for deep absorption is flow."},{"text":"resilience","correct":false,"explanation":"Resilience refers to adapting or recovering after adversity, not intense absorption during an activity. In PERMA, this experience of deep involvement is called flow."},{"text":"gratitude","correct":false,"explanation":"Gratitude involves recognising and appreciating positive aspects of life, whereas absorption in an activity describes flow. Gratitude is linked more closely to positive emotion than engagement."}]},{"id":"b90e4c46-009d-4600-beee-a8e71debbf43","cardType":"basic","points":1,"front":"In PERMA, why would a charity performance add meaning?","back":"It serves something bigger than the self.","mcqOptions":[{"text":"It serves something bigger than the self.","correct":true,"explanation":"Meaning involves serving or belonging to something larger than personal pleasure or achievement. A charity performance can therefore contribute to purpose by benefiting other people or a wider cause."},{"text":"immediate pleasure for the self","correct":false,"explanation":"Immediate pleasure reflects positive emotion, but it does not explain the meaning produced by contributing to a wider cause. The relevant idea is serving something bigger than the self."},{"text":"greater control over other people","correct":false,"explanation":"Control may contribute to wellbeing, but influencing other people is not what makes the performance meaningful in this example. Meaning comes from serving something bigger than the self."},{"text":"freedom from all negative emotions","correct":false,"explanation":"Positive mental health is not defined by eliminating every negative emotion, and a charity performance is meaningful because it serves something bigger than the self."}]},{"id":"34d55d7c-5362-4e0a-8ec9-3661a1b2af08","cardType":"basic","points":1,"front":"Which research anchor supports mental health as more than absence of disorder?","back":"Jahoda (1958).","mcqOptions":[{"text":"Jahoda (1958).","correct":true,"explanation":"Jahoda argued that good mental health involves positive criteria, such as autonomy and personal growth, rather than simply the absence of psychological disorder."},{"text":"Freud (1900)","correct":false,"explanation":"Freud’s work focused on the unconscious mind and psychodynamic explanations, not the positive criteria used to define mental health beyond disorder. The relevant anchor is Jahoda (1958)."},{"text":"Rosenhan (1973)","correct":false,"explanation":"Rosenhan examined the reliability of psychiatric diagnosis through hospital admissions, rather than defining mental health positively. Jahoda (1958) provides the relevant alternative account."},{"text":"Beck (1967)","correct":false,"explanation":"Beck developed a cognitive explanation of depression involving negative schemas and thoughts. The research anchor arguing that mental health extends beyond absence of disorder is Jahoda (1958)."}]},{"id":"bbc9e203-e761-4730-95fd-59894d2d6e00","cardType":"basic","points":2,"front":"What did Myers and Diener find mattered for happiness beyond demographics?","back":"Close relationships, sense of control and meaningful activity.","mcqOptions":[{"text":"Close relationships, sense of control and meaningful activity.","correct":true,"explanation":"Myers and Diener identified close relationships, perceived control and meaningful activity as important influences on happiness beyond demographic characteristics such as age, income or gender."},{"text":"High income, physical attractiveness and popularity","correct":false,"explanation":"These factors may seem socially desirable, but they were not the key influences highlighted by Myers and Diener. Their emphasis was on relationships, control and meaningful activity."},{"text":"Low expectations, emotional suppression and social conformity","correct":false,"explanation":"Suppressing emotion and conforming are not the central predictors identified in this research. Myers and Diener emphasised close relationships, a sense of control and meaningful activity."},{"text":"Competition, status and avoidance of responsibility","correct":false,"explanation":"Competition and status do not capture the main positive psychology findings here, while avoiding responsibility is not a route to wellbeing. The relevant factors involve relationships, control and meaning."}]},{"id":"ad184a96-a99a-4c03-a129-2767317fc36c","cardType":"basic","points":2,"front":"What did Seligman, Steen, Park and Peterson (2005) find about positive interventions?","back":"Some increased happiness and reduced depressive symptoms over follow-up.","mcqOptions":[{"text":"Some increased happiness and reduced depressive symptoms over follow-up.","correct":true,"explanation":"The study found that some positive interventions produced lasting benefits, with participants reporting greater happiness and fewer depressive symptoms during follow-up assessments."},{"text":"Some increased happiness and increased depressive symptoms over follow-up.","correct":false,"explanation":"The first outcome is consistent with the findings, but the second reverses the reported mental-health benefit. The study found reduced, not increased, depressive symptoms over follow-up."},{"text":"Some reduced happiness and reduced depressive symptoms over follow-up.","correct":false,"explanation":"Reducing depressive symptoms alone does not describe the complete finding, because the interventions also increased happiness for some participants. Both outcomes were positive over follow-up."},{"text":"Some showed no change in happiness and increased depressive symptoms over follow-up.","correct":false,"explanation":"This option reverses or removes the beneficial effects reported for some interventions. The findings indicated increased happiness alongside reduced depressive symptoms over follow-up."}]},{"id":"af2069be-aebf-49e7-9054-11a0ecbb5824","cardType":"cloze","points":null,"front":"Making abstract ideas such as happiness or strengths measurable is called [ ].","back":"Making abstract ideas such as happiness or strengths measurable is called operationalisation.","mcqOptions":[{"text":"operationalisation","correct":true,"explanation":"Operationalisation converts an abstract psychological concept into measurable variables or procedures, allowing ideas such as happiness and strengths to be studied scientifically."},{"text":"standardisation","correct":false,"explanation":"Standardisation keeps procedures and instructions consistent across participants, but it does not define how an abstract concept becomes measurable. That process is operationalisation."},{"text":"replication","correct":false,"explanation":"Replication means repeating a study to check whether its findings can be reproduced. Making concepts measurable before testing them is called operationalisation."},{"text":"randomisation","correct":false,"explanation":"Randomisation allocates participants or conditions by chance to reduce systematic bias. It does not turn abstract concepts into measurable variables, which is operationalisation."}]},{"id":"4aaa15d7-c673-4395-b1c7-d96f733e392c","cardType":"basic","points":1,"front":"Which inferential test fits same participants’ before-and-after ordinal happiness ratings?","back":"Wilcoxon signed-ranks.","mcqOptions":[{"text":"Wilcoxon signed-ranks.","correct":true,"explanation":"The Wilcoxon signed-ranks test compares two related sets of ordinal scores, making it suitable for the same participants’ happiness ratings before and after an intervention."},{"text":"Mann-Whitney U","correct":false,"explanation":"Mann-Whitney U compares ordinal scores from two independent groups, not repeated ratings from the same participants. Related before-and-after ratings require the Wilcoxon signed-ranks test."},{"text":"Spearman’s rho","correct":false,"explanation":"Spearman’s rho tests the strength of an association between two ranked variables, rather than comparing before-and-after scores. The appropriate related-samples test is Wilcoxon signed-ranks."},{"text":"independent t-test","correct":false,"explanation":"An independent t-test compares means from unrelated groups and assumes interval-level data with suitable distributional properties. These paired ordinal ratings call for Wilcoxon signed-ranks."}]},{"id":"22356623-4760-4d81-a21d-182846cecc92","cardType":"cloze","points":null,"front":"A [ ] test is used for a directional hypothesis; a [ ] test is used for a non-directional hypothesis.","back":"A one-tailed test is used for a directional hypothesis; a two-tailed test is used for a non-directional hypothesis.","mcqOptions":[{"text":"A one-tailed test is used for a directional hypothesis; a two-tailed test is used for a non-directional hypothesis.","correct":true,"explanation":"A directional hypothesis predicts the direction of an effect, so a one-tailed test is appropriate. A non-directional hypothesis predicts a difference without its direction, requiring a two-tailed test."},{"text":"A two-tailed test is used for a directional hypothesis; a one-tailed test is used for a non-directional hypothesis.","correct":false,"explanation":"The tails have been reversed: one-tailed tests are used when a hypothesis predicts direction, whereas two-tailed tests allow for either direction when no direction is predicted."},{"text":"A one-tailed test is used for a directional hypothesis; a one-tailed test is used for a non-directional hypothesis.","correct":false,"explanation":"The first pairing is correct, but a non-directional hypothesis must allow effects in either direction. Therefore it requires a two-tailed, not a one-tailed, test."},{"text":"A two-tailed test is used for a directional hypothesis; a two-tailed test is used for a non-directional hypothesis.","correct":false,"explanation":"A two-tailed test is suitable for a non-directional hypothesis, but a directional prediction uses one tail because only one direction is tested. The first pairing is therefore wrong."}]},{"id":"46eecd31-efde-43c2-8b82-ad49c78cc750","cardType":"basic","points":2,"front":"Why can self-report weaken Positive psychology research?","back":"It can produce social desirability bias in subjective well-being data.","mcqOptions":[{"text":"It can produce social desirability bias in subjective well-being data.","correct":true,"explanation":"Participants may give answers that present them in a favourable light rather than reporting honestly, making subjective well-being scores less valid and weakening conclusions."},{"text":"It can produce researcher bias in objective behavioural data.","correct":false,"explanation":"The key problem is not researchers influencing objective observations; self-report mainly encourages socially acceptable answers, creating social desirability bias in subjective well-being data."},{"text":"It can produce observer bias in physiological measurements.","correct":false,"explanation":"Physiological measurements are not normally self-reported, so observer bias is not the main weakness here. The relevant issue is social desirability bias in subjective well-being reports."},{"text":"It can produce sampling bias in longitudinal well-being data.","correct":false,"explanation":"Sampling bias concerns who is selected or retained, rather than how participants answer questions. Self-report can instead create social desirability bias in subjective well-being data."}]},{"id":"e4308ce0-e711-4e33-9ef9-ae27a0f2212d","cardType":"basic","points":2,"front":"Why might the Positive approach be culturally biased?","back":"It may reflect Western individualistic values like autonomy and achievement.","mcqOptions":[{"text":"It may reflect Western individualistic values like autonomy and achievement.","correct":true,"explanation":"Positive psychology often emphasises personal choice, independence and achievement, which may fit Western individualistic cultures better than collectivist cultures prioritising relationships and group harmony."},{"text":"It may reflect Eastern collectivist values like conformity and obedience.","correct":false,"explanation":"These values are associated more strongly with collectivist cultures, whereas the concern is that Positive psychology may privilege Western individualistic values such as autonomy and achievement."},{"text":"It may reflect universal biological values like survival and reproduction.","correct":false,"explanation":"Biological motives may be widespread, but this does not explain the cultural bias being criticised. The concern is the emphasis on Western individualistic values in defining well-being."},{"text":"It may reflect clinical medical values like diagnosis and treatment.","correct":false,"explanation":"Diagnosis and treatment belong mainly to the medical model, not the cultural criticism of Positive psychology. The relevant bias is its possible focus on Western individualistic values."}]},{"id":"ed6acf07-6242-4103-87a5-c292f2e5e3be","cardType":"basic","points":2,"front":"What ethical risk arises if free will is overemphasised?","back":"It can blame individuals while underplaying poverty, discrimination, trauma or illness.","mcqOptions":[{"text":"It can blame individuals while underplaying poverty, discrimination, trauma or illness.","correct":true,"explanation":"Overemphasising personal choice can imply that people are responsible for overcoming all difficulties, ignoring structural, social and biological factors that restrict their well-being and behaviour."},{"text":"It can excuse individuals while exaggerating personal responsibility for poverty, discrimination, trauma or illness.","correct":false,"explanation":"The ethical concern is the opposite: excessive emphasis on free will can blame individuals and minimise the external or biological circumstances contributing to their difficulties."},{"text":"It can protect institutions while highlighting poverty, discrimination, trauma or illness.","correct":false,"explanation":"Free-will explanations may shift responsibility towards individuals rather than protectively highlighting contextual causes. The risk is blaming individuals while underplaying these important influences."},{"text":"It can diagnose individuals while replacing poverty, discrimination, trauma or illness with genetic explanations.","correct":false,"explanation":"The issue is not primarily diagnosis or replacing social problems with genetics. It is the possibility that stressing free will blames individuals and neglects wider causes."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Component 1"},"heading":"Positive approach: assumptions","title":"Positive approach: assumptions Flashcards","topbar":{"backHref":"/a-level/psychology/eduqas/flashcards"},"topicSidebar":"$L37"}]}],"topicId":"5d2db620-ba17-5b26-a4e9-4eb1c6e67ca7","walled":"$L38"}],"$L39","$L3a"]