How Nearly a Century of Happiness Research Unveiled a Key Finding

When Lyubomirsky joined Stanford’s Graduate School of Social Psychology in 1989, the study of happiness was just beginning to earn respectability in academia. Ed Diener, a psychologist at the University of Illinois at Urbana-Champaign, would later gain recognition for his contributions to the field. Despite his long-standing interest in happiness, he chose to wait until he achieved tenure before diving into the subject. Similarly, Lyubomirsky was hesitant to specialize in happiness; as a serious scientist, she felt that topics related to “emotion” were often regarded as less rigorous. However, after an engaging discussion with her advisor on her first day at Stanford, she resolved to make happiness her primary focus.

Lyubomirsky began by exploring the fundamental question of why some individuals experience greater happiness than others. A few years prior, Diener had published a survey that examined existing research, highlighting the types of behaviors often associated with happy individuals. However, the studies often yielded conflicting results, leading to a lack of definitive answers. Lyubomirsky’s own findings indicated that mindset plays a significant role; happy individuals tended to avoid comparing themselves to others, held positive views of those around them, made fulfilling choices, and did not dwell on negativity.

Yet, Lyubomirsky recognized the complexity of cause and effect. Did a happy disposition foster a healthy mindset, or did adopting a positive outlook lead to increased happiness? Were people inherently predisposed to a certain level of happiness, much like mothers clustering together? She pondered whether it was possible to shift one’s mindset, noting that such changes often required extensive time—many people spend years in therapy attempting to achieve this, often without success. This prompted her to investigate whether simpler, quicker actions could enhance well-being.

To this end, Lyubomirsky researched various habits and practices thought to uplift mood, such as random acts of kindness and expressions of gratitude. Over six weeks, she instructed students to perform five acts of kindness each week—like donating blood or assisting peers with assignments. By the end of the study, these students reported higher levels of happiness compared to a control group. Another group reflected weekly on things they were grateful for, such as “My Mother” and “AOL Instant Messenger,” and similarly experienced an increase in happiness. Although the changes were modest, Lyubomirsky found it intriguing that small, low-cost interventions could enhance students’ quality of life. In 2005, she published a paper asserting that individuals possess significant control over their happiness.

Lyubomirsky’s research emerged during a time when psychology was reevaluating its objectives and focus. When Martin Seligman, a psychologist from the University of Pennsylvania, took leadership of the American Psychological Association in 1998, he and his colleagues noted that the field had overly concentrated on dysfunction, neglecting the promotion of life satisfaction. He urged his peers to explore themes such as “optimism, courage, work ethic, resilience, interpersonal skills, pleasure, insight, and social responsibility,” advocating a return to making life more fulfilling and productive for everyone.