Positive Emotions Trigger Upward Spirals toward Emotional Well-Being

Author(s): Barbara L. Fredrickson and Thomas Joiner

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Source: Psychological Science, Vol. 13, No. 2 (Mar., 2002), pp. 172-175
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 PSYCHOLOGICALSCIENCE
Research Report
POSITIVE EMOTIONS TRIGGER UPWARD SPIRALS TOWARD
EMOTIONAL WELL-BEING
BarbaraL. Fredrickson1and ThomasJoiner2
2
'Universityof Michiganand Florida State University
Abstract- The broaden-and-buildtheory of positive emotions pre-
dicts thatpositive emotionsbroadenthe scopes of attentionand cogni-
tion, and, by consequence, initiate upwardspirals toward increasing
emotional well-being. The present study assessed this prediction by
testing whetherpositive affect and broad-mindedcoping reciprocally
and prospectivelypredict one another.One hundredthirty-eightcol-
lege studentscompletedself-reportmeasures of affect and coping at
two assessment periods 5 weeks apart. As hypothesized,regression
analyses showed that initial positive affect, but not negative affect,
predicted improvedbroad-mindedcoping, and initial broad-minded
copingpredictedincreasedpositive affect, but not reductionsin nega-
tive affect. Furthermediationalanalyses showed that positive affect
and broad-mindedcoping serially enhanced one another.Thesefind-
ings provideprospectiveevidence to supportthe predictionthatposi-
tive emotionsinitiateupwardspirals towardenhancedemotionalwell-
being. Implicationsfor clinical practice and healthpromotionare dis-
cussed.
Positive emotions feel good. Plus, the balanceof people's positive
and negative emotions contributesto judgments of life satisfaction
(Diener & Larsen, 1993). Are these the only reasons people should
care aboutpositive emotions?We think not. We propose that positive
emotionsnot only feel good in the present,but also increasethe likeli-
hood thatone will feel good in the future.Thatis, we suggest thatpos-
itive emotionstriggerupwardspiralstowardenhancedemotionalwell-
being.
This predictionstems from a new perspectiveon positive emotions
offered within Fredrickson's(1998, 2001) broaden-and-buildtheory.
This model posits that, unlike negative emotions, which narrow
people's thought-actionrepertoires(e.g., fight or flight), positive emo-
tions broaden people's thought-actionrepertoires,encouragingthem
to discover novel lines of thoughtor action. Joy, for instance,creates
the urge to play, interest creates the urge to explore, and so on. A
key, incidentaloutcomeof these broadenedmind-setsis an increasein
personal resources:As individuals discover new ideas and actions,
they build their physical, intellectual, social, and psychological re-
sources. Play, for instance, builds physical, socioemotional, and in-
tellectual skills, and fuels brain development.Similarly, exploration
increasesknowledgeandpsychologicalcomplexity(Fredrickson,1998,
2000).
Key to our proposalthatpositiveemotions triggerupwardspiralsis
the propositionthat positive emotions broaden attention and cogni-
tion. Evidence supportingthis claim comes from studies that use glo-
bal-local visual processing paradigmsto assess biases in attentional
Addresscorrespondence to BarbaraL. Fredrickson, of Psy-
Department
chology,Universityof Michigan,525 EastUniversityAve.,AnnArbor,MI
48109-1109;e-mail:blf@umich.edu.
172 2002American
Copyright Psychological
Society
focus. Negative states- like anxiety,depression,and failure- predict
local biasesconsistentwith narrowedattention,whereaspositivestates-
like subjectivewell-being, optimism,and success- predictglobal bi-
ases consistentwith broadenedattention(Basso, Schefft, Ris, & Dem-
ber, 1996; Derryberry& Tucker,1994). Otherexperimentshave shown
thatpositive emotions producepatternsof thoughtthatare notablyun-
usual, flexible, creative,and receptive (Isen, 1987). In general terms,
positive emotions "enlarge"the cognitive context (Isen, 1987), an ef-
fect linked to increases in brain dopamine (Ashby, Isen, & Turken,
1999).
If positive emotionsbroadenattentionandcognition,enablingflex-
ible and creative thinking, they should also facilitate coping with
stress and adversity (Aspinwall, 1998). Indeed, people who experi-
ence positive emotions duringbereavementtend to develop long-term
plans and goals. Togetherwith positive emotions, plans and goals pre-
dict greaterwell-being 12 months postbereavement(Stein, Folkman,
Trabasso, & Richards, 1997). One way people experience positive
emotions in the face of adversityis by findingpositive meaningin or-
dinaryevents and within the adversityitself (Folkman& Moskowitz,
2000; Fredrickson,2000). Finding positive meaning also predictsin-
creases in well-being and health (Davis, Nolen-Hoeksema,& Larson,
1998). The relationbetweenpositive meaningandpositiveemotionsis
consideredreciprocal:Not only does findingpositive meaningtrigger
positive emotion, but also positive emotions- because they broaden
thinking- increase the likelihood of findingpositive meaningin sub-
sequentevents (Fredrickson,2000).
These suspected reciprocal relations among positive emotions,
broadenedthinking,and positive meaningunderlieour predictionthat
positive emotions triggerupwardspirals.That is, the effects of posi-
tive emotions should accumulateand compound:The broadenedat-
tention and cognition triggered by earlier experiences of positive
emotion should facilitate coping with adversity, and this improved
coping should in turnpredictfutureexperiences of positive emotion.
As this cycle continues, people build their psychological resilience
and enhancetheiremotionalwell-being.
We tested these predictionsby assessing affect and coping at two
times. We spotlightedpositive affect (PA) and broad-mindedcoping,
characterizedby taking a broadperspectiveon problemsand generat-
ing multiple possible solutions to them. Our first hypothesiswas that
initial experiencesof PA predictimprovementsin broad-mindedcop-
ing over time. Our second hypothesiswas that initial levels of broad-
minded coping predict increases in PA over time. We also tested
whethersimilar relationsare linked to negative affect (NA), and pre-
dictedthe relationsare specific to PA.As anothertest of specificity,we
tested whether similar relations with PA (and not NA) emerge for
other coping styles. Our third and fourth hypotheses concernedup-
ward spiralrelationsdirectly.Our thirdhypothesiswas that initial PA
predictssubsequentPA, in partthroughchanges in broad-mindedcop-
ing. Similarly, our fourth hypothesis was that initial broad-minded
coping predicts subsequent broad-mindedcoping, in part through
changes in PA. Supportfor these hypotheses would suggest that PA
VOL.13,NO.2, MARCH2002
 PSYCHOLOGICALSCIENCE

BarbaraL. FredricksonandThomasJoiner

and broad-mindedcoping serially influence one another,creating an RESULTS1

upwardspiraltowardimprovedemotionalwell-being.
Does PA (but Not NA) Predict Improved
METHOD Broad-Minded Coping?
Ourfirsthypothesiswas thatTl PA wouldpredictchangesin broad-
Participants and Procedure mindedcopingfromTl to T2, suchthatthe morePA individualsinitially
One hundredthirty-eightundergraduates (54%female;mean age = reported,the moretheywouldexperienceimprovements in broad-minded
20, SD = 1.3; 71% Caucasian,14%Asian American, 10%Hispanic, copingovertime.By contrast,we expectedthatthe samewouldnot hold
5% AfricanAmerican)received credit in an introductorypsychology forNA; thatis, Tl NA wouldnotpredictchangesin broad-minded coping.
coursefor participatingin two sessions, conductedin small groups.At To test this hypothesis,we constructeda regressionequationwith
Time 1 (Tl), participantsprovidedconsent andcompletedmeasuresof T2 broad-mindedcoping as the dependentvariable.First, Tl broad-
affect and coping. Five weeks later, at Time 2 (T2), they completed minded coping was entered,creatingresidualchange scores. This, of
identicalmeasures. course, also controlledfor Tl broad-mindedcoping. Next, Tl PA and
Tl NA were enteredsimultaneously.
As hypothesized,PA,butnot NA, led to enhancedbroad-minded cop-
Measures ing. As shown in the top panel of Table 1, Tl PA was significantlyre-
lated to changes in broad-mindedcoping from Tl to T2 (pr = .19),
Positiveand NegativeAffectSchedule(PANAS)
/(134) = 2.25, p < .05, but Tl NA was not (pr = -.08), f(134) =
The PANAS (Watson,Clark, & Tellegen, 1988) includes two 10- -0.93, n.s.
item scales, one for PA and one for NA. Respondentsindicatedthe ex-
tent to which they felt each feeling or emotion during the past 2 Does Broad-Minded Coping Predict Increased PA
weeks. Scores for PA and NA rangefrom 10 to 50, with higher scores (but Not Reduced NA)?
indicatingmore PA and NA, respectively.Coefficient alpha for NA Our second hypothesis was that Tl broad-mindedcoping would
was .85 at both Tl and T2; coefficient alphafor PA was .88 at Tl and
.90atT2. predict changes in PA from Tl to T2, such that the betterindividuals
coped initially, the more their PA would increase over time. By con-
trast,we expectedthatthe same would not hold for NA; thatis, broad-
CopingResponsesInventory(CRI) mindedcoping at Tl would not be associatedwith reductionsin NA.
On the CRI (Moos, 1988), respondentspick "the most important To test this hypothesis, we constructedtwo regressionequations.
faced the and indicatehow often For the first, T2 PA was the dependentvariable,and Tl PA was en-
problem"they during past year, they
used various coping strategiesto deal with it. The CRI yields eight tered first, creating residual change scores. For the second equation,
subscales:Cognitive Analysis, Positive Refraining,Seeking Alterna- T2 NA was the dependentvariable,and Tl NA was enteredfirst,cre-
tive Rewards,Problem-Solving,EmotionalDischarge,Avoidance,Ac- ating residual change scores. For both equations, Tl broad-minded
was enteredas a predictoron the last step.
ceptance/Resignation,and Seeking Counsel.We focused on Cognitive coping
As shown in the middleandbottompanelsof Table1, ourpredictions
Analysis because its face validity suggests it assesses broadenedcog-
nition (e.g., "thinkof differentways to deal with the problem,""tryto were supported. Specifically,Tl broad-mindedcoping significantlypre-
in- dicted increased PA (pr = .32), /(135) = 3.83, p < .05, butwas not sig-
step back fromthe situationandbe more objective").This subscale
cludes six items and yields scores rangingfrom 0 to 24, with higher nificantly related to changesin NA (pr = .07), f(135) = 0.82, n.s.
scores indicatingmore broad-mindedcoping. Coefficientalphafor the
CognitiveAnalysis subscalewas .76 at Tl and .79 at T2. Do Other Coping Styles Relate Similarly to PA
To demonstrateconstructvalidityfor our use of this particularsub- (but Not NA)?
scale to index broad-mindedcoping, we turnedto other data sets in
We repeatedall the previousanalyses with each of the otherseven
which we could relatethe eight CRI subscalesto criterionmeasuresof
subscales of the CRI. None displayed the same patternof results as
broadened thinking or other constructs theoretically linked to the
= did broad-mindedcoping. Most neitherpredictednor were predicted
broadeningassociated with positive emotions. In one data set (N
by PA. The two exceptions were Emotional Discharge and Seeking
124), we administeredthe CRI and also measuredbroadenedthinking Counsel, but neitherwas relatedto PA but not NA.
CognitiveAnaly-
with the AlternativeUses Test (AUT;based on Torrance,1976) of cre-
sis, our measureof broad-mindedcoping, was the only subscale that
ativity (e.g., "thinkof as many differentuses as you can for [a pen- conformedto the
predictedpatternfor each link in the spiral.
cil]"). Among the eight CRI subscales, only Cognitive Analysis
correlatedsignificantlywith the AUT (r = .29, p < .001). In another
dataset (N = 141), we administeredthe CRI and also measuredinter- Do PA and Broad-Minded Coping Serially Influence
personaltrust(Garner,Olmsted,& Polivy, 1983) and attributionalop- Each Other?
timism (Metalsky,Joiner,Hardin,& Abramson,1993). The broaden- Ourthirdhypothesiswas thatTl PA would predictT2 PA, partlyas
and-buildtheory suggests that these are two personal resources that a function of predictingchanges in broad-mindedcoping. Similarly,
positive emotions and broadenedthinkingbuild (Fredrickson,2000).
Among the eight CRI subscales, Cognitive Analysis correlatedmost
= = .33, respec-
strongly with each of these measures (r .63 and r 1. Because genderand age did not correlatewith any variables,and did not
<
tively,/? .001). moderateany analyses, these variablesare not discussed further.

VOL. 13, NO. 2, MARCH2002 173

 SCIENCE
PSYCHOLOGICAL

PositiveEmotionsTriggerUpwardSpirals

Table 1. Time1 variablespredictingchangesfrom Time1 to Time2

Order t for
of entry Predictors Ffor within-set Partial Model
of set in set set predictors df correlation R2

Dependentvariable= Time 2 broad-mindedcoping

1 Time 1 coping 71.48* 8.46* 1,136 .59 .34
2 Main effects 2.99 2,134 .24 .37
Time 1 PA 2.25* 134 .19
TimelNA -0.93 134 -.08

Dependentvariable= Time 2 PA
1 Time 1 PA 39.69* 6.30* 1,136 .48 .23
2 Time 1 coping 14.65* 3.83* 1,135 .32 .31
=
Dependentvariable Time 2 NA
1 TimelNA 26.44* 5.14* 1,136 .40 .16
2 Time 1 coping 0.66 0.82 1,135 .07 .17
Note.Coping= Cognitive Analysissubscaleof theCopingResponsesInventory (Moos,1988),ourindex
coping;PA= Positive
of broad-minded Affectsubscale AffectSchedule
of thePositiveandNegative (Watson,
Clark,& Tellegen,1988);NA = NegativeAffectsubscaleof thePositiveandNegativeAffectSchedule.
*p < .05.

our fourthhypothesiswas thatTl broad-mindedcoping would predict
T2 broad-mindedcoping, partlyas a function of predictingincreased
PA. In each case, supportivefindingswould suggest an upwardspiral,
in which PA andbroad-mindedcoping seriallyenhanceone another.
To test these hypotheses, we used mediationalanalyses. Kenny,
Kashy,and Bolger (1998) describedfour steps to determinewhether
mediationoccurs. Step 1 is to show a significantcorrelationbetween
predictorand outcome (here, between Tl and T2 PA, and between Tl
andT2 broad-mindedcoping). Table 1 shows thatthis step is satisfied.
Step 2 is to show a significantcorrelationbetween the predictorand
the mediator(here,betweenTl PA and changes in broad-mindedcop-
ing, and betweenTl broad-mindedcoping and changes in PA). As we
have alreadydiscussed,this step is also satisfied(see Table 1).
Steps 3 and 4 are accomplishedwith one regressionanalysis, with
the outcome as dependentvariableand with the mediatorand predic-
tor enteredsimultaneouslyas independentvariables.Step 3 is to show
that the mediatoraffects the outcome, controlling for the predictor
(i.e., changes in broad-mindedcoping relate to T2 PA, controllingfor
Tl PA, and changes in PA relateto T2 broad-mindedcoping, control-
ling for Tl broad-mindedcoping). For this step, we createdvariables
correspondingto changes in broad-mindedcoping (the residual of
T2 broad-mindedcoping regressedon Tl broad-mindedcoping) and
changes in PA (the residualof T2 PA regressedon Tl PA). Next, we
computedtwo regressionequations.In the first,with T2 PA as the de-
pendentvariable,Tl PA and the variablereflectingchanges in broad-
mindedcoping were enteredsimultaneouslyas predictors.Step 3 was
satisfied:Changes in broad-mindedcoping were associated with T2
PA, controllingfor Tl PA (pr = .20), f(135) = 2.35, p < .05. In the
second equation,with T2 broad-mindedcoping as the dependentvari-
able, Tl broad-mindedcoping and the variablereflectingchanges in
PA were enteredsimultaneouslyas predictors.Again Step 3 was satis-
fied: Changes in PA were associated with T2 broad-mindedcoping,
controlling for Tl broad-mindedcoping (pr = .21), f(135) = 2.44,
p < .05.
Step 4 determineswhethercomplete or partialmediationhas oc-
curred;complete mediationis indicatedby the effect of the predictor
on the outcome being completely removedwhen the mediatoris con-
trolled.If Steps 1 through3 are satisfied,but Step 4 is not, partialme-
diation is indicated. In both cases, partial mediation was indicated.
That is, Tl PA remained a significant predictor of T2 PA when
changes in broad-mindedcoping were controlled(pr = .45), f(135) =
5.82, p < .05. Similarly,Tl broad-mindedcoping remaineda signifi-
cant predictorof T2 broad-mindedcoping when changes in PA were
controlled(pr = .54), r(135) = 7.37, p < .05.
Last, we calculated the indirect effect sizes of the predictors
throughthe mediators.The strengthof the indirecteffect of Tl PA on
T2 PA throughchanges in broad-mindedcoping was .16, f(135) =
3.28, p < .05. The strengthof the indirecteffect of Tl broad-minded
coping on T2 broad-mindedcoping throughchanges in PA was .13,
r(134) = 2.77,p<.05.
Takentogether,this sequenceof findingsindicatesthatPA predicts
itself partlyvia broad-mindedcoping, and that broad-mindedcoping
predictsitself partlyvia PA. PA andbroad-mindedcoping, then, mutu-
ally build on one another.
DISCUSSION
Drawing from the broaden-and-buildtheory (Fredrickson,1998,
2001), we predictedthat positive emotions triggerupwardspiralsto-
ward enhanced emotional well-being. Data from two assessment
waves supportedour four hypothesesand demonstratedspecificityto
PA and broad-mindedcoping. Takenas a whole, our results support
the upward-spiralprediction:Positive emotions- throughtheireffects
on broadenedthinking- predictfutureincreasesin positiveemotions.
Contrastthese findings to the downwardspirals often associated
with depressedaffect. Depressedaffect and the narrowed,pessimistic
thinking it engenders influence one anotherreciprocally,leading to
ever-worseningnegativeemotions, and even clinical levels of depres-

174 VOL.13, NO.2, MARCH2002

 PSYCHOLOGICALSCIENCE
sion (Peterson & Seligman, 1984). In contrast, we have shown that
positive emotions, through incremental processes associated with
broadened thinking, initiate upward spirals toward emotional well-be-
ing. Individuals who achieve such upward spirals not only enjoy im-
proved emotional well-being, but also build their coping arsenal for
handling future adversities (see also Aspinwall, 1998, 2001).
These findings have clinical implications as well. Clinicians who
induce positive emotions (e.g., by asking depressed patients about
their past "best of times"), or who time skill-based interventions to
correspond to patients' positive moods, may increase both the chances
that patients fully learn therapy-based skills and the speed with which
they do so (Rudd, Joiner, & Rajab, 2001).
In sum, the data reported here provide prospective evidence that
positive emotions do more than simply feel good in the present. Expe-
riences of positive emotions also increase the odds that people will
feel good in the future. Moreover, as predicted by the broaden-and-
build theory (Fredrickson, 2000), this upward-spiral effect is linked to
the broadened thinking that accompanies positive emotions. It may
also explain how positive emotions promote longevity (Danner, Snow-
don, & Friesen, 2001). Although an isolated experience of positive
emotion is unlikely to increase emotional well-being or longevity, the
broaden-and-build theory predicts that positive emotions accumulate
and compound. The psychological broadening sparked by one positive
emotion increases the odds that an individual will find positive mean-
ing in subsequent events and experience additional positive emotions.
This upward spiral can, over time, build psychological resources and
optimize people's lives.
Acknowledgments- Fredrickson'sresearchon positive emotions is sup-
portedby grantsfrom the Universityof Michiganand the NationalInstitute
of Mental Health (MH53971 and MH59615), and by an awardfrom the
John TempletonFoundationand the AmericanPsychological Association
(2000 TempletonPositive Psychology Prize).
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