Depression is a major public health issue and the literature has consistently showed that the rates of depression increase dramatically during youth transition to adulthood, and gender differences merge in this period. Positive youth development (PYD) framework is focused on strengths that make young people more resistant to negative outcomes, like depression, and more capable to choose a positive life direction. The aim of the study was to examine the relationship between the 5Cs of PYD and depression in Croatia and Spain, as well as to analyze gender differences. This research was conducted within the PYD Cross-National Project. High school and university students from Eastern Croatia and Southern Spain participated in the study (Mage = 19.37, SD = 2.11; 62.3% female). There were 584 students from Croatia and 768 students from Spain, who filled in self-reports of PYD and depression (i.e., PYD-SF and PHQ-9, respectively). Results showed that male participants presented more Competence and Confidence, while female participants reported more Connection, Caring, Character, overall PYD, but also more depressive symptoms. Furthermore, Confidence and Connection were negative correlates of depressive symptoms, with neither Spain nor Croatia showing remarkable gender differences. These results may have some implications concerning the promotion of the 5Cs of PYD as a recommendable approach to promote youth mental health in Croatia and Spain from a gender perspective. Youth mental health services and initiatives that engage the partnership of youth contexts, such as the family, schools and neighborhoods, should not only address risk factors for mental health problems, but also protecting factors as the 5Cs, thus providing a more inclusive and sustainable support for youth well-being.
The paper presents the construction and initial validation data on a new instrument intended to measure empathy in early adolescents. Research on adults mostly supports the hypothesis of a cognitive and an affective component of empathy, but the structure of empathy in children is less clear. In designing this instrument, empathy was conceptualized as rather stable disposition composed of the suggested cognitive and affective dimensions. The questionnaire was administered on two samples of elementary school students (n1 = 202; n2 = 133). Average age in both samples was 12 years, with boys and girls equally represented. The analyses, including EFA, CFA, and validity evidence based on relationships with demographic data and some personality traits, suggest a general empathy factor and a reverse coding method factor. The results are interpreted in light of existing theories and previous empirical findings published on empathy measures, with a special emphasis on methodological issues encountered. Keywords: empathy, dimensionality, early adolescents, CFA
The aim of this study was to examine if emotional intelligence (EI) measured by tests and selfreports contribu tes to the explanation of self and partner's assessments of marital quality. Ninety eight married heterosexu al couples participated. Ea ch partner completed for itself measures of EI, quality of marriage, personality inventory and some socio-demographics. Models showed that socio-demographics, personality traits, and EI measure explained between 21% and 27% of own and partner's quality of marriage, with 5% -7% of specific contribution of EI measures to quality of marriage. Among EI measures, ability to regulate one's own and others' emotions was significant predictor of own and partner's quality of marriage, while self-reported measure of regulation and managing of emotions significantly predicted own quality of marriage. Other significant predictors were extraversion for both own and partner's quality of marriage, and agreeableness, length of acquaintance before marriage and cohabitation for partner's quality of marriage only.
This study focuses on the developmental changes in emotional intelligence (EI) abilities during early adolescence. During class hours, 561 students in the first wave (Mage = 12.32, SDage = 1.22, 54.5% of boys) and 369 students in the second wave (M = 13.40; SD = 0.98, 52.3% of boys) completed Perception of Affective Content in Art Test, Analysis of Emotions Test, Emotion Management Test and rated their peers’ EI at two waves, 18 months apart. They also completed a Mill Hill Vocabulary Scale within the first wave. Students’ EI was also rated by their home room teacher and one teacher who completed Teacher Ratings of EI Questionnaire specifically designed for this study. Results showed that girls and older students scored higher on EI tests and peers’ ratings. Oldest students achieved the lowest scores on teacher ratings. The longitudinal analysis confirmed positive changes between the first and the second wave. Results of both the crosssectional and two waves analysis revealed significant effects of gender and general cognitive ability, measured with vocabulary test, on EI measures.
Rad se bavi spolnim i dobnim razlikama u sposobnostima emocionalne inteligencije (EI) tijekom rane adolescencije te odnosima mjera različitih razina EI i pokazatelja adaptivnoga ponašanja. Na uzorku od 133 učenika viših razreda osnovne škole primijenjena su tri testa emocionalne inteligencije, upitnici empatije i samopoštovanja te su prikupljeni podaci o školskim ocjenama sudionika. Dobivene su niske do umjereno visoke korelacije među primijenjenim mjerama EI. Rezultati na Upitniku empatije značajno su povezani samo s rezultatima u Testu upravljanja emocijama. Multivarijatnom analizom varijance potvrđene su spolne, ali ne i dobne razlike u prostoru primijenjenih varijabli EI, pri čemu djevojčice postižu više rezultate na mjerama ispitanih razina emocionalne inteligencije. Hijerarhijskim regresijskim postupcima potvrđen je značajan aditivni doprinos Testa analize emocija u objašnjenju varijance Testa upravljanja emocijama, kao i značajna uloga ovih testova u objašnjenju varijance školskog uspjeha učenika.Ključne riječi: emocionalna inteligencija, ličnost, školski uspjeh, rana adolescencija Vesna Buško, Odsjek za psihologiju Filozofskoga fakulteta, Sveučilište u Zagrebu, I. Lučića 3, 10 000 Zagreb, Hrvatska. E-mail: vbusko@ffzg.hr 21 Istraživanje je provedeno u sklopu znanstvenoga projekta "Mjerenje latentnih psiholoških svojstava: dispozicije i procesi ličnosti", koji je pod brojem 130--1301683-1402 realiziran uz financijsku potporu Ministarstva znanosti, obrazovanja i sporta RH.
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