Anxiety, Affect, Self-Esteem, and Stress: Mediation and Moderation Effects on Depression

Nima, Ali Al; Rosenberg, Patricia; Archer, Trevor; Garcia, Danilo

doi:10.1371/journal.pone.0073265

Cited by 81 publications

(79 citation statements)

References 37 publications

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“…The Swedish version of PANAS has been used in several studies in recent years (Garcia et al, 2012;Nima et al, 2013;Garcia & Archer, 2014). The PA scale, consisting of 10 adjectives, reflects how much a person experiences and feels energy, strength, and inspiration.…”

Section: Instrumentsmentioning

confidence: 99%

Partnership Interacts with the Association between Leisure-Time Physical Activity and Positive Affect

Bador¹,

Bador²,

Kerekes³

2016

PSYCH

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Background: Subjective well-being is a central concept of positive psychology, and is directly coupled with a high level of positive affect and a low level of negative affect. Positive affect is associated with enthusiasm, activity, hope and inspiration, while negative affect is associated with emotions such as anger, contempt, guilt, shame, fear, anxiety, depression, and stress. Physical activity is crucial for both physical and mental health and is positively associated with well-being. Gender and social factors (e.g., parenthood or partnership) have complex relations with well-being and affect. In the present study we aimed to 1) examine the association between leisure-time physical activity and affect and 2) investigate whether or not social factors interact with this association. Method: The study included information from 155 Swedish university students: 64 men (mean age 23 years) and 91 women (mean age 27 years). Students were asked to estimate their usual engagement in physical activity during their leisure-time by responding to the Godin Leisure-Time Exercise Questionnaire. They also reported the level of positive and negative emotions experienced during past weeks by completing the Positive Affect and Negative Affect Schedule instrument. Results: In the Swedish student population leisure-time physical activity correlated only with positive and not with negative affect. Students' gender, age or whether or not they had children did not influence this association. However, this correlation differed significantly between those who lived with a partner and those who were single. Conclusion: Leisure-time physical activity is positively correlated with an overall subjective well-being, and this correlation is modified by the social factor of partnership.

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Section: Instrumentsmentioning

confidence: 99%

Partnership Interacts with the Association between Leisure-Time Physical Activity and Positive Affect

Bador¹,

Bador²,

Kerekes³

2016

PSYCH

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“…The affective profiles model has been used to discern differences between individuals among high school pupils [22][23][24][25], adults in occupational settings [26][27][28] and psychiatric patients [29,30]. The affective profiles framework utilizes the notion of PA and NA as separate dimensions taking account of the propensity for these emotions to be expressed in different combinations by different individuals.…”

Section: Affective Profilesmentioning

confidence: 99%

Locomotion (Empowering) and Assessment (Disempowering) Self-Regulatory Dimensions as a Function of Affective Profile in High School Students

Jimmefors¹

2014

Int J Sch Cog Psychol

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The purpose of the present study was to examine high school adolescent pupils' self-regulatory strategies in relation to psychological well-being and subjective well-being (i.e., temporal life satisfaction and affect) using the affective profiles model as the backdrop for the analysis. Participants were categorized into Self-fulfilling (high positive, low negative), High affective (high positive, high negative), Low affective (low positive, low negative) and Self-destructive (low positive, high negative) profiles according to their responses on the Positive Affect and Negative Affect Schedule. The participants also self-reported self-regulation ("assessment" and "locomotion"), temporal life satisfaction (past, present and future) and psychological well-being (e.g. Self-acceptance, environmental mastery, personal growth). Self-fulfilling adolescents, in contrast to Self-destructive adolescents, expressed high levels of temporal life satisfaction and psychological well-being. The self-regulatory "locomotion" dimension was associated to high positive affect profiles, higher life satisfaction and psychological well-being whereas the self-regulatory "assessment" dimension was associated with high negative affect profiles, lesser life satisfaction and psychological well-being. Taken together, the well-being outcomes linked to the "locomotion" dimension seem to contribute to an upward 'spiral of empowerment', reinforcing approaching or agentic behavior; while the outcome linked to the "assessment" dimension appear to consist of a downward 'spiral of disempowerment' or inaction.

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“…They additionally tend to over-generalize the negative outcomes of a distressing circumstance and think that is hard to repair their negative inclinations. The impacts of these maladaptive reactions to unpleasant circumstances can be irritated when stressors are seen as debilitating and uncontrollable, first, in light of the fact that they can additionally obstruct an individual's capacity to adapt effectively and, second, on the grounds that those discernments just check the underlying negative inclinations [17,18].…”

Section: Introductionmentioning

confidence: 99%

Effect of Cognitive Behavioral Treatment Program on Anxiety and Self-Esteem among Secondary School Students

Mohamed¹

2017

AJNS

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Aim of this study was to investigate the effect of cognitive behavioral treatment program on anxiety level and self-esteem among secondary school students. A Quasi-experimental pre-post non-equivalent group design was used for this study. The study was conducted at El Manial National Language Schools. A convenient sample of thirty secondary school students was selected. The sample was divided into two groups, fifteen students as the study group and fifteen students as control group. Three tools were used to collect the data for the present study; a) Personal Data Sheet; b) Hamilton Rating Scale of Anxiety; and c) Self-esteem Inventory. A constructed cognitive behavioral treatment intervention was developed by the researcher and implemented to the study group in ten sessions that were held twice weekly, and each session ranged from 60 to 90 minutes. The main study findings revealed that, there was a statistically significant difference between study and control groups in the reduction of anxiety level; however, there was no significant change in self-esteem for both groups. The study concluded that, cognitive behavioral treatment program was effective with secondary school students concerning the reduction of the anxiety level. The study recommended that, there is a great need for continuous follow-up of secondary school students who participated in cognitive behavioral treatment program to support and boost their coping strategies with anxiety.

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Anxiety, Affect, Self-Esteem, and Stress: Mediation and Moderation Effects on Depression

Cited by 81 publications

References 37 publications

Partnership Interacts with the Association between Leisure-Time Physical Activity and Positive Affect

Partnership Interacts with the Association between Leisure-Time Physical Activity and Positive Affect

Locomotion (Empowering) and Assessment (Disempowering) Self-Regulatory Dimensions as a Function of Affective Profile in High School Students

Effect of Cognitive Behavioral Treatment Program on Anxiety and Self-Esteem among Secondary School Students

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