Character profiles and adolescents’ self-reported affect

Schütz, Erica; Archer, Trevor; Garcia, Danilo

doi:10.1016/j.paid.2012.12.020

Cited by 49 publications

(49 citation statements)

References 14 publications

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“…The positive affect scale includes adjectives such as “strong,” “proud,” and “interested”; and the negative affect scale includes adjectives such as “afraid,” “ashamed,” and “nervous.” The Swedish and Italian versions have been used in previous studies (e.g., Schütz, Archer & Garcia, 2013; De Caroli & Sagone, 2016) and demonstrated acceptable internal consistency in the present study: Cronbach’s α was .77 for positive affect and .79 for negative affect in the Italian sample and .86 for positive affect and .85 for negative affect in the Swedish sample.…”

Section: Methodsmentioning

confidence: 52%

Italian and Swedish adolescents: differences and associations in subjective well-being and psychological well-being

Garcia

Sagone

Caroli

et al. 2017

PeerJ

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BackgroundOne important aspect of subjective judgments about one’s well-being (i.e., subjective well-being: life satisfaction, positive affect, and negative affect) is that cultural features, such as, nationality seem to shape cognitive judgments about the “the ideal life.” In this comparative study we examined differences in subjective well-being and psychological well-being between Italian and Swedish adolescents and tested if the relationship between the three constructs of subjective well-being (i.e., satisfaction with life, positive affect, and negative affect) and psychological well-being was moderated by the adolescents’ nationality.MethodItalian (n = 255) and Swedish (n = 277) adolescents answered to the Satisfaction with Life Scale, the Positive Affect Negative Affect Schedule, and Ryff’s Scales of Psychological Well-Being. Differences between samples were tested using a Multiple Analysis of Variance. We also conducted a multiple group analysis (Italy and Sweden) using Structural Equation Modelling to investigate the relationship between all three subjective well-being constructs and psychological well-being.ResultsItalian adolescents scored significantly higher in satisfaction with life than Swedish adolescents. Additionally, across countries, girls scored significantly higher in negative affect than boys. In both countries, all three constructs of subjective well-being were significantly associated to adolescents’ psychological well-being. Nevertheless, while the effect of the relationship between affect and psychological well-being was almost the same across countries, life satisfaction was more strongly related to psychological well-being among Swedish adolescents.ConclusionsThe present study shows that there are larger variations between these two cultures in the cognitive construct of subjective well-being than in the affective construct. Accordingly, associations between the cognitive component, not the affective component, of subjective well-being and psychological well-being differ between countries as well.

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Section: Methodsmentioning

confidence: 52%

Italian and Swedish adolescents: differences and associations in subjective well-being and psychological well-being

Garcia

Sagone

Caroli

et al. 2017

PeerJ

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“…There is a well-established line of research suggesting that personality is associated to adolescents' well-being (e.g., Cloninger and Zohar 2011;Garcia 2011Garcia , 2012aNima et al 2012Nima et al , 2013aGarcia et al 2013a, c;Schütz et al 2013a;Magen 1996). From that point of view, there might be important implications based on the findings presented here.…”

Section: Discussionmentioning

confidence: 63%

“…In addition to agentic and communal traits, research from at least three different fields, cultural (e.g., Shweder et al 1997) developmental (e.g., Magen 1996) and personality psychology (e.g., Cloninger 2004Cloninger , 2006Cloninger , 2013, suggest that humans also find meaning in life events and harmony in life through their ability to find an interconnection with all life and appreciation of the whole world around us (i.e., transcendence of the self or spirituality). In sum, besides being associated to adolescents' well-being (e.g., Cloninger and Zohar 2011;Garcia 2011Garcia , 2012aGarcia et al 2013a, c;Nima et al 2012Nima et al , 2013Nima and Garcia 2015;Schütz et al 2013a;Magen 1996), agentic, communal, and spiritual personality traits can be expected to be associated to the narratives of their everyday experiences.…”

Section: Introductionmentioning

confidence: 99%

Agentic, communal, and spiritual traits are related to the semantic representation of written narratives of positive and negative life events

et al. 2015

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Background:We used a computational method to quantitatively investigate the relationship between personality and written narratives of life events. Agentic (i.e., selfdirectedness), communal (i.e., cooperativeness), and spiritual (self-transcendence) traits were of special interest because they represent individual differences in intentional values and goals, in contrast to temperament traits, which describe individual differences in automatic responses to emotional stimuli. We also investigated which pronouns were most common in relation to personality constructs that were significantly related to the narratives. Methods:Personality was assessed among 79 adolescents at one point in time using the NEO Personality Inventory-Revised (NEO-PI-R) and the temperament and character inventory (TCI). Six months later, adolescents were asked to write down the most positive or the most negative event that had happened to them in the last 3 months. Adolescents were explicitly instructed to answer the following questions within their narratives: What happened? Who were involved? Why do you think it happened? How did you feel when it happened? How do you think the involved persons felt? The descriptions were quantified using a computational method in which the latent semantic analysis algorithm generates a semantic representation of the narratives.Results: Only self-directedness, cooperativeness, and self-transcendence were related to the semantic representation of the narratives. Moreover, cooperativeness and selftranscendence were associated with less frequent usage of singular pronouns (e.g., me respectively mine).Conclusions: Agentic, communal, and spiritual traits are involved when adolescents describe positive and negative life experiences. Moreover, high levels of communal and spiritual traits are related to less self-focused narratives.

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“…The PA scale includes adjectives such as strong, proud, and interested; and the NA scale includes adjectives such as afraid, ashamed, and nervous. The Swedish version has been used in previous studies [21][22][23][24] and demonstrated acceptable internal consistency in the present study (PA: Cronbach's α=.85; NA: Cronbach's α=.85).…”

Section: Instrumentsmentioning

confidence: 81%

“…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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Character profiles and adolescents’ self-reported affect

Cited by 49 publications

References 14 publications

Italian and Swedish adolescents: differences and associations in subjective well-being and psychological well-being

Italian and Swedish adolescents: differences and associations in subjective well-being and psychological well-being

Agentic, communal, and spiritual traits are related to the semantic representation of written narratives of positive and negative life events

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

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