Exploring the Effects of Positive Psychological Strengths on Psychological Adjustment in Adolescents

Arslan, Gökmen

doi:10.1007/s12187-018-9589-5

Cited by 20 publications

(15 citation statements)

References 56 publications

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“…Concerning the four second-order factors, our data showed correlations between 0.35 and 0.56. In fact, we found the similar lowest intercorrelations (r = 0.35) between emotional competence and engaged living as in previous studies (r = 0.25 to 0.63) and the similar highest one (r = 0.56) for belief in self and engaged living (r = 44 to 72) [21][22][23][24][25][26][27].…”

Section: Relations Of Sehs-s Subscales With Indicators Of Mental Healthsupporting

confidence: 88%

“…Lastly, the correlations between the four factors and the Covitality total score in our S2 were consistent (r = 0.65 to 0.83) with previous studies (r = 0.62 to 0.83), with the highest one found for Engaged living (our sample: r = 0.83; previous studies: r = 0.76 to 0.83) and the lowest one found for Emotional Competence with Covitality (our sample: r = 0.65, previous studies: r = 0.62 to 0.66) [21][22][23][24][25][26][27].…”

Section: Relations Of Sehs-s Subscales With Indicators Of Mental Healthsupporting

confidence: 74%

“…Some previous studies have reported intercorrelations between SEHS-S subscales [21][22][23][24][25][26][27]. The lowest intercorrelations between the four second-order factors were found for the association between emotional competence and engaged living (0.25-0.63) and the highest one for belief-in-self and engaged living (0.44-0.72).…”

Section: Covitality Psychometric Supportmentioning

confidence: 77%

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Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

Rodríguez

Rodríguez-Jiménez

Marzo

et al. 2019

IJERPH

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The Social Emotional Health Survey-Secondary (SEHS-S), which is a measure of core psychological assets based on a higher-order model of Covitality, is comprised of 36 items and four latent traits (with three measured subscales): belief in self (self-efficacy, self-awareness, and persistence), belief in others (school support, family coherence, and peer support), emotional competence (emotional regulation, behavioral self-control, and empathy), and engaged living (gratitude, zest, and optimism). Previous international studies have supported the psychometric properties of the SEHS-S. The present study extended this research by examining the psychometric properties of a Spanish-language adaptation with a sample of 1042 Spanish adolescents (Mage = 14.49, SD = 1.65.). Confirmatory factor analyses replicated the original factorial structure, with hierarchical omega between 0.66–0.93, with 0.94 for the total score. Factorial invariance across genders revealed small latent mean differences. A path model evaluated concurrent validity, which revealed a significant association between Covitality and bidimensional mental health (psychological distress and well-being). Specifically, correlational analyses showed a negative association with internalizing/externalizing symptoms, and positive associations with subjective well-being, health-related quality of life, and prosocial behaviors. This study provides an example of a culturally relevant adaptation of an international tool to measure student strengths, which is critical to planning school programming and policy.

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Section: Relations Of Sehs-s Subscales With Indicators Of Mental Healthsupporting

confidence: 88%

Section: Relations Of Sehs-s Subscales With Indicators Of Mental Healthsupporting

confidence: 74%

Section: Covitality Psychometric Supportmentioning

confidence: 77%

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Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

Rodríguez

Rodríguez-Jiménez

Marzo

et al. 2019

IJERPH

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“…As a result, better student subjective wellbeing is associated with increased positive school functioning and youth development (Bird & Markle, 2012;Lewis et al, 2009;Shaunessy et al, 2006;Shoshani & Slone, 2013),and decreased internalizing and externalizing psychological problems (Antaramian et al, 2010;Suldo et al, 2011;Suldo & Shaffer, 2008). Given the covitality model proposing "the sum is greater than the parts" (Arslan, 2019a;Furlong et al, 2014), these findings point out the importance of student subjective wellbeing for having healthy school functioning and adjustment in adolescents.…”

Section: The Student Subjectivementioning

confidence: 78%

Student subjective wellbeing, school functioning, and psychological adjustment in high school adolescents: A latent variable analysis

Arslan¹,

Coşkun²

2020

2717-7564

Self Cite

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Well-being is a multi-faceted construct that encompasses all aspects of healthy and successful human functioning across multiple domains. The purpose of the present study was to investigate the predictive power of student subjective wellbeing on several specific adolescent school and psychological adjustment indicators: school achievement, academic satisfaction, prosocial behavior, and internalizing and externalizing problems. Participants included 223 adolescents, comprising of 54.9% girls, ranging in age from 13 to 18 years (M= 15.67, SD= 1.21). Findings from the LVPA indicated that student subjective wellbeing was significantly associated with youth school functioning and adjustment outcomes, ranging from small-to-large effect size (R2 range = .05 to .42). Student subjective wellbeing had the strongest predictive effect on prosocial behavior, followed by academic satisfaction, psychological health problems, and school achievement. With regard to the first-order models, school connectedness and joy of learning significantly predicted student academic satisfaction, prosocial behavior, and psychological adjustment problems. However, the predictive effect of these variables on student school achievement was non–significant. Educational purpose and academic efficacy were significant predictors of all adolescent outcomes. Taken together, these results suggest that student subjective wellbeing is an essential resource for improving youth academic functioning and psychological health.

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“…Psychological factors are particularly under-investigated, although shown to largely contribute to wellbeing and adjustment (Arslan, 2019 ). Potential mediation and moderation effects, particularly the interaction between third culture and psychosocial adjustment, as well as family functioning and psychosocial adjustment, need to be investigated (Zeng et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Adjustment in third culture kids: A systematic review of literature

et al. 2022

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Third Culture Kids (TCKs) are children of expatriates who live in a culture other than their country of nationality or their parent's country of nationality for a significant part of their childhood. Past research has indicated that adjustment is a key factor in the success of global mobility. However, current research in the area of TCK adjustment is lacking. This systematic review aims to present and summarize all available published scientific data on the adjustment of internationally mobile children and adolescents who relocate with their families. We aim to understand factors related to TCK adjustment, highlight lacking research areas, and define areas of interest for future research. The eligibility criteria for inclusion in the review were: traditional TCKs; aged 7–17 years; measures taken during the relocation; outcome variables of wellbeing, psychological adjustment or social adjustment, or socio-cultural adjustment or adjustment. An initial search across eight databases in December 2021 yielded 9,433 studies, which were included in COVIDENCE and reviewed independently by two researchers at each phase. We finally included 14 studies in this study, 10 of which presented quantitative data. Extracted quantitative and qualitative studies were abstracted, and the main findings are presented using a consistent grid of codes: an initial computerized lexical scan (Leximancer) of all included papers generated a preliminary list of topics and their frequencies. We refined these initial topics using the most prominent theories around the topics of TCK, adjustment, and the extracted theories from selected papers and created a codebook. Then we abstracted the quantitative data from the selected studies and organized the statistically significant findings according to the codes. Lastly, we abstracted and synthesized the findings from qualitative studies. Efforts were made to present the available data within a reading grid, which enhances the understanding of mechanisms specific to the sample population and also makes it apparent where more research is needed. Specifically, findings suggest a need for a more inclusive multi-trajectory adjustment model and a better definition of the ecological sample. The coding system for the extraction and analysis in this systematic review may be a guide for researchers planning future studies on TCK adjustment.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020151071, identifier: CRD42020151071.

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Exploring the Effects of Positive Psychological Strengths on Psychological Adjustment in Adolescents

Cited by 20 publications

References 56 publications

Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

Social Emotional Health Survey-Secondary (SEHS-S): A Universal Screening Measure of Social-Emotional Strengths for Spanish-Speaking Adolescents

Student subjective wellbeing, school functioning, and psychological adjustment in high school adolescents: A latent variable analysis

Adjustment in third culture kids: A systematic review of literature

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