The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study

Ciarrochi, Joseph; Heaven, Patrick C. L.; Davies, Fiona

doi:10.1016/j.jrp.2007.02.001

Cited by 281 publications

(226 citation statements)

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“…Nuestros resultados también corroboran la validez de criterio del cuestionario, puesto que, tanto el EEN como las dimensiones que lo componen, correlacionan positivamente con la medida de afecto negativo, tal como otros estudios ya habían mostrado previamente (Ahrens y Haaga, 1993;Boman et al, 2003;Chang y Sanna, 2007;Ciarrochi et al, 2007;Sanjuán et al, 2008aSanjuán et al, , 2008b. Por otra parte, a excepción de internalidad, que no se asoció signifi cativamente con los síntomas depresivos, las demás dimensiones, ya sea por separado o agrupadas, mantenían correlaciones positivas y signifi cativas con estos síntomas.…”

Section: Discussionunclassified

“…Aunque la propuesta inicial asociaba al EEN con el desarrollo de depresión, algunos estudios han encontrado que este estilo también se asocia con otras emociones negativas como síntomas de ansiedad (Johnson y Miller, 1990;Kopecky, Sawyer y Behnke, 2004;Reardon y Williams, 2007), hostilidad (Boman, Smith y Curtis, 2003;Ciarrochi, Heaven y Davies, 2007) o afecto negativo en general (Ahrens y Haaga, 1993;Chang y Sanna, 2007;Sanjuán, Pérez-García, Ruiz y Rueda, 2008a, 2008b.…”

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“…Por otra parte, gran cantidad de estudios han mostrado la validez de criterio del instrumento original, al encontrar, tal como ya se ha expuesto previamente, que el EEN, medido a través del ASQ, puede predecir diferentes resultados negativos, como depresión Hankin y Abramson, 2002;Mongrain y Blackburn, 2005;Rueger y Malecki, 2011;Sweeney et al, 1986), ansiedad (Johnson y Miller, 1990;Kopecky et al, 2004;Reardon y Williams, 2007) o diferentes emociones negativas (Ahrens y Haaga, 1993;Boman et al, 2003;Chang y Sanna, 2007;Ciarrochi et al, 2007). (Sanjuán y Magallares, 2006a;2008) y se ha corroborado en estudios posteriores que han empleado el cuestionario (Sanjuán y Magallares, 2006bSanjuán et al, 2011;Sanjuán et al, 2008aSanjuán et al, , 2008b, sin embargo, el estudio de su validez, estaba todavía pendiente, por ello, el principal objetivo del presente estudio fue obtener evidencias sobre la validez de constructo del Cuestionario de Estilo Atribucional para situaciones negativas.…”

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Estudio de la validez de la versión española del Cuestionario de Estilo Atribucional ante Situaciones Negativas [Study as to the validity of the Spanish version of Attributional Style Questionnaire for Negative Situations]

Sanjuán

Magallares

González

et al. 2014

RPPC

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Resumen: El estilo explicativo negativo, definido como la tendencia a explicar las situaciones negativas mediante causas internas, estables y globales, ha sido asociado con diferentes emociones negativas como depresión. La mayoría de los estudios han empleado el Attributional Style Questionnaire (ASQ; Peterson et al., 1982) para evaluarlo. El objetivo del presente estudio fue analizar la validez de constructo y criterio de la versión española del ASQ para situaciones negativas. Los resultados del análisis factorial confirmatorio, realizado con los datos de 815 personas, mostraron que los items del cuestionario se ajustan a un modelo de tres factores, correspondientes a las tres dimensiones atribucionales, que están relacionados entre si. Por otra parte, tanto las dimensiones atribucionales como el estilo explicativo negativo correlacionaron positivamente con depresión y afecto negativo y negativamente con afecto positivo. De acuerdo con estos resultados, se concluye que el cuestionario es válido y puede ser empleado con garantía.Palabras clave: Estilo explicativo negativo; validez de constructo; validez de criterio; depresión; afecto negativo; afecto positivo. A study on the validity of the Spanish version of the Attributional Style Questionnaire for negative situationsAbstract: Negative explanatory style, defined as the tendency to explain negative events with internal, stable and global causes, has been associated with different negative emotions such as depression. For its assessment most studies employed the Attributional Style Questionnaire (ASQ; Peterson et al, 1982). The objective of the current study was to analyze the construct and criterion validity of the Spanish version of the ASQ for negative situations. The results of a confirmatory factor analysis with data of 815 subjects showed that the questionnaire items fit a three-factor model, corresponding to three interrelated attributional dimensions. Moreover, both the attributional dimensions as well as a negative explanatory style correlated positively with depression and negative affect, and negatively with positive affect. According to these results, it is concluded that the questionnaire is valid and can be used with confidence.Keywords: Negative explanatory style; construct validity; criterion validity; depression; negative affect; positive affect. INTRODUCCIÓNEl estilo atribucional o explicativo es una variable cognitiva de personalidad que se refi eRecibido: 27 marzo 2012; aceptado: 15 abril 2012.Correspondencia: Pilar Sanjuán, Facultad de Psicología, Universidad Nacional de Educación a Distancia, Juan del Rosal, 10, Ciudad Universitaria, 28040 Madrid, España. Correo-e: psanjuan@psi.uned.es re a la manera habitual en que las personas explican los sucesos que les ocurren. Aunque las causas aducidas para explicar las situaciones son muy diversas, la reformulación atribucional de la teoría de la indefensión aprendida (Abramson, Seligman y Teasdale, 1978) consideró que estas causas se pueden agrupar en función de tres dimensiones atribucionales: (1)...

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Estudio de la validez de la versión española del Cuestionario de Estilo Atribucional ante Situaciones Negativas [Study as to the validity of the Spanish version of Attributional Style Questionnaire for Negative Situations]

Sanjuán

Magallares

González

et al. 2014

RPPC

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“…High self-esteem positively affects person's initiative and is related to success in different activities, like academic and professional achievement, and success in sports (Baumeister et al, 2003;Ciarrochi, Heaven, & Fiona, 2007;Fox, 2000Fox, , 2002aWeinberg & Gold, 2007). Although research shows that self-esteem is related to achievement in different fields and activities, the results are not unanimous, especially those investigating the causal relationship between self-esteem and achievement (Baumeister et al, 2003;Ciarrochi et al, 2007). The literature suggests that high self-esteem is one of the most important indicators and predictors of psychological well-being, specifically the self-perception dimension (Fox, 2000;2002a;Netz, 2007).…”

Section: Introductionmentioning

confidence: 99%

Predictors of students' self-esteem: The importance of body self-perception and exercise

Lazarevic¹,

Lazarević²,

Orlić³

2017

Psihol istra

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The goal of this study was to explore the predictive validity of physical self-efficacy, social physique anxiety, and physical activity in the self-esteem of students, as well as to investigate potential gender differences. The Rosenberg's Self-Esteem Scale (SES), Physical Self-Efficacy Scale (PSES), Social Physique Anxiety Scale (SPAS), and a short questionnaire about physical activity were administered to a sample of 232 university students. The overall results show that students are moderately physically active (on the average, 2.75 times per week), have moderately high selfesteem and physical self-efficacy and lower social physique anxiety. No gender differences were detected in self-esteem. In other variables, gender differences are significant and mostly in favour of males. The analyses showed that self-esteem correlated positively with physical self-efficacy and physical activity, and negatively with social physique anxiety. The regression analyses indicated that physical selfefficacy, social physique anxiety and female gender were significant predictors of self-esteem. Physical activity was not a significant predictor of self-esteem. Future studies should investigate the relations of body self-perceptions, physical exercise, and domain-specific self-esteem.

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“…Moreover, findings indicated that trait hope was positively related to performance through the mediating effect of state hope (Peterson et al, 2006). In spite of the fact that it is considered as a distal variable in the prediction of achievement in a given context in most of studies, trait hope has been applied to predict performance in specific domains (e.g., Ciarrochi et al, 2007;Curry et al, 1997;Marques, Pais-Ribeiro, & Lopez, 2011;. In contrast, a small amount of studies has focused on the predictive role of state hope in performance and achievement (e.g., Curry et al, 1997;Davidson, Feldman, & Margalit, 2012;Peterson et al, 2006).…”

Section: Interplay Between Trait Hope and State Hopementioning

confidence: 99%

Untitled

2017

JPES

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The present study examined the relationships among hope, in its trait and state forms, perceived ability in sport, and students' grades in physical education classes (GPEC). Participants were 216 French students from middle and high schools. Consistent with previous studies (Curry, Snyder, Cook, Ruby, & Rehm, 1997;Peterson, Gerhardt, & Rode, 2006), results from a 6-month prospective study revealed that perceived ability predicted final GPEC, through the mediating role of state hope. Moreover, dispositional hope predicted perceived ability in PE, and state hope that, in turn, positively predicted final GPEC. Implications and future research directions are discussed in light of the present research.

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The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study

Cited by 281 publications

References 46 publications

Estudio de la validez de la versión española del Cuestionario de Estilo Atribucional ante Situaciones Negativas [Study as to the validity of the Spanish version of Attributional Style Questionnaire for Negative Situations]

Estudio de la validez de la versión española del Cuestionario de Estilo Atribucional ante Situaciones Negativas [Study as to the validity of the Spanish version of Attributional Style Questionnaire for Negative Situations]

Predictors of students' self-esteem: The importance of body self-perception and exercise

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