Exploring the Effects of Positive Psychological Strengths on Psychological Adjustment in Adolescents
- 4 Downloads
The present study reported an exploration of the association between covitality constructs and psychological adjustment– subjective wellbeing, academic achievement, and internalizing and externalizing behavior problems– in adolescents. Participants of the study comprised of 547 adolescents, with 51.1%female and 48.9% male, ranging in age from 13 to 19 years (M = 15.57, SD = 1.13). Findings from the study indicated that higher levels of belief-in-others and engaged living were significant predictors of increased subjective wellbeing. Higher levels of belief-in-self, belief-in-others, and engaged living were also found the significant predictors of increased academic achievement. Thereafter, results from the predictive effect of covitality constructs on mental health problems revealed that higher levels of belief-in-self, belief-in-others, and engaged living were significant predictors of decreased internalizing behavior problems, whereas externalizing behavior problems were significantly predicted by belief-in-self and emotional competence in adolescents. What is more, the combined effect of each of the covitality constructs on adolescents’ psychological adjustment indicators was greater than the effect of this each positive psychological domain individually. Taken together, these outcomes should contribute to the design of prevention and intervention services in order to promote mental health and wellbeing.
KeywordsCovitality Resilience Positive youth development Positive psychology Mental health problems
- Arslan, G. (2018). Development and validation of the Youth Externalizing Behavior Screener: A Brief and an Effective Measure of Behavioral Problems. International Journal of School & Educational Psychology. Advancerd online publication. https://doi.org/10.1080/21683603.2018.1466747.
- Arslan, G., & Renshaw, T. L. (2017). Student subjective wellbeing as a predictor of adolescent problem behaviors: A comparison of first-order and second-order factor effects. Child Indicators Research. Advanced Online Publication, 11, 507–521. https://doi.org/10.1007/s12187-017-9444-0.CrossRefGoogle Scholar
- Balkis, M., & Arslan, G. (2016). Okul tutum değerlendirme ölçeğinin psikometrik özellikleri: Güvenirlik ve geçerlik çalışması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(1), 1–16.Google Scholar
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.Google Scholar
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Lawrence Earlbaum Associates.Google Scholar
- Diener, E., & Suh, E. M. (2000). Culture and subjective well-being. Cambridge, MA: MIT Press.Google Scholar
- Duru, E., & Arslan, G. (2014). Evlenmek amacıyla evden kaçan kız ergenler: Bir olgubilim çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(41), 36–48.Google Scholar
- Eryilmaz, A., & Hasan, A. T. A. K. (2014). Ergen öznel iyi oluşunun, öz saygi ve iyimserlik eğilimi ile ilişkisinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 10(37), 170–181.Google Scholar
- Ferreira, M., Simões, C., Matos, M. G., Ramiro, L., Diniz, J. A., & Team, S. A. (2012). The role of social and emotional competence on risk behaviors in adolescence. The International Journal of Emotianal Education, 4(1), 43–55.Google Scholar
- Field, A. (2009). Discovering statistics using SPSS. London: Sage Pub.Google Scholar
- Furlong, M. J., Dowdy, E., Carnazzo, K., Bovery, B., & Kim, E. (2014b). Covitality: Fostering the building blocks of complete mental health. NASP Communiqué, 42(8), 28–29.Google Scholar
- Furlong, M. J., Dowdy, E., Moffa, K., Moore, S., Bertone, A., Yang, C., Kim, E., & Ito, A. (2017a). Assessment of complete social emotional health: An international school psychology perspective. In C. Hatzichristou & B. K. Nastasi (Eds.), Handbook of school psychology in a global context. Dordrecht: Springer Retrieved from http://www.project-covitality.info.Google Scholar
- Iannotti, R. J. (2013). Health behavior in school-aged children (HBSC), 2009–2010(ICPSR34792-v1). Ann Arbor, MI: Inter-university Consortium for Political and Social Research.Google Scholar
- Kaplan, Y. (2017). School–specific subjective wellbeing and emotional problems among high school adolescents. Journal of Positive Psychology and Wellbeing, 1(1), 1–9.Google Scholar
- Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford Press.Google Scholar
- Marino, C., Hirst, C. M., Murray, C., Vieno, A., & Spada, M. M. (2017). Positive mental health as a predictor of problematic internet and Facebook use in adolescents and young adults. Journal of Happiness Studies, Advanced Online Publication. https://doi.org/10.1007/s10902-017-9908-4.
- Muldoon, J., Levin, K. A., van der Sluijs, W., & Currie, C. (2010). Validating mental well-being items of the Scottish health behaviour in school-aged children (HBSC) survey. Edinburgh: University of Edinburgh.Google Scholar
- Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., O’Malley, M. D., Lee, S. Y., & Strom, I. F. (2014). Covitality: A synergistic conception of adolescents’ mental health. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of Positive Psychology in Schools (2nd ed.). New York: Routledge/Taylor & Francis.Google Scholar
- Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3–9). New York: Oxford University Press.Google Scholar
- Sumi, K. (2017). Reliability and construct validity of the gratitude questionnaire 6 item form (GQ 6) in a sample of Japanese college students. Journal of Positive Psychology and Wellbeing, 1(2), 73–84.Google Scholar
- Telef, B. B., & Karaca, R. (2011). Ergenlerin öz-yeterliklerinin ve psikolojik semptomlarının incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 449–518.Google Scholar
- WestEd. (2017). California Healthy Kids Survey: Middle school survey, Module A. Retrieved from http://chks.wested.org.
- Yalçın, İ. (2015). İyi oluş ve sosyal destek arasındaki ilişkiler: Türkiye’de yapılmış çalışmaların meta analizi. Türk Psikiyatri Dergisi, 26(1), 21–32.Google Scholar
- Yildirim, İ. (2000). Akademik başarını yordayıcısı olarak yalnızlık sınav kaygısı ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18(18), 167–176.Google Scholar
- Yildirim, I., Genctanirim, D., Yalcin, I., & Baydan, Y. (2008). Academic achievement, perfectionism and social support as predictors of test anxiety. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 287–296.Google Scholar
- Yilmaz, E., Yiğit, R., & Kaşarci, İ. (2012). İlköğretim öğrencilerinin özyeterlilik düzeylerinin akademik başari ve bazi değişkinler açisindan incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 371–388.Google Scholar