Using data from 2 large and overlapping cohorts of Dutch adolescents, containing up to 7 waves of longitudinal data each (N = 2,230), the present study examined Big Five personality trait stability, ...change, and codevelopment in friendship and sibling dyads from age 12 to 22. Four findings stand out. First, the 1-year rank-order stability of personality traits was already substantial at age 12, increased strongly from early through middle adolescence, and remained rather stable during late adolescence and early adulthood. Second, we found linear mean-level increases in girls' conscientiousness, in both genders' agreeableness, and in boys' openness. We also found temporal dips (i.e., U-shaped mean-level change) in boys' conscientiousness and in girls' emotional stability and extraversion. We did not find a mean-level change in boys' emotional stability and extraversion, and we found an increase followed by a decrease in girls' openness. Third, adolescents showed substantial individual differences in the degree and direction of personality trait changes, especially with respect to conscientiousness, extraversion, and emotional stability. Fourth, we found no evidence for personality trait convergence, for correlated change, or for time-lagged partner effects in dyadic friendship and sibling relationships. This lack of evidence for dyadic codevelopment suggests that adolescent friends and siblings tend to change independently from each other and that their shared experiences do not have uniform influences on their personality traits.
La presión mediática de publicidad de apuestas ha alcanzado niveles preocupantes. Constituye un riesgo para la salud mental de los jóvenes y adolescentes al promover una actitud favorable hacia las ...apuestas, una mayor frecuencia de juego y una percepción de mayor accesibilidad. En la actualidad no se dispone de un instrumento capaz de evaluar el impacto de la publicidad de apuestas.
Adaptar y validar la Escala de Impacto de Publicidad de Apuestas (IGAS, Impact of Gambling Advertising Scale).
Investigación instrumental. La escala IGAS fue traducida del inglés garantizando su equivalencia lingüística, conceptual y métrica. A continuación, se comprobaron las propiedades psicométricas.
Comunidad Valenciana (España).
1.724 adolescentes con una media de 16,52 años (DT = 0,759).
Intervención Se administró un cuestionario autoaplicado en formato de papel en una única medida.
Impacto de la publicidad, severidad e intención de apostar, y accesibilidad.
La consistencia interna y la fiabilidad dos mitades fueron buenas, α de Cronbach = 0,782 y 0,70, respectivamente. El análisis factorial confirmatorio concluyó que la versión española reproduce la original de tres dimensiones. Los análisis de la validez convergente mostraron relaciones directas y significativas con diferentes aspectos de la conducta de juego, y otros factores predictores.
La versión adaptada de la IGAS es una medida fiable y válida para la evaluación del impacto de la publicidad en adolescentes. La escala es un instrumento útil para el diagnóstico del nivel de riesgo y la evaluación de intervenciones preventivas.
Media pressure from gambling advertising has reached worrying levels. It constitutes a risk to the mental health of young people and adolescents by promoting a favourable attitude towards gambling, a higher frequency of gambling and a perception of greater accessibility. Currently, there is no instrument available to assess the impact of gambling advertising.
The present study aims to adapt and validate the Impact of Gambling Advertising Scale (IGAS).
The IGAS scale was translated from English ensuring its linguistic, conceptual and metric equivalence. The psychometric properties were then tested.
Comunidad Valenciana (España).
1724 adolescents with a mean age of 16.52 years (SD=.759).
Self-administered, paper-based questionnaire in a single measure.
Advertising impact, and gambling intention, severity and availability.
Internal consistency and two-half reliability were good, Cronbach's α=.782 and α=.70, respectively. Confirmatory factor analysis concluded that the Spanish version replicates the original three-dimensional version. Convergent validity analyses showed direct and significant relationships with different aspects of gambling behaviour, and other predictors.
The adapted version of the IGAS is a reliable and valid measure for the assessment of the impact of advertising on adolescents. The scale is a useful instrument for the diagnosis of risk level and the evaluation of preventive interventions.
Resumen Introducción: la autoeficacia (AE) desempeña un rol importante en las conductas relacionadas con la alimentación; por ejemplo, el exceso de peso se asocia con una baja AE y una alimentación ...inadecuada. La Escala de Autoeficacia de la Conducta de Alimentación (EACA) permite identificar la capacidad de control de la ingesta de alimentos saludables y de alimentos altamente calóricos. Objetivo: evaluar las propiedades psicométricas de la EACA en adolescentes residentes en el noreste de México y analizar la relación de la AE con el sexo, la edad y el estado nutricional de los participantes. Métodos: se realizó un análisis factorial confirmatorio (AFC) y se analizaron la fiabilidad (consistencia interna) y la validez convergente de la EACA. Participaron 467 adolescentes que cursaban entre el 7º y el 9º grado de educación básica, residentes en el noreste de México. Resultados: los índices de bondad del ajuste del modelo propuesto fueron aceptables: (CMIN/DF = 2,831; CFI = 0,952; GFI = 0,931; AGFI = 0,905; SRMS = 0,318 y RMSEA = 0,063), así como la consistencia interna (α = 0,90). La edad promedio era de 13,54 años (DE = 0,93) y el peso oscilaba entre 30,9 y 130,4 kg (DE = 13,33). Conclusiones: el AFC del modelo propuesto tiene una consistencia interna alta y la estructura factorial de cuatro factores tiene un ajuste adecuado. Puede utilizarse para medir la AE en relación con la conducta de alimentación de los adolescentes mexicanos. Se recomienda contrastar este modelo en poblaciones similares.
INTRODUCCIÓN. Se presenta los resultados de la investigación “Ocio, acción sociocultural y cohesión social”, cuyo objetivo ha sido profundizar en la correlación existente entre las prácticas de ocio ...y de acción sociocultural dirigidas a los niños/as, adolescentes y jóvenes, y la cohesión social del territorio y la participación como dimensión de esta. Se estudian casos de cuatro barrios de las comunidades autónomas de Cataluña y País Vasco, seleccionados a partir de la elaboración de un mapa de indicadores de cohesión social construido mediante sistemas internacionales validados. MÉTODO. La metodología de investigación ha sido un diseño mixto explicativo secuencial (DEXPLIS) de carácter participativo. A partir de las aportaciones de vecinos, personas significativas de los barrios, profesionales y niños/as, adolescentes y jóvenes, se analizaron sus percepciones sobre la contribución de las entidades y actividades de ocio y acción sociocultural al desarrollo de la participación y cohesión social en los barrios. En concreto, participaron 836 personas en las diferentes fases y técnicas de recogida de datos. RESULTADOS. Los resultados muestran evidencias de las relaciones existentes entre la participación en actividades de ocio educativo y de acción sociocultural y la cohesión social percibida, a nivel de barrio y general, por parte de los participantes. También cómo la participación en dichas actividades de niños y niñas y adolescentes contribuye a la mejora y a la profundización en aspectos claves de la cohesión social, como el apoyo vecinal y la propia participación social. DISCUSIÓN. Concluimos el trabajo discutiendo los resultados y destacando aspectos que este estudio pone de manifiesto, especialmente la necesidad de reconocer la aportación de las entidades e iniciativas de ocio educativo y de acción sociocultural en relación no solo con la socialización y la formación de niños, jóvenes y adultos, sino también con su aportación en la vida comunitaria, la participación y cohesión social de sus territorios.
Based on control-value theory (CVT), we examined longitudinal relations between students' control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), ...and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence in math, perceived value of math, and math emotions, and achievement with school grades in math. All variables were measured in each of three consecutive annual assessments. Using structural equation modeling, we tested the CVT proposition that appraisals, emotions, and achievement show reciprocal relations over time. We hypothesized that (a) control-value appraisals influence the emotions, (b) the emotions influence achievement, and (c) achievement reciprocally influences appraisals and emotions. Supporting these hypotheses, the findings show that students' perceived competence and perceived value positively predicted their subsequent enjoyment and negatively predicted their anger and boredom, controlling for prior levels of these variables, gender, and prior achievement. Students' enjoyment positively predicted subsequent math achievement; anger and boredom negatively predicted achievement. Achievement showed reciprocal positive predictive effects on subsequent perceived competence, value, and enjoyment, and negative effects on subsequent anger and boredom; the effects on enjoyment and boredom were significant from Time 1 to 2 only. As posited in CVT, the effects of achievement on the emotions were mediated by perceived competence. In sum, the findings suggest that enjoyment, anger, and boredom influence students' achievement in mathematics, and that control-value appraisals and achievement are important antecedents of these emotions. Implications for future research and educational practice are discussed.
Educational Impact and Implications StatementThis study highlights the importance of students' control and value beliefs for their emotions during math learning. These emotions, in turn, impacted students' math achievement. Our findings suggest that promoting positive perceptions of control and value can be a powerful approach for fostering learners' positive emotional experiences and academic achievement.
O presente estudo, quantitativo e transversal, avaliou o perfil de uso de tecnologias de informação e comunicação (TICs) entre adolescentes escolares, por meio de uma perspectiva multinível. Assim, ...possíveis diferenças no uso de TICs em relação à idade e o sexo dos participantes, bem como variações no perfil de uso de TICs quanto aos níveis de supervisão parental foram consideradas. Ainda, investigou-se em que medida o uso de TICs variou de acordo com as percepções sobre clima escolar por parte dos jovens. Participaram 367 adolescentes (55,6% meninas) que responderam a um instrumento de autorrelato. Os resultados mostraram diferenças entre o gênero e a idade dos participantes quanto o perfil de uso e no recebimento de práticas parentais sobre o uso de TICs. Diferenças quanto ao uso de TICs em relação com a percepção de clima escolar foram detectadas. Em síntese, o estudo sugere que a promoção de práticas educativas proativas de supervisão do uso de TICs pode trazer impactos positivos para o desenvolvimento sadio do adolescente. O presente estudo, quantitativo e transversal, avaliou o perfil de uso de tecnologias de informação e comunicação (TICs) entre adolescentes escolares, por meio de uma perspectiva multinível. Assim, possíveis diferenças no uso de TICs em relação à idade e o sexo dos participantes, bem como variações no perfil de uso de TICs quanto aos níveis de supervisão parental foram consideradas. Ainda, investigou-se em que medida o uso de TICs variou de acordo com as percepções sobre clima escolar por parte dos jovens. Participaram 367 adolescentes (55,6% meninas) que responderam a um instrumento de autorrelato. Os resultados mostraram diferenças entre o gênero e a idade dos participantes quanto o perfil de uso e no recebimento de práticas parentais sobre o uso de TICs. Diferenças quanto ao uso de TICs em relação com a percepção de clima escolar foram detectadas. Em síntese, o estudo sugere que a promoção de práticas educativas proativas de supervisão do uso de TICs pode trazer impactos positivos para o desenvolvimento sadio do adolescente.
Mental well-being is defined as an individual's awareness of his/her own potentials, making an effort to overcome the challenging experiences he/she encounters, being productive in his/her individual ...and social life and trying to contribute to society within the framework of his/her abilities. In this study, it is aimed to systematically review the research theses conducted to determine the variables associated with mental well-being in adolescents. For this purpose, a search was made in the National Thesis Center database using the key concept of mental well-being. As a result of the screening, 4 postgraduate theses conducted with adolescents were accessed. In the studies conducted with adolescents, the relationship between mental well-being and variables such as playing sports, time spent on social media, perceived social support, attachment to mother and father, gender, age, level of education of mother and father, perceived income level are examined. The findings of the research show that the mental well-being scores of the groups who regularly do sports and participate in social activities increase. In the studies examined, there was a significant positive relationship between the level of secure attachment to mother and father and mental well-being, and a significant negative relationship with social media time. Perceived social support was found to be a significant predictor of mental well-being in adolescents. As a result, doing regular sports, spending less time on social media, being aware of social support resources, and having secure attachment positively benefit adolescents' mental well-being levels. These results will shed light on preventive and protective guidance and counseling practices for adolescents' well-being levels. Keywords: Mental well-being, adolescence, secondary education, mental health, positive psychology Mental iyi olus bireyin kendi potansiyellerinin farkinda olmasi, karsilastigi zorlantili yasantilarin ustesinden gelmek icin caba sarf etmesi, bireysel ve sosyal hayatinda uretken olabilmesi ve yetenekleri cercevesinde topluma katki saglamaya calismasi olarak tanimlanmaktadir. Bu calismada ergenlerde mental iyi olus ile iliskili degiskenleri belirlemek icin yapilmis arastirma tezlerinin sistematik gozden gecrilmesi amaclanmaktadir. Bu amacla mental iyi oluf anahtar kavrami kullanilarak Ulusal Tez Merkezi veri tabaninda tarama yapilmistir. Tarama sonucunda ergenler ile yapilan 4 adet lisanustu teze erisim saglanmistir. Ergenlerle yapilan araftirmalarda mental iyi olus ile spor yapma durumu, sosyal medyada gecirilen zaman, algilanan sosyal destek, anne ve babaya baglanma, cinsiyet, yas, anne ve baba egitim duzeyi, algilanan gelir duzeyi gibi degiskenlerle arasindaki iliski incelenmektedir. Arastirma bulgulari duzenli spor yapan ve sosyal aktivite katilan gruplarin mental iyi olus puanlarinda artis oldugunu gostermektedir. incelenen calismalarda anneye ve babaya guvenli baglanma duzeyi ile mental iyi oluf arasinda pozitif yonde, sosyal medya sureleri ile negatif yonde anlamli ilifki bulunmustur. Ergenlerde algilanan sosyal destegin mental iyi olusun anlamli bir yordayicisi oldugu gorulmustur. Sonuc olarak ergenlerin mental iyi olus duzeylerine duzenli spor yapmak, daha az sosyal medyada zaman harcamak, sosyal destek kaynaklarinin farkinda olmak, guvenli baglanmaya sahip olmak olumlu anlamda fayda saglamaktadir. Bu sonuflar ergenlerin iyi olus duzeyleri icin yapilacak onleyici ve koruyucu rehberlik ve psikolojik danisma uygulamalarina isik tutacaktir. Anahtar sozcukler: Mental iyi olus, ergenlik donemi, ortaogretim, ruh sagligi, pozitif psikoloji
Bu çalışmada Covid-19 sürecinde ergenlik dönemindeki bireylerin algıladıkları sosyal destek düzeyi ve mutluluk düzeylerinin çeşitli değişkenlere göre incelenmesi amaçlanmıştır. Tarama modelinde ...betimsel olan bu araştırmada veri toplama araçlarından “Ergen Mutluluk Ölçeği Kısa Formu (EMÖ)” ve “Algılanan Sosyal Destek Ölçeği-R(ASDÖ-R)” kullanılmıştır. Bu kapsamda Gaziantep ilinin merkez ilçelerindeki farklı lise türlerinde eğitim gören 1184 öğrenciye ulaşılmıştır. Değişkenler arasındaki ilişkiyi incelemek için “t-testi”, “tek yönlü Varyans Analizi” ve “çoklu regresyon” analizleri uygulanmıştır. Araştırma sonuçlarına göre; Covıd-19 sürecinde ergenlik dönemindeki bireylerin algıladıkları sosyal destek ve mutluluk düzeylerinde; cinsiyet, okul türü, sınıf düzeyi, anne-baba ilişki durumu, sosyal güvence durumu, anne-baba genel tutumu, yaşamını geçirdiği yerleşim yeri, anne öğrenim durumu ve baba öğrenim durumu değişkenlerine göre anlamlı farklılıklar olduğu belirlenmiştir. Ek olarak; cinsiyete göre aileden ASD (Algılanan Sosyal Destek), okul türüne göre öğretmen ve arkadaştan ASD, ebeveyn ilişki durumuna göre arkadaştan ASD, yerleşim yerine göre aileden ve öğretmenden ASD, baba öğrenim durumuna göre öğretmen ve aileden ASD ile anne öğrenim durumuna göre algılanan sosyal desteğin hiçbir boyutunda anlamlı bir farklılaşma bulunmamıştır. Ergenlerin mutluluk düzeyinin %17’sinin algılanan sosyal destekle açıklandığı bulunmuştur. Araştırma sonuçları tartışma ve sonuç bölümünde açıklanarak değerlendirilmiştir. Elde edilen bulgular ilgili literatür verileri ışığında tartışılmış ve önerilerde bulunulmuştur.
Metodología: A partir de un muestreo no probabilístico participaron 421 adolescentes argentinos (Medad = 14,9; DE = 1,75), quienes respondieron la Escala Perfil PERMA (Waigel & Lemos, 2023), la ...Escala de Bienestar Psicológico de Ryff (Meier & Oros, 2019) y la Escala de Satisfacción con la vida (Castro Solano, 2000). Los datos se analizaron mediante análisis de regresión jerárquica y análisis multivariados de variancia (MANOVAs). Conclusión: Se destaca la importancia de diseñar intervenciones que contemplen los predictores con mayor incidencia sobre la prosperidad durante la adolescencia. Asimismo, se sugiere profundizar en el estudio de los precursores del florecimiento para consolidar la ciencia del florecimiento.
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