scholarly journals Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents’ Time Attitudes: A Latent Transition Analysis

2021 ◽  
Author(s):  
Claudia Tejada-Gallardo ◽  
Ana Blasco-Belled ◽  
Carles Alsinet
Keyword(s):  
Positive Psychology ◽  
Short Form ◽  
Well Being ◽  
Latent Transition Analysis ◽  
Transition Analysis ◽  
Positive Psychology Interventions ◽  
School Based ◽  
Positive Psychology Intervention ◽  
Time Attitudes ◽  
Latent Transition

AbstractTime attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically validated positive psychology interventions. However, the extent to which these interventions impact the time attitudes of adolescents remains unknown. The current study investigated the influence of a multicomponent positive psychology intervention on adolescents’ transitions between time attitude profiles and how these transitions are related to their emotional, social, and psychological well-being. Participants consisted of 220 (M = 14.98; 47.3% female) adolescents from two Spanish high schools who participated in the six-week Get to Know Me+ program. Adolescents’ time attitudes and well-being were measured via the Adolescents and Adult Time Inventory–Time Attitudes and the Mental Health Continuum–Short Form, respectively, at pre- and postintervention. Participants were clustered in different profiles through a latent profile analysis, and the transitions were analyzed using a latent transition analysis. Five profiles were identified (negative, present/future negative, past negative, optimistic, and positive), and results indicated that adolescents who participated in the intervention were more likely to transition to positive profiles (optimistic and positive) and generally reported higher well-being, especially those in the negative, present/future negative, and optimistic profiles. Preliminary evidence showed that school-based multicomponent positive psychology interventions can have a positive impact on adolescents’ feelings towards time and well-being.

Promoting Students’ Positive Emotions, Character, and Purpose

2020 ◽  
pp. 282-312
Author(s):  
Shannon M. Suldo ◽  
Jenni Menon Mariano ◽  
Hannah Gilfix
Keyword(s):  
Positive Psychology ◽  
Positive Emotions ◽  
Emotional State ◽  
Character Strengths ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
School Based ◽  
Measurement Tools ◽  
Via Classification

Grounded in positive psychology, this chapter focuses on constructs that increase well-being and may result in a flourishing emotional state. Within the PERMA framework, flourishing is reflected in positive emotions, engagement, relationships, meaning, and accomplishment. Specifically, this chapter takes an in-depth look into the constructs of positive emotions, character, and purpose. Information on measurement tools, correlates, and possible interventions for each of the three constructs is provided. An emphasis is also placed on promising positive psychology interventions, many of which utilize strategies involving character strengths as defined in accordance with the Values in Action (VIA) Classification of Character Strengths and Virtues. The chapter concludes with information on how a reader can implement various positive psychology activities, as well as different school based-programs that incorporate purpose and positive psychology interventions.

scholarly journals Effects of a Whole-School Health Intervention on Clustered Adolescent Health Risks: Latent Transition Analysis of Data from the INCLUSIVE Trial

2021 ◽  
Author(s):  
G. J. Melendez-Torres ◽  
Elizabeth Allen ◽  
Russell Viner ◽  
Chris Bonell
Keyword(s):  
Randomised Trial ◽  
Well Being ◽  
School Intervention ◽  
Latent Transition Analysis ◽  
Transition Analysis ◽  
Whole School ◽  
Latent Transition ◽  
Bullying Victimisation ◽  
Mental Well Being ◽  
Over Time

AbstractWhole-school interventions are a promising approach to preventing bullying and aggression while promoting broader health. The main analyses from a trial of the INCLUSIVE whole-school intervention reported reductions in bullying victimisation but not aggression and improved mental well-being. Latent transition analysis can examine how interventions ‘move’ people between classes defined by multiple outcomes over time. We examined at baseline what classes best defined individuals’ bullying, aggression and mental well-being and what effects did the intervention have on movement between classes over time? INCLUSIVE was a two-arm cluster-randomised trial with 20 high schools per arm, with 24-month and 36-month follow-ups. We estimated sequential latent class solutions on baseline data. We then estimated a latent transition model including baseline, 24-month and 36-month follow-up measurements. Our sample comprised 8179 students (4082 control, 4097 intervention arms). At baseline, classes were (1) bullying victims, (2) aggression perpetrators, (3) extreme perpetrators and (4) neither victims nor perpetrators. Control students who were extreme perpetrators were equally likely to stay in this class (27.0% probability) or move to aggression perpetrators (25.0% probability) at 24 months. In the intervention group, fewer extreme perpetrators students remained (5.4%), with more moving to aggression perpetrators (65.1%). More control than intervention extreme perpetrators moved to neither victims nor perpetrators (35.2% vs 17.8%). Between 24 and 36 months, more intervention students moved from aggression perpetrators to neither victims nor perpetrators than controls (30.1% vs 22.3%). Our findings suggest that the intervention had important effects in transitioning students to lower-risk classes.

Latina/o/x Immigrant Youth’s Motivations for Disclosing their Family-Undocumented Experiences to a Teacher(s): A Latent Transition Analysis

2020 ◽  
Author(s):  
Jennifer A Kam ◽  
Katerina M Marcoulides ◽  
Keli Steuber Fazio ◽  
Roselia Mendez Murillo ◽  
Monica Cornejo
Keyword(s):  
Perceived Risk ◽  
Risk Model ◽  
Well Being ◽  
Latent Transition Analysis ◽  
Undocumented Youth ◽  
Transition Analysis ◽  
Teacher Student ◽  
12Th Grade ◽  
Latent Transition ◽  
Relational Closeness

Abstract Using the revelation risk model (RRM), we examined factors that might motivate family-undocumented youth (i.e., youth who are undocumented or who have an immediate family member who is undocumented) to confide in a teacher(s). Latent transition analysis with 414 Latina/o/x 9th-12th grade students uncovered three profiles: concerned indirect revealers (i.e., moderate teacher-student relational closeness, highest perceived risk of disclosing, lowest communication efficacy, moderate indirect disclosure, low direct disclosure), relationally-close revealers (i.e., strongest teacher-student closeness, low perceived risk of disclosing, low communication efficacy, and highest moderate indirect and direct disclosure), and confident nonrevealers (i.e., moderate teacher-student closeness, lowest perceived risk of disclosing, highest communication efficacy, and lowest indirect and direct disclosure). Greater fear of deportation at Wave 1 predicted relationally-close revealers becoming concerned indirect revealers three months later. These findings identify experiences that could affect the extent to which family-undocumented youth turn to a teacher(s), which has implications for youth’s well-being.

Changes to the work–family interface during the COVID-19 pandemic: Examining predictors and implications using latent transition analysis.

2020 ◽  
Vol 105 (10) ◽  
pp. 1073-1087 ◽  
Author(s):  
Hoda Vaziri ◽  
Wendy J. Casper ◽  
Julie Holliday Wayne ◽  
Russell A. Matthews
Keyword(s):  
Latent Transition Analysis ◽  
Transition Analysis ◽  
Latent Transition ◽  
Work Family
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