Teaching Behavior and Positive and Negative Affect in High School Students: Does Students’ Race Matter?

2017 ◽  
Vol 9 (4) ◽  
pp. 334-346 ◽  
Author(s):  
Bridget Cauley ◽  
Patrick Pössel ◽  
Stephanie Winkeljohn Black ◽  
Lisa M. Hooper
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Affect ◽  
Positive And Negative Affect ◽  
School Students ◽  
Teaching Behavior

scholarly journals Suicidal Ideation Mediates the Relationship Between Affect and Suicide Attempt in Adolescents

2020 ◽  
Vol 11 ◽  
Author(s):  
Andrés Rubio ◽  
Juan Carlos Oyanedel ◽  
Marian Bilbao ◽  
Andrés Mendiburo-Seguel ◽  
Verónica López ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Suicidal Ideation ◽  
Suicide Attempt ◽  
Negative Affect ◽  
Goodness Of Fit ◽  
Satisfaction With Life ◽  
Potential Effect ◽  
Positive And Negative Affect ◽  
School Students

Suicide, as one of the leading causes of death for the adolescent population, both in Chile and globally, remains a complex and elusive phenomenon. This research studies the association between positive and negative affect in relation with suicidal ideation and suicidal attempt, given that affectivity is a fundamental basis on which people make evaluations on their satisfaction with life. First, it examines the reliability, structure, and validity of Watson’s positive and negative affect scale (PANAS) scale in a representative random sample of Chilean high school students (N = 4,568). The scale evidences strong reliability coefficients and a confirmatory factor analysis, excluding one positive (excited) and one negative (nervous) item. The scale shows a satisfactory goodness of fit. Secondly, it investigates the association of PANAS positive and negative affect scores with suicidal ideation as well as reported attempt in adolescents, controlling for the potential effect of age and sex (N = 420 high school students). Low positive and high negative affect, but not sex and age, show a significant association with suicidal ideation. Suicidal ideation totally mediates the association of affect with suicide attempt, as expected. Results are discussed regarding prevention and it considers how positive and negative affect can be relevant as indicators for prevention and treatment using widely available technology.

Right Hemisphericity and Low Self-Esteem in High School Students: A Replication

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1058-1058 ◽  
Author(s):  
Carri-Lynne Lazure ◽  
M. A. Persinger
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Affect ◽  
University Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Affective Component ◽  
Hemispheric Activation

A total of 26 Grade 9 and 24 Grade 12 boys and girls were administered the Rosenberg self-esteem questionnaire and Vingiano's hemisphericity questionnaire. Greater right hemisphericity was associated with lower self-esteem. The strength of the effect ( r = 0.52) was comparable to previous studies involving university students and supports the hypothesis that persistent input of negative affect from right hemispheric activation adversely influences the affective component of self-concept.

Predictive Effectiveness of Mood Measures

2002 ◽  
Vol 94 (3) ◽  
pp. 785-791 ◽  
Author(s):  
Andrew M. Lane ◽  
Helen J. Lane
Keyword(s):  
High School Students ◽  
Negative Affect ◽  
Discriminant Function ◽  
Junior High School ◽  
Discriminant Function Analysis ◽  
Function Analysis ◽  
Positive And Negative Affect ◽  
School Students ◽  
Fitness Test ◽  
Mood Scale

The present study compared the predictive effectiveness of mood states and the Positive and Negative Affect Schedule models of mood. 38 junior high school students completed the Brunel University Mood Scale to assess anger, confusion, depression, fatigue, tension, and vigor and the PANAS 5 min. before a fitness test. Performance was self-referenced by comparing fitness test scores with a previous best score assessed four weeks earlier. Participants who equaled or bettered their previous best score were classified as Successful. Those who did not match their previous score were classified as Unsuccessful. Discriminant function analysis indicated that 31 participants (81.6%) could be correctly classified as Successful or Unsuccessful based on preperformance Brunel Mood scores. Discriminant function coefficients indicated that Confusion, Fatigue, and Vigor contributed significantly to the discrimination. For the Positive and Negative Affect Schedule, discriminant function analysis indicated that 26 participants (68.4%) could be correctly classified as Successful or Unsuccessful, with Negative Affect and Positive Affect contributing significantly to the discrimination. Summarizing negative mood into a single factor may lead to a substantial loss of information. Research on mood and performance relationships should use the mood dimensions assessed in the Brunel University Mood Scale rather than the Positive and Negative Affect Schedule.

scholarly journals Happiness in high school students: autonomy, relatedness, competence and meaning in life

2018 ◽  
Vol 13 (3) ◽  
pp. 422-430 ◽  
Author(s):  
Nur Demirbas Celik
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Affect ◽  
Meaning In Life ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Satisfaction With Life Scale ◽  
Subjective Well Being ◽  
School Students

The present study examines the roles of the satisfaction of basic psychological needs and meaning in life (MIL) on high school students’ happiness. In the study, the basic psychological needs scale, MIL questionnaire, the positive and negative affect schedule and the satisfaction with life scale were used as instruments. Happiness or subjective well-being (SWB) contains three components: life satisfaction, positive affect and negative affect. The data were analysed through the Pearson product-moment correlation coefficient technique and multiple linear regression analysis. According to results, autonomy, competence, relatedness and MIL predict SWB significantly. These three variables explain 56% of the total variance. SWB is explained by relatedness, autonomy and competence for females, respectively, and for males competence, MIL and relatedness, respectively. The results were further examined in light of recent research and implications for counselling and school with high school students subjects are discussed. Keywords: Subjective well-being, basic psychological needs, meaning in life, gender, high school students.

scholarly journals Positive and negative affect as predictors of family life satisfaction

2015 ◽  
Vol 12 (1) ◽  
pp. 1330 ◽  
Author(s):  
Orkide Bakalım ◽  
Arzu Taşdelen-Karçkay
Keyword(s):  
Life Satisfaction ◽  
High School Students ◽  
Negative Affect ◽  
Family Life ◽  
Stepwise Multiple Regression ◽  
Positive And Negative Affect ◽  
City Center ◽  
School Students ◽  
Satisfaction Scale ◽  
The Family

<p>This study was conducted to predict the levels family life satisfaction by the positive and negative affect variables on high school students. Sample group consists of 456 students of various types of high schools in Uşak city center. In the study “Positive and Negative Affect Scale (PANAS)” and “Family Life Satisfaction Scale” were used as data collection tools. In order to predict the levels of Family Life Satisfaction by Positive and Negative Affect, Stepwise Multiple Regression Analysis was performed. When the findings of the study were analyzed, the first predicator of the family life satisfaction was determined as the negative affect and the latter positive affect.</p>

Sign in / Sign up

Export Citation Format

Share Document