Psychological capital is associated with higher levels of life satisfaction and school belongingness

2019 ◽  
Vol 40 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Jana Patricia M. Valdez
Keyword(s):  
Life Satisfaction ◽  
High School Students ◽  
Structural Equation ◽  
Structural Model ◽  
Psychological Capital ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Intermediate Variable ◽  
School Belongingness

Psychological capital (PsyCap) has been associated with key organizational and well-being outcomes. However, limited investigations have been carried out regarding the role of PsyCap in the educational settings. The present study assessed the association of PsyCap with life satisfaction and school belongingness in the academic context. Four hundred and sixty-two Filipino high school students participated in the current investigation. Structural equation modeling showed that PsyCap was positively linked to school belongingness via the intermediate variable life satisfaction. An alternative structural model also provided evidence of the indirect effects of PsyCap on life satisfaction via school belongingness. Theoretical and practical implications of these results are discussed.

The Effect of Peer Acceptance on Euphoria Among Korean Adolescents

2015 ◽  
Vol 43 (1) ◽  
pp. 63-73
Author(s):  
Youngsang Jun ◽  
Junseob Shin
Keyword(s):  
Life Satisfaction ◽  
Structural Equation ◽  
Family Background ◽  
Peer Acceptance ◽  
Well Being ◽  
Equation Modeling ◽  
School Life ◽  
School Students ◽  
Korean Adolescents ◽  
Family Harmony

Our purpose in this study was to examine the influence of peer acceptance on euphoria in Korean adolescents, by investigating the relationships among peer acceptance, school life satisfaction, and happiness. We surveyed 343 Korean middle school students to investigate how the relationships among these variables were influenced by school life and family background factors. Results from structural equation modeling revealed that peer acceptance did not have a direct effect on euphoria, but that an indirect influence was applied through school life satisfaction. Of the school and family factors, family harmony showed a direct and an indirect (via school satisfaction) influence on euphoria. Implications of the results for enhancing the psychological well-being of Korean adolescents are discussed.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

Grit is Associated with Lower Depression via Meaning in Life among Filipino High School Students

2018 ◽  
Vol 51 (6) ◽  
pp. 865-876 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Ronnel B. King ◽  
Jana Patricia M. Valdez ◽  
Maria Socorro M. Eala
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Health ◽  
Meaning In Life ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Presence Of Meaning ◽  
Study Results

Grit—passion and perseverance for long-term goals—has been linked to a wide array of positive academic and psychological outcomes. However, limited research has been conducted to explore the association of grit with different indicators of well-being and psychological health. The primary objective of this study was to assess the associations among grit, meaning in life, and depression. There were 447 Filipino high school students who participated in the study. Results of structural equation modeling showed that grit was linked to higher levels of meaning in life dimensions (i.e., presence of meaning and search for meaning in life) and presence of meaning was associated with lower depression. Bias-corrected bootstrapping revealed that grit had an indirect negative influence on depression through the intermediate variable—presence of meaning in life. Theoretical and practical implications are elucidated.

Family Environment and Child-To-Parent Violence: The Role of Emotional Insecurity

2021 ◽  
pp. 088626052110063
Author(s):  
Miriam Junco-Guerrero ◽  
Ana Ruiz-Fernández ◽  
David Cantón-Cortés
Keyword(s):  
High School Students ◽  
Family Environment ◽  
Structural Equation ◽  
Irrational Beliefs ◽  
Family System ◽  
Equation Modeling ◽  
School Students ◽  
Mothers And Fathers ◽  
The Family ◽  
Emotional Insecurity

Child-to-parent violence (CPV) constitutes a serious social problem due to its short and long-term consequences, which not only directly affect the victim but also generate a rupture of the family system. In this study, direct and indirect effects of exposition to violence within the family, insecurity in the family system (manifested as disengagement and/or preoccupation), and justification of violence on CPV toward mothers and fathers were analyzed with structural equation modeling (SEM). Davies and Cummings emotional security theory (1994) was applied. A total of 904 high school students between 13 and 20 years old participated in this study. Information regarding each participant’s committed CPV was obtained from the Child-to-Parent Aggression Questionnaire. Emotional insecurity was assessed with the Security in the Family System scale. To assess exposition to violence and justification of violence, the Exposure to Violence Questionnaire and Irrational Beliefs Inventory for Adolescents were applied, respectively. Strong relationships between exposition to violence within the family, emotional insecurity, justification of violence, and CPV toward mothers and fathers were observed. The results show that adolescents who are exposed to violence at home are more aggressive in the future. In addition, this relationship is mediated, at least in part, by the justification of violence and emotional insecurity. These results suggest that prevention and treatment of CPV aggressors should focus on improving security within the survivors’ family system as well as modifying attitudes toward violence.

Examining the Career Construction Model of Adaptation Among Filipino Senior High School Students

2021 ◽  
pp. 089484532110370
Author(s):  
Marc Sherwin A. Ochoco ◽  
Welison Evenston G. Ty
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
High School Students ◽  
Well Being ◽  
Senior High School ◽  
Career Adaptability ◽  
School Students ◽  
Career Construction ◽  
Construction Model ◽  
Senior High School Students

Career development literature that tested the career construction model of adaptation has, thus far, examined adaptability resource as a mediator in the relationship between adaptive readiness and adaptation results; however, there remains a need to elaborate the links between adaptive resources, adapting response, and adaptation results. This research tested a path model among 331 Filipino senior high school students using hope, career adaptability, career engagement, and life satisfaction as measures of adaptive readiness, adaptability resources, adaptive response, and adaptation results, respectively. Analyses revealed a significant serial relationship from hope to life satisfaction through career adaptability and career engagement. Findings suggest that having career-related abilities may not be enough to promote well-being; rather proactive career behaviors may be taken as a route to a satisfying life. Implications on theory, research, and practice are discussed.

scholarly journals Family Solidarity, Social Support, Loneliness, and Well-Being Among Older Adults in Rural China

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 319-320
Author(s):  
Xiaoyan Zhang ◽  
Merril Silverstein
Keyword(s):  
Older Adults ◽  
Life Satisfaction ◽  
Adult Children ◽  
Child Support ◽  
Structural Equation ◽  
Total Population ◽  
Well Being ◽  
Equation Modeling ◽  
National Bureau ◽  
Subjective Well Being

Abstract China is experiencing a large increase in elderly population. In 2019, China’s population aged 60 and above had reached 253 million, accounting for 18.1% of the total population (National Bureau of Statistics of China, 2020). By 2050, the number of adults aged 60+ would be up to 430 million, reaching one third of the total population (Du, Zhai & Chen, 2005). Considering such a rapid aging process and the existing large number of older adults in China, it becomes imperative to investigate how psychosocial factors affect this group’s subjective well-being. This study proposed that, among older adults, higher support received from each of the three relational sources (adult children, family and friends) were associated with reduced loneliness and improved well-being. Structural equation modeling was conducted using a sample of rural adults aged 60 and older (N= 1142) from the 2018 wave of data from the Longitudinal Study of Older Adults in Anhui Province, China. Findings indicated that support from adult children directly and indirectly decreased older adults’ depression and improved their life satisfaction through loneliness; while support from family members directly decreased depression but did not directly improve life satisfaction or indirectly improve well-being through loneliness. Although support from friends did not have a significant impact on older adults’ well-being, it indirectly improved well-being through reduced loneliness. Findings have implications for programs or interventions targeting both parent -adult-child support and friends support and reducing rural older adults’ loneliness.

scholarly journals Are perceptions of grandparenthood related to family and life satisfaction? A study with emerging adults

2021 ◽  
pp. 026540752098115
Author(s):  
Isabel Miguel ◽  
Alexandra M. Araújo ◽  
Sandra Fernandes ◽  
Luísa Carneiro ◽  
Paula Fernandes
Keyword(s):  
Life Satisfaction ◽  
Emerging Adults ◽  
Family Relationships ◽  
Structural Equation ◽  
Emerging Adult ◽  
Well Being ◽  
Family Satisfaction ◽  
Self Report ◽  
Equation Modeling ◽  
Adult Grandchildren

Given the crucial role that grandparents play in the upbringing and well-being of their grandchildren, research regarding the perceived importance of grandparents for their emerging adult grandchildren is of particular relevance. This study examined the relations between perceived grandparents’ roles and family and life satisfaction in Portuguese emerging adults. Participants (N = 387), aged 18–25, completed a structured self-report questionnaire. Findings of structural equation modeling showed that emerging adults’ perceptions of grandparental roles of counselor, enjoying the relationship, and indulgence are positively related to their family and life satisfaction. The mediation analysis showed that family satisfaction mediated the relation between perceptions of grandparents acting as counselors and the life satisfaction of emerging adult grandchildren. Implications of family relationships and grandparenting in the context of emerging adulthood are discussed.

Comparing relations of ethnic-racial public regard, centrality, and intergroup contact attitudes among ethno-racially diverse adolescents

2021 ◽  
pp. 136843022098759
Author(s):  
Kristia A. Wantchekon ◽  
Adriana J. Umaña-Taylor ◽  
Elana R. McDermott ◽  
Michael R. Sladek ◽  
Deborah Rivas-Drake ◽  
...  
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Intergroup Contact ◽  
Equation Modeling ◽  
White Adolescents ◽  
School Students ◽  
Cross Sectional ◽  
Racial Background ◽  
Latinx Adolescents ◽  
Public Regard

The current cross-sectional study examined how adolescents’ appraisal of how positively others viewed their ethnic-racial group (i.e., public regard) and how integral their ethnic-racial background was to their self-concept (i.e., centrality) related to their intergroup contact approach and avoidance attitudes. Participants were Black, Latinx, and White high school students ( N = 2,609; Mage = 16.39, SD = 1.16; 52% female) from the U.S. Southwest and Midwest. Utilizing multigroup structural equation modeling, results indicated that across all ethnic-racial backgrounds, and regardless of geographical context, public regard was positively associated with approach attitudes. Conversely, findings for avoidance attitudes varied by ethnic-racial background. Specifically, public regard was negatively associated with avoidance attitudes for White adolescents, whereas this relation was null for Black and Latinx adolescents. Additionally, although centrality was positively associated with avoidance attitudes among all adolescents, the relation was stronger among White adolescents than among Black and Latinx adolescents.

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

2008 ◽  
Vol 30 (2) ◽  
pp. 240-268 ◽  
Author(s):  
Athanasios Mouratidis ◽  
Maarten Vansteenkiste ◽  
Willy Lens ◽  
Georgios Sideridis
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Intention To Participate ◽  
Motivational Model ◽  
Intentions To Participate

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

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