scholarly journals Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Fariba Mousavi ◽  
Lillemor Adrianson ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Self Regulation ◽  
Well Being ◽  
Exercise Behavior ◽  
Satisfaction With Life Scale ◽  
Short Version ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Exercise Behaviour

Background: Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behavior might also play a role on adolescents academic achievement. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales to measure self-regulation; Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule to measure well-being and the Archer Ratio to measure exercise behavior. Academic achievement was operationalized through pupils’ the mean value of final grades in Swedish, Mathematics, English, and Physical Education. Results: Academic achievement was positively associated to assessment, subjective well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to subjective well-being. Locomotion on the other hand was positively associated to subjective and psychological well-being and also to exercise behaviour. Conclusions: Here we propose a dual (in)direct approach to increase pupils’ academic achievement and well-being—locomotion being related to frequently exercising and well-being, in turn, increasing academic achievement; while assessment being directly related to higher academic achievement.

scholarly journals Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Fariba Mousavi ◽  
Lillemor Adrianson ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Self Regulation ◽  
Well Being ◽  
Exercise Behavior ◽  
Satisfaction With Life Scale ◽  
Short Version ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Exercise Behaviour

Background: Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behavior might also play a role on adolescents academic achievement. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales to measure self-regulation; Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule to measure well-being and the Archer Ratio to measure exercise behavior. Academic achievement was operationalized through pupils’ the mean value of final grades in Swedish, Mathematics, English, and Physical Education. Results: Academic achievement was positively associated to assessment, subjective well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to subjective well-being. Locomotion on the other hand was positively associated to subjective and psychological well-being and also to exercise behaviour. Conclusions: Here we propose a dual (in)direct approach to increase pupils’ academic achievement and well-being—locomotion being related to frequently exercising and well-being, in turn, increasing academic achievement; while assessment being directly related to higher academic achievement.

scholarly journals High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Lillemor Adrianson ◽  
Fariba Mousavi ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Personal Growth ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Psychological Well Being ◽  
Environmental Mastery ◽  
Self Acceptance ◽  
Final Grades

Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.

scholarly journals Questions of Time and Affect: A person’s affectivity profile, time perspective, and well-being

2016 ◽  
Author(s):  
Danilo Garcia ◽  
Uta Sailer ◽  
Ali Al Nima ◽  
Trevor Archer
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Time Perspective ◽  
Structural Equation Models ◽  
Well Being ◽  
Satisfaction With Life Scale ◽  
Short Version ◽  
Psychological Well Being ◽  
The Past ◽  
Balanced Time Perspective

Background: A “balanced” time perspective has been suggested to have a positive influence on well-being: a sentimental and positive view of the past (high Past Positive), a less pessimistic attitude toward the past (low Past Negative), the desire of experiencing pleasure with slight concern for future consequences (high Present Hedonistic), a less fatalistic and hopeless view of the future (low Present Fatalistic), and the ability to find reward in achieving specific long-term goals (high Future). We used the affective profiles model (i.e., combinations of individuals’ experience of high/low positive/negative affectivity) to investigate differences between individuals in time perspective dimensions and to investigate if the influence of time perspective dimensions on well-being was moderated by the individual’s type of profile. Method: Participants (N = 720) answered to the Positive Affect Negative Affect Schedule, the Zimbardo Time Perspective Inventory and two measures of well-being: the Temporal Satisfaction With Life Scale and the Scales of Psychological Well-Being-short version. A Multivariate Analysis of Variance (MANOVA) was conducted to identify differences in time perspective dimensions and well-being among affective profiles. Four Structural Equation Models (SEM) were used to investigate which time perspective dimensions predicted well-being for each profile. Results: Comparisons between individuals at the extreme of the affective profiles model suggested that individuals with a self-fulfilling profile (high positive/low negative affect) were characterized by a “balanced” time perspective and higher well-being compared to individuals with a self-destructive profile (low positive/high negative affect). However, a different pattern emerged when individuals who differed in one affect dimension but matched in the other were compared to each other. For instance, decreases in the past negative time perspective dimension lead to high positive affect when negative affect is high (i.e., self-destructive vs. high affective) but to low negative affect when positive affect was high (i.e., high affective vs. self-fulfilling). The moderation analyses showed, for example, that for individuals with a self-destructive profile, psychological well-being was significantly predicted by the past negative, present fatalistic and future time perspectives. Among individuals with a high affective or a self-fulfilling profile, psychological well-being was significantly predicted by the present fatalistic dimension. Conclusions: The interactions found here go beyond the postulation of a “balanced” time perspective being the only way of promoting well-being. Instead, it presents a more person-centered approach to achieve higher levels of emotional, cognitive, and psychological well-being.

scholarly journals Life satisfaction in adolescents: relationship with parental style, peer attachment and emotional intelligence

2021 ◽  
Vol 19 (53) ◽  
pp. 51-74
Author(s):  
Alba Guijarro Gallego ◽  
Antonia Martínez Pérez ◽  
Visitación Fernández Fernández ◽  
Mavi Alcántara-López ◽  
Maravillas Castro Sáez
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Satisfaction With Life ◽  
Well Being ◽  
Peer Attachment ◽  
Self Report ◽  
Satisfaction With Life Scale ◽  
Subjective Well Being ◽  
Psychological Well Being

Introduction. Theory and research support the idea that subjective well-being (positive / negative affect and life satisfaction) is a substantial construct in understanding psychological well-being and mental health. The relevance of life satisfaction in variables affecting psychological well-being has been studied. Life satisfaction in adolescents and its association with sex, age, parental educational styles, peer attachment and emotional intelligence was researched. Groups were compared according to degree of life satisfaction and its relationship with these variables. Method. The sample was composed of 285 secondary school students (49.8% male), average age 15.09 years (12 to 19), and self-report measures of variables were applied to be analyzed: Satisfaction with Life Scale-Child (SWLS-C), Parental Educational Style of Adolescents, Inventory of Parent and Peer Attachment (IPPA) y Trait Meta-Mood-Scale-48 (TMMS-48). Results. Results showed a significant high level of satisfaction among adolescents. A significant higher score among boys compared to girls was confirmed, as in the younger compared to older. Correlations were statistically significant between life satisfaction and all dimensions from Parental Educational Style analyzed, except Behavioral Control; with Alienation and Confidence of Peer Attachment; and with Emotional Intelligence Clarity and Repair, as well as statistically significant differences among satisfaction groups in 12 of the 19 variables analyzed. Discussion and Conclusion. Promoting life satisfaction in adolescents is increasingly relevant, due to the role it may play in achieving good psychological adjustment, thus contributing to the promotion and prevention of mental health.

scholarly journals Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

PeerJ ◽  
2015 ◽  
Vol 3 ◽  
pp. e847 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Fariba Mousavi ◽  
Lillemor Adrianson ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Well Being ◽  
Exercise Behavior ◽  
Regulatory Mode ◽  
Behavior Frequency

scholarly journals Hubungan Kelekatan Ayah dan Kontrol Diri dengan Kesejahteraan Subjektif serta Kesejahteraan Psikologis sebagai Mediator pada Mahasiswa

2021 ◽  
Vol 26 (2) ◽  
pp. 397-412
Author(s):  
Muhammad Novvaliant Filsuf Tasaufi ◽  
Syarifah Naimi Anisa ◽  
Nasifah Rahmi ◽  
Audiht Jasmine Sabrina
Keyword(s):  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Control Variable ◽  
Well Being ◽  
Self Control ◽  
Satisfaction With Life Scale ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Life Scale ◽  
The Relationship

Every individual always faces problems, as well as undergraduate students. The problems are usually related to academic and non-academic issues which require the ability to manage and control themselves, so they are not overwhelmed by these problems. Father attachment can help undergraduate students in overcoming various kinds of problems. This study aims to examine the dynamics of these undergraduate students that focus on the relationship between fatherhood attachment and self-control in which subjective well-being (SWB) and psychological well-being (PWB) mediate among students in Yogyakarta. The subjects of this study were undergraduate students who lived in Yogyakarta (N = 245). This study uses five scales, two scales for the subjective well-being variable, one for the psychological well-being variable, one for the self-control variable and one for the fatherhood attachment variable. The scales used include (a) Satisfaction with Life Scale created by Diener et al (1985); (b) Positive and Negative Affect Scales by Watson et al (1988); (c) Ryff's Psychological Well-Being Scale developed by Ryff (1989); (d) Self-Control Scale from Tangney et al (2004); and (e) The fatherhood attachment scale developed by Armsden & Greenberg (1987). The data were then analyzed using mediation analysis techniques through the JASP application. The results showed that fatherhood attachment did not have a direct effect on self-control, but subjective well-being and psychological well-being could act as mediators of the relationship between fatherhood attachment and self-control.

scholarly journals Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren

2019 ◽  
Vol 12 (3) ◽  
pp. 164-175
Author(s):  
T.G. Fomina ◽  
V.I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Academic Performance ◽  
Self Regulation ◽  
Well Being ◽  
Reciprocal Relationship ◽  
Educational Activity ◽  
Learning Activity ◽  
Subjective Well Being ◽  
Primary Schoolchildren

The article delivers results of an empirical study aimed at revealing specific relationship between conscious self-regulation of educational activity, subjective well-being, and academic performance of the younger schoolchildren (N = 156). Diagnostics included assessment of the regulatory processes, intrapersonal-regulatory features (“Self-regulation of the Learning Activity Questionnaire”, Morosanova, 2015) and certain aspects of the students’ life satisfaction (“Multidimensional Children’s Life Satisfaction Scale”, Sytchev et al. , 2018) as well as collecting data on their academic performance. It was found that schoolchildren’ subjective well-being level has closer ties with their level of conscious self-regulation development than with academic performance indicators. The data analysis has also confirmed the reciprocal relationship between subjective well-being and academic achievement in primary schoolchildren. Structural modeling allowed for evaluating the models of cause-effect relationships between the learning activity self-regulation, school well-being, and academic performance in primary school age. It is shown that indicators of self-regulation and subjective well-being explain a greater percentage of the variance in the students’ academic achievement than self-regulation and achievement — in the variance of subjective well-being in the primary schoolchildren.

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