The relation between prosociality and self-esteem from middle-adolescence to young adulthood

The present study examined the longitudinal relations between prosociality and self-esteem. Participants were 386 (50.3% males) middle adolescents (Mage = 15.6) assessed over a 10-year period until they entered into young adulthood (Mage = 25.7). First, multivariate latent curve analysis indicated that the developmental increase of prosociality was positively related to the parallel increase of self-esteem. Second, an autoregressive cross-lagged model revealed that the direct effect of prosociality on self-esteem was statistically significant but essentially negligible. These findings corroborated from a long-term longitudinal perspective previous studies highlighting the positive correlation between the development of prosociality and self-esteem, and pointed out to the need for further investigating the relation between the two constructs. The theoretical and practical implications of these results are discussed

Prospettiva temporale, rendimento scolastico e ottimismo negli adolescenti: il ruolo di mediazione della speranza e dell’hedonic balance

Introduzione All’interno dell’approccio teorico della Psicologia Positiva, l’orientamento positivo verso il futuro rappresenta una delle componenti più rilevanti del benessere soggettivo; infatti, essere capaci di una visione ottimista della realtà comporta alcuni benefici sullo stato di salute sia fisica che mentale dell’individuo (Forgeard, & Seligman, 2012; Seligman, 1998; 2007). Gli adolescenti raggiungono un’autonomia personale attraverso il modo in cui si pongono nei confronti della realtà, pensano al proprio futuro e si aprono all’esperienza, ma anche attraverso la propria esperienza passata. Recenti contributi di ricerca hanno evidenziato una relazione significativa tra prospettiva temporale e benessere soggettivo (Boniwell et al, 2010; Stolarsky et al, 2011). In particolare, la connotazione positiva o negativa che i giovani danno alle loro dimensioni temporali influenza la loro capacità di sperare (Snyder et al, 1991). Inoltre, il benessere soggettivo, in generale, e la capacità degli adolescenti di sperare, in particolare, contribuiscono in modo significativo all’adattamento scolastico (Gilman et al, 2006). Il presente contributo esamina le relazioni trasversali tra tre differenti prospettive temporali (presente edonista, futuro e passato positivo), l’hedonic balance, la speranza (agency e pathway) e l’ottimismo in adolescenza. In particolare si ipotizza che l’orientamento positivo verso il futuro degli adolescenti sia favorito dalle diverse prospettive temporali prevalenti, attraverso un meccanismo di influenza che coinvolge aspetti emotivi (tonalità emotiva) e cognitivi (capacità di sperare). Si ipotizza inoltre che tale relazione possa variare in base al diverso adattamento scolastico degli adolescenti. Metodo I partecipanti sono stati 702 adolescenti (50% maschi e 50% femmine) con un’età media di 17,5 anni (SD = .91). Le misure utilizzate sono: Zimbardo Time Perspective Inventory (Zimbardo & Boyd, 1999); PANAS (Watson et al, 1988); The Hope Scale (Snyder et al., 1991); Life Orientation Test (Scheier et al, 1994). Attraverso l’Analisi della varianza (ANOVA), sono state verificate le differenze di genere nelle variabili di indagine; successivamente, sono state esaminate le correlazioni tra le variabili; infine, mediante un modello di equazioni strutturali, sono state testate le ipotesi relative ai nessi di influenza. Risultati 1) Le ragazze presentano punteggi più elevati nelle tre prospettive temporali, mentre i ragazzi presentano maggiori livelli di hedonic balance e pathway. 2) Le correlazioni fra le variabili poste nel modello concettuale risultano tutte correlate significativamente fra loro. 3) Il modello di equazioni strutturali ha evidenziato che l’ottimismo degli adolescenti è influenzato in modo diretto dal passato positivo e in modo indiretto dal presente edonista e dal futuro, mediante il contributo dell’hedonic balance e dell’agency. 4) Considerando l’effetto di moderazione del rendimento scolastico, il modello rimane pressoché invariato, ad eccezione della relazione fra passato positivo e ottimismo che, solo per gli adolescenti con basso rendimento scolastico, risulta essere mediata dall’hedonic balance. Il fit del modello è adeguato: χ2(4) = 8.410, p<.01, CFI = .99, TLI = .91, RMSEA = .08 (.00 .16), SRMR = .02. Conclusioni Lo studio mette in luce il diverso ruolo delle tre prospettive temporali nel determinare l’ottimismo in adolescenza, considerando il ruolo di mediazione dell’hedonic balance e della speranza. Questi risultati forniscono alcune indicazioni su come intervenire nella scuola, soprattutto con studenti con basso rendimento scolastico, per promuovere la progettualità e sostenere un orientamento positivo verso il futuro. Lo studio rappresenta il punto di partenza per ulteriori approfondimenti sulla validità del modello, limitata dall’utilizzo di dati cross-sezionali e di questionari self-report

The Ant and the Grasshopper: Adolescents’ Time Perspective, Satisfaction with Life and the Mediating Role of Hope

Abstract The present study examined the predictive role played by the three time perspective’s dimensions (Present-Hedonistic, Present-Fatalistic and Future) on the satisfaction with life and the mediational role of hope in adolescence, using cross-sectional data. Participants were 675 adolescents (333 males and 342 females), with a mean age of 17.4 years (SD = .84). Adolescents lived in Rome and its surroundings regions and attended the 3th or the 4th year of high school. A structural equation modeling was used. The results shown that Present-Hedonistic predicts directly and indirectly (through agency) the life satisfaction; Future and Present-Fatalistic predicts indirectly (through agency) the life satisfaction; the Present-Hedonistic and Future predicted the pathway, but it does not seem to play a role of mediator. This model is the same for males and females. These results offers new useful guidance to adolescents’ counsellors and educators that should endeavor to increase the hope of both Present and Future oriented adolescents

Benessere psicologico e disposizione al perdono in adolescenza

La letteratura scientifica dimostra che il perdono rappresenta un modo efficace per regolare le emozioni negative e favorire il benessere soggettivo. In particolare la letteratura ha evidenziato una relazione negativa tra disposizione al perdono e rabbia di stato e positiva tra disposizione al perdono e benessere psicologico. Il presente studio ha lo scopo di testare un modello concettuale che descriva i meccanismi sottesi a tali relazioni. I partecipanti sono 773 adolescenti (69% femmine) tra 12 e 18 anni (M=15.6, DS=2.00). Gli strumenti utilizzati sono: Trait-Forgivingness Scale (Berry, 2005), STAXI (Brunner, & Spielberger, 2009) e PANAS (Watson et al.,1988). Tramite un modello di equazioni strutturali ed analisi di mediazione, è stato testato il ruolo di mediazione delle diverse sfaccettature della rabbia nella relazione tra disposizione al perdono e bilancio edonico. I risultati mostrano che la disposizione al perdono predice negativamente la rabbia di tratto e l’espressione della rabbia esterna, mentre predice positivamente l’espressione della rabbia interna e del controllo della rabbia. La rabbia di tratto e l’espressione della rabbia interna predicono negativamente il bilancio edonico, mentre il controllo della rabbia lo predice positivamente. L’espressione della rabbia esterna non ha nessun effetto sul bilancio edonico. Gli indici di fit del modello sono: χ2(1)=0.675, p=.67, CFI=1.00, TLI=1.00, RMSEA=.00 (.00-07), SRMR =.00. I risultati dello studio mettono in luce come aiutare gli adolescenti a perdonare favorisca la gestione della rabbia e concorra ad incrementare il loro benessere psicologico

The Negative Influence of Un-Forgiveness on the Affects

Forgiveness implies abandoning of negative feelings (Holter, Magnuson, Knutson, Knutsson-Enright, & Enright, 2008), while unforgiveness implies a range of negative emotions such as anger resentment, anxiety and depression (Berry, Worthington, O’Connor, Parrot & Wade 2005). Recent reviews have highlighted potential benefits of forgiveness and potential disadvantages of un-forgiveness for physical health Goals. Examining the mediating role of anger and depression in the associations between two dimensions of the Trait Forgivingness Scale (TFS) (forgiving disposition and resentment), identified in the Italian validation of the questionnaire, and negative affect, in adolescence. Results. Both forgiving disposition and resentment predict indirectly the negative affects, through the mediating effect of depression, while only resentment predicts the negative affects through the mediating role of anger. Resentment has also a direct effect on negative affect. Discussion. The disposition to forgive might be an important factor in decreasing the negative affects, and thus depression and anger. Similarly, resentment might be an important factor in increasing the negative affects. Clinical psychologists and psychotherapists might consider including techniques to enhance the disposition to forgive in the psychotherapeutic process, in those cases in which hostility and anger negatively affect patients’ quality of life

Forgiving adolescents: Anger, Hedonic Balance and Depression

Aim: The present study examined the role played by forgivingness (or the disposition to forgive) in contrasting depressive tendencies and in improving positive affect, and the mediational role of anger, using cross-sectional data. Methods: Participants were 773 middle and high school students (69% females and 31% males), with a mean age of 15.6 years (SD = 2.00). The measures included were: Trait Forgivingness Scale (Berry, Worthington, O’Connor, Parrot & Wade, 2005), State-Trait Anger Expression Inventory-2 Child and Adolescent (Brunner, & Spielberger, 2009), PANAS (Watson, Clark, & Tellegen, 1988) and Children Depression Inventory (Kovacs, 1992). A structural equation modelling and mediational analysis (M-PLUS) were used to test the hypothesised model. Results: As showed in fig.1, forgivingness significantly and negatively predicted the Trait-Anger and Expression Anger-Out, while significantly and positively predicted the Expression Anger-In and Anger Control. In addition, two different mechanisms emerged leading to depression and hedonic balance through anger. Particularly, Trait-Anger predicted negatively Hedonic Balance (HD) and positively Depression; while Anger Control predicted positively HD and negatively Depression. Moreover, Expression Anger-Out seems to be helpful in decreasing Depression, but it has no effect on HD; Expression Anger-In negatively influences HD but not Depression. This model fits well with the data: χ2(2) = 5.18, p =.00, CFI = .997, TLI = .969, RMSEA = .045 (90% CI = .000 ─ .095), AIC = 29859.797 Conclusions: this study highlights the role of forgivingness as a partly unexplored mechanism contrasting depressive tendencies and improving positive affects in adolescents, through the mediating role of anger regulation

Perceived self-efficacy beliefs to expressing positive emotion in adolescents: A validation study of the Perceived Self-Efficacy in managing Positive Affects Questionnaire (PSEMPAQ)

Presentation 2 Perceived self-efficacy beliefs of expressing positive emotion in adolescents: A validation study of the Perceived Self-Efficacy in managing Positive Affects Questionnaire (PSEMPAQ). Vecchio, Giovanni Maria, 1 Milioni, Michela, 1 Perucchini, Paola, 1 Caprara, Gian Vittorio, 2 1 University of Roma Tre 2 Sapienza University of Rome The aim of the present study is to examine the psychometric properties of a new scale of self-efficacy beliefs to expressing positive emotion in adolescents, previously investigated by Gerbino and colleagues (2015) in young adults. In particular, the PSEMPAQ includes two subscales of expression and two subscales of coping: the expression of affect and expression of pride, the use of positive memories, and the use of humor to cope with stressful life events. To this aim, the factorial structure, the invariance across gender and across school grade, and the construct validity were tested. Participants were 360 students (58% females). Most of these participants (n=232; Mage=16,8) attending the upper secondary school. EFA and CFA confirmed the four hypothesized factors. There was partial invariance at scalar levels both across gender and school grade. Hierarchical multiple regression showed a discriminative ability of the four scales with specific emotional states measured by PANAS-X (Watson & Clark, 1999)

The Validation of the Trait Forgivingness Scale (TFS)

Introduction. Forgiveness as a strategy to cope with interpersonal offenses (Egan & Todorow, 2009; Worthington, & Scherer, 2004) has been investigated in several cultural contexts (Fehr, Gelfand, & Nag, 2010). Forgiveness research in the past two decades shows that trait-forgiveness, i.e. the disposition to forgive interpersonal transgressions over time and across situations, seems to be linked both to physical and psychological wellbeing. The present study examined the factor structure and internal validity of the Trait Forgivingness Scale (TFS, Berry, Worthington, O'Connor, Parrott, & Wade, 2005) in an Italian context. The TFS evaluates the disposition to forgive interpersonal transgressions over time and across situations. Method. For purposes of cross-validation, we extracted two random samples of, respectively, 270 and 311 participants, balanced by sex and age, to form a “calibration” and a “validation” sample. Exploratory Factor Analysis (EFA) was implemented on the “calibration sample” to examine the factorial structure of the TFS. Then Confirmatory Factor Analysis (CFAs) was performed on data from the validation sample. Results. The results of the exploratory and confirmatory factor analyses supported two distinct factors: Forgiving Disposition and Resentment. The mineigen criterion, and the plot of eigenvalues both suggested the extraction of two factors, which accounted for about 63% of variance. In the CFA the model with two orthogonal factors fits well with the data: χ2 (18) = 63.330, p < .01, CFI = .95, TLI = .92, RMSEA = .06 (.05, .08), SRMR = .05. Cronbach’s Alphas were .76 for the first factor and .55 for the second factor. Discussion. These findings extend previous research designed to provide measures to assess and investigate forgivingness, i.e. trait-forgiveness. However, the second factor (resentment) presents a not adequate internal consistency that could represent an important limitation of the study