A Preliminary Examination of Covitality as Integrated Well-Being in College Students

Jones, Camille N.; You, Sukkyung; Furlong, Michael J.

doi:10.1007/s11205-012-0017-9

Cited by 66 publications

(37 citation statements)

References 45 publications

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“…Consistent with previous studies (Robbins, et al, 2004;Schmitt, et al, 2009;Richardson, Abraham, & Bond, 2012), the results indicate that social emotional health has any influence on academic achievement. As Jones, You, and Furlong (2012) proposed, covitality is confirmed as a good refinement of various positive construct. It plays an interplay combination of belief in self, belief in others, emotional competence, and engaged living, which is directly related to college students adjusment and well-being.…”

Section: Resultsmentioning

confidence: 62%

“…Social emotional health data were collected by using Social Emotional Healthy Survey System (SEHS-S) which developed by Jones, You, & Furlong, (2012). This self-report instrument consists of 12 subscales which associated with four positive social-emotional health domains.…”

Section: Instrumentmentioning

confidence: 99%

“…There were 107 first year psychology students of the Islamic University of Indonesia participating this study. Data were collected using the Social Emotional Health Survey System (SEHS-S) developed by Jones, You, and Furlong (2012) and Grade Point Average (GPA) of students. Data analysis showed that Social Emotional Health was correlated with GPA.…”

Section: Introductionmentioning

confidence: 99%

“…In the academic context, some positive psychological constructs co-occurrence. The relations among that positive traits then given name covitality (Jones, You, & Furlong, 2012). For further investigation on higher education version, Furlong, You, Shishim, and Dowdy (2016) has employed confirmatory factor analyses that resulting four latent traits: belief-in-self, beliefin-others, emotional competence, and engaged living.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Social Emotional Health on Academic Achievement of College Students

Yansaputri¹,

Wijaya²

2017

GUIDENA

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Abstract:Research on positive psychology has widely grown since its emergence. The strength of the human becomes a key point of positive psychology to explore, such as self-efficacy, optimism, self-control, etc. This research applied positive psychology to evaluate the role of social-emotional health on the academic achievement of college students. There were 107 first year psychology students of the Islamic University of Indonesia participating this study. Data were collected using the Social Emotional Health Survey System (SEHS-S) developed by Jones, You, and Furlong (2012) and Grade Point Average (GPA) of students. Data analysis showed that Social Emotional Health was correlated with GPA. Three domains within Social Emotional Health Survey System such as belief in self, emotional competence, and engaged living were positively correlated with GPA. However, belief in others does not correlate with GPA. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Abstract: Research on positive psychology has widely grown since its emergence. The strength of the human becomes a key point of positive psychology to explore, such as self-efficacy, optimism, self-control, etc. This research applied positive psychology to evaluate the role of social-emotional health on the academic achievement of college students. There were 107 first year psychology students of the Islamic University of Indonesia participating this study. Data were collected using the Social Emotional Health Survey System (SEHS-S) developed by Jones, You, and Furlong (2012) and Grade Point Average (GPA) of students. Data analysis showed that Social Emotional Health was correlated with GPA. Three domains within Social Emotional Health Survey System such as belief in self, emotional competence, and engaged living were positively correlated with GPA. However, belief in others does not correlate with GPA.

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Section: Resultsmentioning

confidence: 62%

Section: Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Social Emotional Health on Academic Achievement of College Students

Yansaputri¹,

Wijaya²

2017

GUIDENA

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“…Serving as concrete representations of youth positive functioning, the covitality model ) is adopted in the present study because it captures a combination of individual, cognitive, social, and behavioral components that well describe young adults' healthy and positive functioning across life domains. In recent literature, the attention on PMH and its positive consequences for well-being and quality of life has been growing (Jones et al 2013). However, relatively little is known about individual characteristics predicting PMH domains.…”

Section: Introductionmentioning

confidence: 99%

Personality Traits and Metacognitions as Predictors of Positive Mental Health in College Students

et al. 2016

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Personality, metacognitions and positive mental health 1 This is a post-peer-review, pre-copyedit version of an article published in Journal of Happiness Studies. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10902-016-9825-y. AbstractPresence and absence of both psychological distress and well-being are important in predicting life outcomes among youths. Recently, scholars have been paying increased attention to the role of positive mental health (PMH) in predicting psycho-social well-being among young people. The present study aims to test a model designed to assess the unique contribution of personality traits and metacognitions to four domains of PMH (belief-in-self, belief-in-others, emotional competence, and engaged living) among young adults. A total of 795 Italian college students participated in the study.Path analysis revealed that different personality traits were contributors to different PMH domains, and that four of the five metacognitions domains (negative beliefs about thoughts, cognitive confidence, need to control thoughts, and cognitive self-consciousness) differently predicted the four PMH domains. In conclusion it would appear that a combination of personality traits and metacognitions are differently involved in PMH domains. These should be taken into account when developing preventive programmes to promote PMH among young adults.

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Child Well-Being and Children’s Rights: Balancing Positive and Negative Indicators in Assessments

Kim

Furlong

2020

International Handbook on Child Rights and School Psychology

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A Preliminary Examination of Covitality as Integrated Well-Being in College Students

Cited by 66 publications

References 45 publications

The Role of Social Emotional Health on Academic Achievement of College Students

The Role of Social Emotional Health on Academic Achievement of College Students

Personality Traits and Metacognitions as Predictors of Positive Mental Health in College Students

Child Well-Being and Children’s Rights: Balancing Positive and Negative Indicators in Assessments

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