Development and validation of an instrument to assess future orientation and resilience in adolescence

Abstract

The study is aimed at providing the development and initial validation of the Design My Future (DMF), which may be administered in career counseling and research activities to assess adolescents' future orientation and resilience. Two studies with two independent samples of Italian adolescents were conducted to examine psychometric requisites of DMF. Specifically, in the first study, after developing items and examined the content validity, the factorial structure, reliability and discriminant validity of the DMF were tested. In the second study, the measurement invariance across gender, conducing a sequence of nested CFA models, was evaluated. Results showed good psychometric support for the instrument with Italian adolescents.

“Sport has always been first for me” but “all my free time is spent doing homework”: Dual career styles in late adolescence

“…In his influential review of the development of future orientation, Nurmi (1991) emphasizes the importance of developmental environments in defining opportunities for developing persons to channel their future-oriented motivation, thinking, and behavior. Most of the developmental tasks of adolescence involve thinking about and planning for the future, especially with respect to education and work (Di Maggio, Ginevra, Nota, & Soresi, 2016;Nurmi, 1989;Nurmi, Seginer, & Poole, 1995). Developmental and vocational psychologists generally agree that imagining the future is vital for exploring career-related interests, making personal decisions, and committing to activities that will influence the course of adult life.…”

The Mediating Role of Future Orientation in the Relationship between Career Adaptability and Life Satisfaction in High School Students

“…Diğer bir pozitif psikoloji kavramı olan gelecek yönelimi, geleceğe yönelik düşünceleri ve duyguları yansıtan, çoklu gelecek senaryoları tasarlama becerisidir (Atance ve O'Neill, 2001;Stoddard, Zimmerman ve Bauermeister, 2011). Ayrıca, gelecek yönelimi bireylerin gelecekle ilgili öznel görüşleri olarak da ifade edilebilir (Di Maggio, Ginevra, Nota ve Soresi, 2016;Seginer, 2009). Bir başka ifade ile gelecek yönelimi güdüleyici, duyuşsal ve bilişsel süreçleri kapsayan (Ginevra vd., 2016) umut ve iyimserlik olmak üzere iki temel bileşenden oluşmaktadır (Bryant ve Cvengros, 2004;Ginevra vd., 2016;Peterson ve Seligman, 2004;Santilli vd., 2017).…”

Vocational identity of at-risk emerging adults and its relationship with individual characteristics

“…Brahm et al, 2014;Chaves et al, 2004), but the refinements of our findings add to literature. Students' resilience is understood to be a characteristic that can be fostered by educational or rebound programs (Di Maggio et al, 2016).…”

“…Herrman et al (2011) point to the contribution of resilience to work productivity as part of general well-being. Di Maggio, Ginevra, Nota, and Soresi (2016) define resilience as resistance, or a response to strain, in order to maintain equilibrium. Based on empirical studies, they report that resilience can be developed and is not innate.…”