Estudo Psicométrico preliminar da Mental Health Continuum – Short Form – for youth numa amostra de adolescentes portugueses

Matos, Ana Paula; André, Raquel Simão; Cherpe, Sónia; Rodrigues, Daniela; Figueira, Célia; Pinto, Alexandra Marqués

doi:10.14195/1647-8606_53_7

Cited by 26 publications

(16 citation statements)

References 18 publications

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“…Thus, individuals with low schooling may develop a feeling of trust in the physician, an essential condition for successful treatment. The perception of well-being and emotional welfare are factors that help maintain mental health 32,33 . Thus, the perception that one is receiving adequate treatment for a problem has a protective side for an individual's health.…”

Section: Discussionmentioning

confidence: 99%

Perfil de resiliência em pacientes com dor crônica

et al. 2017

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The aim of this study was to identify resilience profiles of patients with chronic pain. Using latent class analysis in a sample of 414 patients with chronic musculoskeletal pain, three profiles were identified: primary resilience (40%), consisting of individuals 40 years or younger with high education, who seek medical care, are not working, and without symptoms of psychological stress; secondary resilience (30%), consisting of women over 54 years of age with low schooling, who seek medical care, are not working, and with low likelihood of symptoms of psychological stress; tertiary resilience (29%), women with medium schooling, 40 to 54 years old, working, who do not seek medical care, and with a high likelihood of symptoms of psychological stress. The three profiles display different paths of resilience in chronic pain that are relevant to clinical practice, highlighting the importance of multidisciplinary care for patients with chronic pain.

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Section: Discussionmentioning

confidence: 99%

Perfil de resiliência em pacientes com dor crônica

et al. 2017

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“…Emotional well-being sub-scale. This instrument is a 3-item sub-scale of the Portuguese version of the Mental Health Continuum-Short Form for adolescents (Matos et al 2010), which evaluates the predominance of positive emotions and quality of life (e.g., ''How often have you felt happy? ''; α = .79) on a 6-point Likert type scale (varying from 0 = never to 5 = every day).…”

Section: Article In Pressmentioning

confidence: 99%

Aggressive Communication Style as Predictor of Cyberbullying, Emotional Wellbeing, and Personal Moral Beliefs in Adolescence

Pereira¹,

Ferreira

Simão

et al. 2022

Psicología Educativa

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Peer-to-peer violence has been increasing globally amongst youth, both inside and outside of school (UNICEF, 2017). Cyberbullying refers to a particular form of violence among peers, which is often considered an extension of bullying, defined as willful and repeated harm imposed through electronic means (Patchin & Hinduja, 2006). Thus, it can occur anywhere through social media. Cyberbullying may affect adolescents' mental health and well-being and, in turn, relate to difficulties in school adjustment and performance (UNICEF, 2017). Cyberbullying may be linked to an aggressive communication style, which is an individual factor that may be expressed while communicating with others (Lin et al., 2016). This style of communication seems to be related with aggressors' behavior (Bandura, 1973;Kirchner et al., 1979).Various theories have brought forth important contributions with regards to the determiners of behavior. According to the Social Cognitive Theory (Bandura, 2001), personal cognitive factors (e.g., knowledge, beliefs/attitudes, and expectations), environmental factors (e.g., social norms, access in community, and influence on others/environment),

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“…Pupils' well-being was measured through a self-report questionnaire, the Mental Health Continuum Short Form (MHC-SF), developed by Keyes (2002) and adapted to the Portuguese population by Matos et al (2010), which measured the emotional, psychological and social dimensions of well-being: the Emotional well-being scale (3 items, e.g., "Satisfied"; α = .85 in the Portuguese adaptation study, and α = .66 in the present study sample), the Psychological well-being scale (6 items, e.g., "That you had experiences that allowed you to grow and become a better person"; α = .83 in the Portuguese adaptation study, and α = .79 in the present study sample), and the Social well-being scale (5 items, e.g., "That the way that our society works makes sense to you"; α = .80 in the Portuguese adaptation study, as well as in the present study sample). Behavioral school engagement was measured by the teachers through the sub-scale Academic skills of the SSBS-2 (Merrell, 2002; 8 items, e.g., "Completes assigned activities on time"; α = .91 in the Portuguese adaptation study, and α = .88 in the present study sample) measuring competent performance and engagement in academic tasks.…”

Section: Well-being and School Engagement Measuresmentioning

confidence: 99%

The Role of Participant Responsiveness on a Socio-Emotional Learning Program

Pereira

Pinto

2017

Span. J. Psychol.

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The present study set out to evaluate participant responsiveness, one of the main dimensions of implementation quality, in a Socio-Emotional Learning after-school program using Educational Dance activities, Experiencing Emotions, and also to understand its influence on program outcomes. The sample involved 98 middle-school Portuguese pupils, 53 of whom participated in the program and 45 in after-school control sessions. Outcome measures included pre-test and post-test questionnaires of pupils' socio-emotional skills, well-being and school engagement. A self-report item measured pupils' satisfaction at the end of the program, and a checklist measuring attendance and homework completion was filled in by the facilitator at each session of the program and control condition. Results revealed (1) high levels of pupils' satisfaction and attendance, and a medium-high level of homework completion towards the program; (2) that pupils' higher attendance rate in the program predicted higher results in the self-management (p = .04, d = .57; p = .003, d = .87) and social awareness (p = .04, d = .59) SEL domains, emotional (p = .02, d = .67) and psychological (p = .009, d = .76) well-being and school engagement (p = .04, d = .56); (3) that pupils' higher rate of homework completion in the program predicted higher results in the relationship skills SEL area (p = .04, d = .59) and in school engagement (p = .005, d = 1.50); (4) that pupils' from the control condition higher rates of homework completion also predicted better school engagement (p = .006, d = .88). Implications for research and practice are discussed.

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Estudo Psicométrico preliminar da Mental Health Continuum – Short Form – for youth numa amostra de adolescentes portugueses

Cited by 26 publications

References 18 publications

Perfil de resiliência em pacientes com dor crônica

Perfil de resiliência em pacientes com dor crônica

Aggressive Communication Style as Predictor of Cyberbullying, Emotional Wellbeing, and Personal Moral Beliefs in Adolescence

The Role of Participant Responsiveness on a Socio-Emotional Learning Program

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