Flourishing Children

Lippman, Laura; Moore, Kristin Anderson; Guzman, Lina; Ryberg, Renee; McIntosh, Hugh; Ramos, Manica F.; Caal, Salma; Carle, Adam C.; Kuhfeld, Megan

doi:10.1007/978-94-017-8607-2

Cited by 55 publications

(18 citation statements)

References 51 publications

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“…Trait measures are short and easy to administer, associated with developmental correlates, and predictive of future outcomes. New trait measures in addition to the GQ-6 published in the literature after data were collected for this study (see Lippman et al, 2014) show great promise for addressing many questions. But we would argue that to understand gratitude moments as they unfold over development, additional measures are needed.…”

Section: Discussionmentioning

confidence: 99%

“…We included three sets of measures of predictive validity assessed at the 18-month follow-up, including parent-report surveys of children’s gratitude, socio-emotional development, and symptomatology. Measures of children’s gratitude included five items assessing trait gratitude from the Flourishing Children Positive Indicators study (Lippman et al, 2014) and the RGC parent daily diary measure (given at wave 1) administered at a single time to assess past month gratitude in children (referred to here as the RGC parent survey). Because we expanded the RGC parent survey at follow-up with eleven new items to better capture components of the gratitude moment, we scored this measure two ways: (a) using the original 10 items (the RGC parent survey (original)) and (b) using all 21 items (the RGC parent survey (revised)).…”

Section: Methodsmentioning

confidence: 99%

“…Other studies of adolescents and children have downwardly extended gratitude measures originally designed for adults (e.g., Froh et al, 2011; although see Lippman et al, 2014). Such measures largely capture enduring attitudes and personal characteristics appropriate for assessing mature forms of trait gratitude.…”

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confidence: 99%

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Measuring gratitude in children

Hussong

Langley

Thomas

et al. 2018

The Journal of Positive Psychology

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Gratitude is a rich socioemotional construct that emerges over development beginning in early childhood. Existing measures of children’s gratitude as a trait or behavior may be limited because they do not capture different aspects of gratitude moments (i.e., awareness, thoughts, feelings, and actions) and the way that these facets appear in children. The current study evaluates a battery of new measures assessing children’s gratitude to address these limitations. Parent-child dyads (N=101; children aged 6–9) completed a lab-based assessment followed by a 7-day online parental diary and 18-month follow-up survey. In addition to newly developed measures of children’s gratitude, the battery included indicators of convergent, concurrent, divergent, and predictive validity. Results demonstrate the complexity of gratitude as a construct and the relative benefits and limits of various assessment modalities. Implications for the measurement of children’s gratitude and suggestions for future research on the development of gratitude are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Measuring gratitude in children

Hussong

Langley

Thomas

et al. 2018

The Journal of Positive Psychology

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“…The psychometric scales used are developed and validated by Child Trends[1819] and they are (a) Social Competence Questionnaire – 9-item scale with Cronbach's alpha of 0.79; (b) Teen Empathy – 4-item scale with Cronbach's alpha 0.84; (c) Teen Altruism – 4-item scale with Cronbach's alpha 0.80; (d) Positive parent relationship – 6-item scale with Cronbach's alpha 0.92; and (e) Peer friendship – 5-item scale with Cronbach's alpha 0.91.…”

Section: Methodsmentioning

confidence: 99%

Effect of residential yoga camp on psychosocial fitness of adolescents

2019

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Background: Adolescence is a key phase of socialization, where improved psychosocial fitness helps to promote socioeconomic productivity in societies. Psychosocial fitness also has an impact on the academic performance, overall health, and quality of life, throughout life. The present study evaluates the effect of yoga intervention on psychosocial fitness among adolescents. Materials and Methods: A single group, pre and post yoga interventional study was carried out in three independent cohorts (batches 1, 2, and 3), having sample size of 148, 167, and 195 respectively. A 7-day integrated yoga intervention was given in a residential setting. Psychosocial assessments included social competence, empathy, altruism, parent relationship, and peer friendship. Data were collected from the participants and their parents using respective versions of the scales. While pre- and post-data were collected from all the adolescent participants, pre- and post-data from parents were collected for 340 and 43 parents only. The objective of the analyses was to evaluate the effect of the yoga program and check the consistency of these effects. Results: Significant changes ( P < 0.05) were seen in social competence, empathy, and altruism in batches 2 and 3, whereas changes in batch 1 showed nonsignificant improvements. Analyses of the parental data indicated a significant improvement in parent relationship ( P = 0.035) and also nonsignificant improvement in all other outcomes. Conclusion: Results suggested that yoga intervention might help in improving psychosocial fitness in adolescents. It also helped to demonstrate that administering yoga was acceptable and feasible in a residential setting.

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“…Psikologia positiboaren eremu teorikoa oinarri hartuz (Seligman eta Csikszentmihaly, 2000), garapen positiboaren ikuspegiak ez du nerabezaroa hausturen eta arazoen etapatzat bezala identifikatzen; aldiz, ikaskuntzaren eta aukeren aldi ebolutibotzat jotzen du (Oliva et al, 2010). Nerabezaroan, sozialki heldu osasuntsuak eta trebeak izatea lortzeko bultzatu behar diren aktibo ugarien artean (Lippman et al, 2014) aipagarrienetako bat da eskola-doikuntza, gizartean egokitzeko adierazle garrantzitsua izaki.…”

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Eskola-doikuntza: kontzeptua, adierazleak, ereduak, neurketa, aldakortasuna eta hari lotutako aldagaiak

Fernández-Lasarte¹,

Palacios²,

Barrón³

et al. 2018

Tantak

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School adjustment is a significant factor for positive development in adolescence and youth. In this study, an updated theoretical revision on the previous research is conducted about school adjustment ́s concept, indicators, explanatory models and measures. Besides, variability in school adjustment is analysed according to sex and age as well as its relationship with contextual variables of students. Despite a lack ofagreement regarding the conceptualization of the construct, a multifactorial structureis currently accepted. The indicators analysed include: academic performance, expectations and social integration. Although differences between sex and age are not decisive, results, in general, tend to be favourable to girls and early adolescence. Likewise, the influence of contextual variables onschool adjustment is confirmed, such as perceived support from teachers, family and peers. Finally, conclusions are developed.Key words: school adjustment, academic performance, school integration, academic expectations, adolescence, revision.

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Flourishing Children

Cited by 55 publications

References 51 publications

Measuring gratitude in children

Measuring gratitude in children

Effect of residential yoga camp on psychosocial fitness of adolescents

Eskola-doikuntza: kontzeptua, adierazleak, ereduak, neurketa, aldakortasuna eta hari lotutako aldagaiak

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