Positive psychological traits, school functioning, and psychological adjustment in elementary schoolchildren

Abstract

The present study explored the associations among positive psychological traits, school functioning, and psychological adjustment of elementary schoolchildren. Participants included 392 children in Grades 6–8 attending a Turkish public elementary school. There were 48.2% (189) female and 51.8% (203) male participants, and they ranged in age from 11 to 14 years (M = 12.83, SD = .94). Findings of the study indicated that youths with high positive psychological traits reported higher levels of prosocial behaviour, school belonging and academic achievement, and lower levels of externalising and internalising problems. Path analysis outcomes revealed that the positive psychology constructs had significant and large associations with prosocial behaviour, school belonging, internalising and externalising problems, as well as small-to-large associations with student academic achievement. Overall, the combination of these positive traits, namely covitality, had stronger associations with youths’ school functioning and psychological adjustment than the constructs that comprise covitality. The outcomes suggest substantial associations between positive psychological traits and youths’ school-based and psychological characteristics.

Character strengths, meaning in life, personal goal, and career adaptability among impoverished college students: A chain-mediating model

“…The Hypothesis 1 was confirmed. This partially agrees with earlier research findings [ 45 , 46 ]. The career construction theory believes that career development is a dynamic process full of internal motivation.…”

Ergenlerde Okul Aidiyeti, Okul İşlevleri ve Psikolojik Uyum Arasındaki İlişkinin İncelenmesi

“…Bu yaklaşımlar aynı zamanda pozitif psikolojiye de vurgu yapmıştır. Pozitif psikolojinin Türkiye'de (Arslan, 2019a;Koç, 2017;Telef, 2017) ve dünyada (Kansky ve Diener, 2017;Stuntz, 2017;Sumi, 2017;Tanhan, 2019;Tanhan ve Francisco, 2019) yükselişte olduğu da düşünüldüğünde hem pozitif psikoloji hem de psikopatolojiyi ele alan bireysel ve bağlamsal/kapsamlı yaklaşımların beraber kullanılması araştırma ve uygulamalar için çok daha etkili sonuçlar üreteceği görülmektedir (Arslan, 2019a).…”

Student subjective wellbeing, school functioning, and psychological adjustment in high school adolescents: A latent variable analysis

“…Additionally, considering the covitality framework (Arslan, 2019b;Renshaw et al, 2014) suggesting that student subjective wellbeing (i.e., second-order factor model) has stronger predictive effect in relation to valued adolescent outcomes than first-order factor models (e.g., social connectedness, educational purpose), results from this study would help guide future research as well as contribute to develop positive psychology-based prevention and intervention strategies for fostering youths' school functioning and psychological health in the school settings.…”