Subjective Well-Being in Spanish Adolescents: Psychometric Properties of the Scale of Positive and Negative Experiences

Prado-Gascó, Vicente; Romero-Reignier, Virginia; Mesa-Gresa, Patricia; Górriz, Ana Belén

doi:10.3390/su12104011

Cited by 19 publications

(13 citation statements)

References 83 publications

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“…This study contributes to literature of cross-cultural validation studies of the SPANE. The psychometric properties of the SPANE found in this study resonate with several cross-cultural validation studies from Portugal [ 68 ], Japan [ 69 ], China [ 65 ], Germany [ 67 ], and Spain [ 66 ]. It is a point of interest that samples from both individualist and collective cultures demonstrate similar willingness to identify positive and negative emotions when prompted, considering the differences in expressing emotions between these cultural architypes as documented by the literature [ 76 – 78 ].…”

Section: Discussionsupporting

confidence: 85%

Validation study of a wellbeing scale (SPANE) in the Arab Gulf region: A multicountry study

et al. 2022

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The Scale of Positive and Negative Experience (SPANE) is an emerging wellbeing scale to measure the frequency of positive and negative emotions. This study explores the psychometric properties of SPANE on a sample from the Arab Gulf region. The Arab Gulf region shares cultural elements with the broader Muslim and Arab world, but maintains distinct features that warrants validation studies for psychological instruments. There were 1393 participants from Saudi Arabia, Oman, Kuwait and other Arab Gulf countries. The factorial structure of SPANE was examined using a principal axis factor analysis, followed up with a confirmatory factor analysis. The convergent validity was examined by correlating SPANE with the Satisfaction with Life Scale (SWLS). The findings confirmed a two-factor structure of SPANE, and demonstrated adequate psychometric properties and convergent validity. In conclusion, this study indicates that SPANE shows sufficient validity for use as a measure of wellbeing in the Arab Gulf region.

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Section: Discussionsupporting

confidence: 85%

Validation study of a wellbeing scale (SPANE) in the Arab Gulf region: A multicountry study

et al. 2022

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“…Para examinar la experiencia afectiva se utilizó la versión española de la Escala de Afectos Positivos y Negativos (SPANE, Diener et al, 2010;Prado-Gascó et al, 2020). La escala se compone de 12 ítems que permiten obtener dos dimensiones a través de 6 ítems cada una: experiencias positivas (α T1 = 0,94; α T2 = 0,91; α T3 = 0,97) y experiencias negativas o de preocupación (α T1 = 0,88; α T2 = 0,87; α T3 = 0,88).…”

Section: Descripción Del Programaunclassified

Valoración Del Programa De Educación Emocional Para Docentes (Mademo)

Schoeps¹,

Zegarra²,

Mónaco³

et al. 2020

KASP

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La literatura señala que educar en emociones conduce a una mejora en la convivencia, la salud mental y el bienestar, no solo de los alumnos, sino también de los docentes, que cuentan con más recursos para hacer frente a las diferentes exigencias profesionales y el consiguiente desgaste psicológico. Dado los beneficios de la educación emocional para toda la comunidad escolar, se ha desarrollado e implementado el Programa de Educación Emocional para Docentes (MADEMO), basado en el modelo de inteligencia emocional de Mayer y Salovey (1997). El presente estudio tuvo como objetivo evaluar tanto los efectos del programa de intervención sobre los cambios producidos en las competencias emocionales, como la propia percepción de los docentes. Participaron en el estudio 135 docentes entre 22 y 62 años (M = 43,66; DT = 9,29), 104 eran mujeres (77%). Para la valoración del programa se utilizó una metodología mixta que permitió analizar los aprendizajes percibidos por las personas participantes y profundizar en su experiencia subjetiva. Los resultados señalan aprendizajes significativos en las cuatro competencias emocionales descritas por el modelo de inteligencia emocional, así como el fomento de la interacción social y el desarrollo personal y profesional. Los resultados del análisis cuantitativo complementan el análisis cualitativo, permitiendo una exploración más profunda de la utilidad del programa MADEMO para educar en emociones, atendiendo a la necesidad real de los docentes que demandan recursos para afrontar las tareas que implican la atención y gestión de las emociones dentro y fuera del aula.

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“…It is the result of subtracting negative feelings score from the positive feelings score. The Scale of Positive and Negative Experiences (SPANE) [ 48 ] validated in Spanish adolescents [ 49 ] was used. The instrument is composed of 12 items with a 5-point Likert scale (1 = very rarely or never , 5 = very often or always ), and the adolescents report how often they have experienced positive and negative affect during the last month.…”

Section: Methodsmentioning

confidence: 99%

EmoTIC: Impact of a game-based social-emotional programme on adolescents

et al. 2021

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Introduction Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey’s model of emotional intelligence. Materials and methods The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their emotional intelligence, self-esteem, affect balance, difficulties, prosocial behaviour, depression, anxiety and stress. Results The MANCOVA results showed that adolescents who completed the game-based programme had improved self-esteem, affect balance, emotional symptoms, behavioural problems, and hyperactivity (Wilks’ λ = .77; F = 2.10; p = .035). Hierarchical multiple regression indicated that adolescents in the experimental group had a greater change in self-esteem and affect balance (positive β), while their emotional problems and hyperactivity decreased (negative β). Anxiety moderated the influence of the intervention on self-esteem (b = .04; t = -2.55; p ≤ .05; LLCI = -0.43, ULCI = -0.05). Adolescents with low or medium anxiety improved their self-esteem with the intervention, while those with high anxiety did not develop it. Conclusions The use of technology in social-emotional programmes could be the first step in increasing adolescents’ interest in emotions and emoTIC could be considered a useful programme which influences their personal, emotional and social factors. Trial registration Clinical Trial identifier: NCT04414449.

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Subjective Well-Being in Spanish Adolescents: Psychometric Properties of the Scale of Positive and Negative Experiences

Cited by 19 publications

References 83 publications

Validation study of a wellbeing scale (SPANE) in the Arab Gulf region: A multicountry study

Validation study of a wellbeing scale (SPANE) in the Arab Gulf region: A multicountry study

Valoración Del Programa De Educación Emocional Para Docentes (Mademo)

EmoTIC: Impact of a game-based social-emotional programme on adolescents

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