Locomotion (Empowering) and Assessment (Disempowering) Self-regulatory Dimensions as a Function of Affective Profile in High School Students.
2014 (English)In: International Journal of School and Cognitive Psychology, Vol. 2, no 1Article in journal (Refereed) Published
The purpose of the present study was to examine high school adolescent pupils’ self-regulatory strategies in relation to psychological well-being and subjective well-being (i.e., temporal life satisfaction and affect) using the affective profiles model as the backdrop for the analysis. Participants were categorized into Self-fulfilling (high positive, low negative), High affective (high positive, high negative), Low affective (low positive, low negative) and Self-destructive (low positive, high negative) profiles according to their responses on the Positive Affect and Negative Affect Schedule. The participants also self-reported self-regulation (“assessment” and “locomotion”),temporal life satisfaction (past, present and future) and psychological well-being (e.g. Self-acceptance,environmental mastery, personal growth). Self-fulfilling adolescents, in contrast to Self-destructive adolescents, expressed high levels of temporal life satisfaction and psychological well-being. The self-regulatory “locomotion” dimension was associated to high positive affect profiles, higher life satisfaction and psychological well-being whereas the self-regulatory “assessment” dimension was associated with high negative affect profiles, lesser life satisfaction and psychological well-being. Taken together, the well-being outcomes linked to the “locomotion” dimension seem to contribute to an upward ‘spiral of empowerment’, reinforcing approaching or agentic behavior; while the outcome linked to the “assessment” dimension appear to consist of a downward ‘spiral of disempowerment’ or inaction.
Place, publisher, year, edition, pages
2014. Vol. 2, no 1
affective profiles, self-regulation, locomotion, assessment, life satisfaction, well-being
Psychology (excluding Applied Psychology)
Research subject Teacher Education and Education Work
IdentifiersURN: urn:nbn:se:hb:diva-1854DOI: 10.4172/1234-3425.1000103Local ID: 2320/13673OAI: oai:DiVA.org:hb-1854DiVA: diva2:869932