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  • 1.
    Adrianson, Lillemor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Affective Profiles, Health, and Well-Being in Indonesia2023In: The Affective Profiles Model: 20 Years of Research and Beyond / [ed] Danilo Gracia, Springer, 2023, 1, p. 175-190Chapter in book (Refereed)
    Abstract [en]

    Background: Previous research has shown that people’s experience of positive and negative affect can be used for affective personality profiling in order to analyze self-reported estimations of subjective health, optimism, stress, and life satisfaction. For example, self-fulfilling individuals (high in positive affect and low in negative affect) show a more psychologically healthy profile, pertaining to energy/stress and dispositional optimism than individuals manifesting a self-destructive type of affective personality (low in positive affect and high in negative affect). Recent analyses have focused upon the issue of cultural differences and affective states as well as health status. Cross-cultural surveys of subjective well-being have consistently shown that individuals in Eastern cultures report less frequent positive affect and lower levels of life satisfaction than those in a Western culture. Westerners rely on their rationality when evaluating their own life satisfaction, whereas Easterners depend on an awareness of harmony in interpersonal relationships. In addition, different cultural norms contribute to variations in expressions of affect, hence to cultural differences in positive and negative affect. This is in accordance with emotional complexity (the co-occurrence of positive and negative affect), which is more prevalent in East Asian than in Western cultures (Spencer-Rodgers et al., J Cross-Cult Psychol 41(1):109–115, 2020).

    Aim: The aim of the current chapter, which combine four past studies carried out in Indonesia between 2013 and 2019, was to investigate the effect of affective profiles on self-reported health, life satisfaction, optimism, and energy–stress.

    Method: Four different studies were performed in Yogyakarta, Indonesia, between 2013 and 2019 and have been merged into one composite data set. All four studies deal with affective profiles, three of them cover questions on self-reported health measure, and two studies include the Satisfaction with Life Scale (SWLS). Study 1 also concerns Life Oriental Test (LOT) and Stress-Energy. There are 760 subjects in total with an average age of 28 years (sd = 9.5 years) of whom 355 were male and 385 were female. The median was calculated for positive and negative affect and combined these as high and low in order. Based upon this, each participant was assigned to one of the four affective profiles. One-way ANOVA was conducted with profiles as an independent variable, and health, life satisfaction, life orientation, stress, and energy as dependents.

    Results: Most participants had a low affective profile followed by high affective, self-destructive, and self-fulfilled. Self-fulfilled individuals reported significantly better health, more life satisfaction, more optimism, higher energy, and less stress than the other profiles. High affective individuals showed the highest levels of stress. Differences for gender in affective profiles show that men were more often categorized as self-fulfilled than women, and women were more often categorized as self-destructive than men. Men self-reported better health and higher energy than women, while women self-reported more stress than men.

    Conclusion: As expected, affectivity was related to subjective health, life satisfaction, optimism, energy, and stress. The differences between women and men can be understood with Hofstede’s collectivism and power distance where women are expected to conform to ideals of society and the in-groups to which they belong. Young women in education or who have a career are obliged to fulfill their roles as daughters and wives and may not have the same opportunity to gain fulfillment as young men have, which can lead to low energy and high stress.

  • 2.
    Adrianson, Lillemor
    et al.
    University of Borås, School of Education and Behavioural Science.
    Ancok, Djamaludin
    Ramdhani, Neila
    Archer, Trevor
    Cultural influences upon health, affect, self-esteem and impulsiveness: An Indonesian-Swedish comparison2013In: International Journal of Research Studies in Psychology, ISSN 2243-7681, E-ISSN 2243-769X, Vol. 2, no 3, p. 25-44Article in journal (Refereed)
    Abstract [en]

    The present study examines several personal attributes that distinguish the personal profiles of individuals, from Indonesian and Swedish cultures, according to self-reports of positive and negative effect, stress and energy, self-esteem, hospital anxiety and depression, dispositional optimism and health. Indonesian participants expressed both more PA and more NA than Swedish participants but less stress and a higher energy-stress quotient than the Swedish participants. Additionally, the former expressed a higher level of optimism and self-esteem, but also more depression, and less impulsiveness than the latter. Younger participants expressed less positive affect and more negative affect and impulsiveness than older participants who expressed both more stress and a higher energy stress quotient. Regression analyses indicated that PA was predicted by optimism and health whereas NA was predicted by anxiety and depression and impulsiveness and counter predicted by health. The present findings are discussed according to the notion of emotional regulation according to which individuals differ in their use of emotion regulation strategies such as reappraisal and suppression, and these individual differences have implications for affect, well-being, and social relationships.

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  • 3.
    Adrianson, Lillemor
    et al.
    University of Borås, School of Education and Behavioural Science.
    Ramdhani, Neila
    Why you and not me? Expressions of envy in Indonesia and Sweden.2014In: International Journal of Research Studies in Psychology, ISSN 2243-7681, E-ISSN 2243-769X, Vol. 3, no 3Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to describe experience of envy in two different cultures, Indonesia and Sweden. Envy is a feeling that most people have experienced and mostly regards as shameful. The concept relates to a variety of feeling that shows its complexity. The result shows that envy had a wider meaning in the Indonesian language than in Swedish, and consisted of emotional words that were rare among the Swedish respondents. The Swedish respondents’ descriptions were, with few exceptions, connected to a malicious (ill will) meaning while it was obvious that the Javanese respondents used also the concept of benign envy (without ill will). Jealousy and envy seemed to overlap each other more in Bahasa Indonesia than in the Swedish use of the words. The latter had a distinct word for schadenfreude that was lacking in Bahasa Indonesia. For the Swedish respondents, wanting to have what another person possesses was a central element of envy, for example prosperity or competence. The Javanese respondents stressed relationships, achievements and personal characteristics’ as main causes for envy. Both the Swedish and Javanese respondents reported that a person who they knew and with whom they had an established relationship, such as a friend or a fellow student, had envied them and the causes for this were about the same as their own.

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  • 4.
    Barow, Thomas
    et al.
    University of Borås, School of Education and Behavioural Science.
    Gieth, Fredric
    University of Borås, School of Education and Behavioural Science.
    Adrianson, Lillemor
    University of Borås, School of Education and Behavioural Science.
    Inkludering och exkludering inom lärarutbildningen. En enkätstudie om lärarstudenternas bakgrund och syn på sina studier2011Conference paper (Refereed)
    Abstract [en]

    INCLUSION AND EXCLUSION IN TEACHER EDUCATION. A QUESTIONNAIRE ON TEACHER STU-DENTS’ BACKGROUND AND PERSPECTIVES ON THEIR STUDIES. In recent years, the increasing heterogeneity among Swedish university students has been widely discussed. ”New” groups of students are entering higher education, such as people with a migration background and/or disability. This development is promoted by efforts of widening participation and the Swedish Anti-Discrimination Act at the policy level. Changes in the student population affect programmes in teacher education in particular. Nowadays, and to a growing extent, more young adults with an educationally disadvantaged family background become teachers. Based on a user perspective, it is the aim of this study to show how these developments influence the students’ view on their studies, determined by usual study tasks such as searching literature, writing papers or passing tests. The research was inspired by Bourdieu and Passeron’s concept of social reproduction, and by Luhmann’s approach of inclusion and exclusion. A questionnaire was distributed to 316 teacher students. Data on social origin, earlier school experiences, and the current perceived educational situation were gathered and statistically analyzed. Several significant variances on the students’ social and academic background and their perceived situation at the university were found. The mothers’ social and educational background was of high relevance for students’ experiences of their ongoing education at the university. Moreover, the perception of failure in schools had a negative impact on the students view about their current studies. In a wider perspective, the results underline the difficulties in overcoming social reproduction and exclusion by means of education. These findings raise questions on how universities can cope with the increasing diversity of their students.

  • 5.
    Gacia, Danilo
    et al.
    Blekinge Center of Competence, Karlskrona.
    Adrianson, Lillemor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Archer, Trevor
    Rosenberg, Patricia
    Network for Empowerment and Well-Being.
    The Dark Side of the Affective  Profiles: Differences and Similarities  in Psychopathy, Machiavellianism,  and Narcissism2015In: SAGE Open, E-ISSN 2158-2440, ISSN 2158-2440, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The affective profiles model is based on the combination of individuals’ experience of high/low positive affect and high/low negative affect: self-fulfilling, high affective, low affective, and self-destructive. We used the profiles as the backdrop for the investigation of individual differences in malevolent character traits (i.e., the Dark Triad: psychopathy, Machiavellianism, and narcissism). A total of 1,000 participants (age: M = 31.50 SD = 10.27, 667 males and 333 females), recruited through Amazons’ Mechanical Turk (MTurk), responded to the Positive Affect Negative Affect Schedule and the Dark Triad Dirty Dozen. Individuals with a high affective profile reported higher degree of narcissism than those with any other profile, and together with individuals with a self-destructive profile, also higher degree of Machiavellianism and psychopathy than individuals with a low affective and self-fulfilling profile. Males scored higher in Machiavellianism and psychopathy. Together with earlier findings, our results show that while individuals in both the self-fulfilling and high affective profiles are extrovert and self-directed, only those in the high affective profile express an immature and malevolent character (i.e., high levels of all Dark Triad traits). Conversely, individuals in the self-fulfilling profile have earlier reported higher levels of cooperativeness and faith. More importantly, the unique association between high levels of positive emotions and narcissism and the unified association between negative emotions to both psychopathy and Machiavellianism imply a dyad rather than a triad of malevolent character traits.

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    The dark triad
  • 6.
    Garcia, Danilo
    et al.
    Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden.
    Adrianson, Lillemor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    A Mad Max World or What About Morality?: Moral Identity and Subjective Well-Being in Indonesia2023In: The Affective Profiles Model: 20 Years of Research and Beyond / [ed] Danilo Garcia, Cham: Springer, 2023, p. 111-125Chapter in book (Refereed)
    Abstract [en]

    Background: Global climate change is expected to significantly increase temperatures in Indonesia by 2030. Thus, the Indonesian people’s physical, psychological, and social well-being is at stake. In such conditions, a self-transcendent moral identity is expected to promote adaptation and survival in harmony with the world around and to well-being (Cloninger, Mens Sana Monograph 11:16–24, 2013). In this context, past studies in Western societies addressing affectivity as patterns of information within a complex adaptive system (i.e., profiles based on high/low positive/negative affect) have helped to discern which individuals might be able to regulate their subjective well-being and health even in difficult situations. The fact that moral identity is associated with personality traits that are strongly associated with subjective well-being indicates that individuals with distinct affective profiles (i.e., self-fulfilling, high affective, low affective, and self-destructive) should differ with regard to moral identity.

    Aim: Our aim was to investigate the association between moral identity and subjective well-being in the framework of the affective profiles model in an Indonesian convenience sample.

    Methods: In the present study, a total of 336 Indonesians self-reported affect, moral identity, temporal life satisfaction (i.e., past, present, and future), and harmony in life. We calculated the percentiles for participants’ positive and negative affect scores and combined them as high and low in order to assign each participant into one of the four affective profiles. Besides common linear correlations, we also conducted matched comparisons: individuals with similar levels of affect in one dimension and different levels in the other.

    Results: The matched comparisons showed that high positive affect was positively associated with moral identity only when negative affect was low and that high negative affect was negatively associated with moral identity only when positive affect was high. Moreover, high positive affect was positively related to high levels of harmony in life independently of negative affect levels. Consequentially, high negative affect was negatively related to low levels of harmony in life independently of positive affect levels. In addition, high positive affect was positively associated with past, present, future, and total temporal life satisfaction, but only when negative affect was low. Furthermore, both present and total temporal life satisfaction was negatively associated with high levels of negative affect, but only when positive affect was also high.

    Conclusions: At the general level, affectivity and moral identity were related to the social component of subjective well-being, harmony in life, rather than to its cognitive component, life satisfaction. High levels of positive affect seem to promote a high moral self-presentation, while high levels of negative affect in combination with high levels of positive affect might influence the individual to see these specific moral traits as disadvantageous. Even the results regarding life satisfaction partially supported that, in the Indonesian culture, individuals with a high affective profile seem to be at greater risk in the face of current and future challenges. Hence, in contrast to past studies in Western cultures, increases in negative affect, which is likely to happen under stressful situations during climate crises, might lead to low moral identity if the individual is high in positive affect.

  • 7.
    Garcia, Danilo
    et al.
    Blekinge County Council AND University of Gothenburg.
    Adrianson, Lillemor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Amato, Clara
    Blekinge Centre for Competence Blekinge County Council Karlskrona Sweden.
    Rapp-Ricciardi, Max
    3 Blekinge Centre for Competence Blekinge County Council Karlskrona Sweden.
    Affectively Motivated: Affective Profiles, Motivation, Stress and Energy2020In: Iranian Journal of Health Psychology, Vol. 2, no 2, p. 21-32Article in journal (Refereed)
    Abstract [en]

    Objective: We used the affective profiles model to investigate individual differences in motivation, stress andenergy. The aim was to replicate past findings, but we also focused on matched comparisons within individuals withaffective profiles that are similar in one affective dimension and differ in the other in order to predict changes whenindividuals increase/decrease their experience of positive or negative affect.

    Methods: A total of 567 participants answered the Positive Affect and Negative Affect Schedule, which was usedfor affective profiling; the Situational Motivation Scale, which measures intrinsic motivation, identified regulation,external regulation, and amotivation; and the Stress-Energy questionnaire.

    Results: Comparisons between the four different profiles, replicating the past findings, showed that individuals withhigh affective and self-fulfilling profile scored highest in intrinsic motivation, identified regulation, and energy, whilethey scored lowest in external motivation, amotivation, and the self-fulfilling profile, also lowest in stress. Additionally,the matched comparisons showed, for example, that levels of intrinsic motivation increase when negative affect levelsdecrease, and positive affect is kept high when positive affect decreases and negative affect is kept low.

    Conclusions: One important feature of the affective profiles model is the possibility to compare individuals thatare similar in one affect dimension but differ in the other (Garcia, 2011, 2017). This way of discussing individualdifferences helps to predict what changes could be expected when individuals increase or decrease their experience ofpositive or negative affect. Importantly, the direction of these changes cannot be addressed from cross-sectional data

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  • 8. Garcia, Danilo
    et al.
    Jimmefors, Alexander
    Adrianson, Lillemor
    University of Borås, School of Education and Behavioural Science.
    Mousavi, Fariba
    Rosenberg, Patricia
    Archer, Trevor
    High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being2014Manuscript (preprint) (Other academic)
    Abstract [en]

    Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.

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    fulltext
  • 9. Jimmefors, Alexander
    et al.
    Garcia, Danilo
    Rosenberg, Patricia
    Fariba, Mousavi
    Adrianson, Lillemor
    University of Borås, School of Education and Behavioural Science.
    Archer, Trevor
    Locomotion (Empowering) and Assessment (Disempowering) Self-regulatory Dimensions as a Function of Affective Profile in High School Students.2014In: International Journal of School and Cognitive Psychology, Vol. 2, no 1Article in journal (Refereed)
    Abstract [en]

    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.

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  • 10.
    Nur’aini A’yuninnisa, Rizqui
    et al.
    Gadjah Mada University Indonesia.
    Adrianson, Lillemor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Subjective well-being of Indonesian and Swedish collegestudents: A cross-cultural study on happiness2019In: International Journal of Research Studies in Psychology, ISSN 2243-7681, E-ISSN 2243-769X, ISSN 2243-7681, Vol. 8, no 2, p. 25-36Article in journal (Refereed)
    Abstract [en]

    This study aimed to explore and compare levels of subjective well-being and contributing factors that promote happiness in two countries, Indonesia and Sweden. A total of 104 Swedish and 112 Indonesian college students participated in this study. The instruments used were Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988), Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), and an open-ended question, “What are the three most important things in your life that make you happy?” Data analyses were conducted in two phases for qualitative and quantitative data. Two major themes, interdependent and dependent factors of happiness, emerged from the qualitative data. Results showed that respondents from both countries reported interdependent factors as their main happiness contributor. The quantitative result demonstrated no significant effects on subjective well-being for culture and its interaction with the happiness factor. Instead, only the happiness factor had a significant effect on subjective well-being. People with interdependent happiness were happier than those who pursue independent happiness factors. This study observed no difference in the level of subjective well-being and happiness factors across the cultures.

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    Abstract
  • 11.
    Ramdhani, Neila
    et al.
    Universitas Gadjah Mada.
    Ancok, Djamaludin
    Universitas Gunadarma.
    Adrianson, Lillemor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The Importance of Positive Affect: The Role of Affective Personality in Predicting Organizational Citizenship Behavior2017In: Makara Hubs-Asia, ISSN 2355-794X, Vol. 21, no 2, p. 62-69Article in journal (Refereed)
    Abstract [en]

    Previous research demonstrates inconsistent results in predicting how affect influences organizational citizenship behavior (OCB). This study aims to solve the inconsistency by taking the position that positive affect and negative affect are orthogonal, and their interaction produces four types of affective personality. They are ‘Self-fulfilling’ (high positive affect and low negative affect), ‘High affective’ (high positive affect and high negative affect), ‘Low affective’ (low positive affect and low negative affect) and ‘Self-destructive’ (low positive affect and high negative affect). The study hypothesizes that the self-fulfilling group displays the highest mean of OCB while the self-destructive displays the lowest. The high affective and low affective groups lie somewhere in between the two groups. The participants of this study were 227 employees, consisting of 151 males and 76 females with ages ranging from 20 to 60 years old (mean=38). They were measured using the Organizational Citizenship Behavior Scale (OCBS) and Positive and Negative Affect Schedule (PANAS). Based on the scores of their positive and negative affect dimensions, they were classified into four groups of affective personality types. One-way ANOVA analysis supported the hypothesis. The self-fulfilling group revealed the highest mean of Organizational Citizenship Behavior while the Self-destructive group revealed the lowest. The High affective and Low affective groups were located in between the first two groups. This paper discusses this contribution and highlights how it is potential to explain organizational behavior.

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