TABLE 3 - uploaded by Jesus Montero-Marin
Content may be subject to copyright.
Source publication
Introduction: Personal wisdom has demonstrated important implications for the health of individuals. The aim of the present study was to validate a Spanish version of the Three-Dimensional Wisdom Scale (3D-WS), exploring the structure of a possible general factor, and assessing its explanatory power on psychological health-related variables.
Method...
Contexts in source publication
Context 1
... the items showed item-rest correlations in the same direction, with low values in some cases. Results of the BIC dimensionality test advised a 3-factor solution ( Table 3). This solution explained 38.3% of the total variance, and only 20 out of 39 items (51.3%) loaded onto their theoretical belonging factor ( Table 4). ...
Context 2
... the original short SD-WS version ( Table 6) was explored by means of EFA. Results of the BIC dimensionality test advised a 1-factor solution ( Table 3), which was not in line with the theoretical background, it only explained 35.4% of the variance and did not show adequate fit ( Table 5). Therefore, we explored a forced 3-factor solution (explaining 53.9% of the variance), which presented a better fit to the data in addition to good general simplicity ( The loadings in a general factor by means of the Schmid- Leiman solution and exploratory bifactor analysis can be seen in Table 6. ...
Context 3
... 12 selected items can be seen in Table 6. The fit of the EFA (Table 5) for the advised 3-dimensional model (Table 3) The loadings in a Schmid-Leiman general factor solution and exploratory bifactor analysis are shown in Table 6. The exploratory bifactor analysis improved the model fit ( Table 5) ...
Context 4
... descriptive of the new short 3D-WS proposal (subsample 2), are shown in Table 7. The BIC dimensionality test showed a 3-factor solution ( Table 3), explaining 63.8% of the variance. The CFA for a 3-correlated factors solution showed adequate loadings, ranging from 0.51 to 0.87 (Table 8), and presented adequate fit without introducing covariances between the errors ( Table 5). ...
Similar publications
Background: Imagining future events is a crucial cognitive process in adaptation, but impairments have been identified in a range of mental disorders. Taking a functional approach to future thinking, this paper reports on the development and deployment of a scale to assess the frequency of self-reported functions of future thinking: The Functions o...
Citations
... The university provided its approval for the development of the pilot study, and the informed consents prior were signed prior to the initiation of the workshop. [36]. The scale is made up of three subdimensions with a total of 39 items: 14 items for the cognitive dimension (e.g., "I am hesitant about making important decisions after thinking about them"), 12 items for the reflective dimensions (e.g., "When I look back on what has happened to me, I can't help feeling resentful"), and 13 items for the affective dimension (e.g., "I don't like to get involved in listening to another person's problems"). ...
The objective of the present study was to elaborate on an intervention proposal called “Know yourself” based on the development of intrapersonal intelligence and wisdom in university students, in the areas of “Expression and Corporal Communication” (mention of Physical Education) and “Expression, Communication and Creation of motor manifestations” that are relevant for a degree in Primary Education. The sample consisted of a total of 109 participants (M = 22.46; SD = 2.42), 48 men and 58 women. The participants were organized into two groups: n = 59 belonging to the control group and n = 47 to the experimental group. The research process began with the search and review of the existing bibliography, for both general terms and in the university context, in addition to the collection of the sample. Participants were intentionally assigned to the control and experimental groups. A pre-test was performed with the 3D-WS SCALE that evaluates wisdom (affective, reflective, and cognitive dimensions) through a Likert scale, and the results reflected no differences between groups (p > 0.05) for all variables (three dimensions of 3D-WS SCALE and health care), and for this reason, both groups were assessed on a similar level. At a qualitative level, participants were asked about their perception of the intervention and were interviewed through a semi-structured interview at the end of the intervention. Finally, the possible results and benefits of intervention programs are discussed along the same line of study, compared to the present proposal. All the aforementioned steps of the study were conducted with the main purpose of developing interventions with an adequate focus on and a high level of efficiency in the mastery of intra- and interpersonal wisdom crucial for the personal, academic, and social development of university students.
... Furthermore, several studies showed that childhood maltreatment was significantly associated with some aspects of wisdom, for instance, prosocial behaviors [33] and emotional regulation [34], and predicted less self-reflection [35]. The commonly applied tools to measure wisdom includes the Self-Assessed Wisdom Scale (SAWS) [36], the Three-Dimensional Wisdom Scale (3D-WS) [37,38] and the San Diego Wisdom Scale (SD-WISE) [39]. Of note, the SD-WISE, including six dimensions of wisdom, is the first wisdom measuring tool developed by psychiatrists and based on possible wisdom-related neurobiological mechanisms after reviewing many cases with brain lesions [39]. ...
Background
The association between childhood trauma (CT) and psychotic-like experiences (PLEs) is well-established. Many previous studies have recognized wisdom as a protective factor for mental health, but its role in the relation between CT and PLEs remains unknown. We aimed to investigate the mediating effect of wisdom in the above association among Chinese college students.
Methods
We conducted a nationwide survey covering 9 colleges across China and recruited a total of 5873 students using online questionnaires between September 14 and October 18, 2021. Convenience sampling was adopted. We employed the San Diego Wisdom Scale (SD-WISE), the Childhood Trauma Questionnaire (CTQ-28), and the 15-item Positive Subscale of the Community Assessment of Psychic Experiences (CAPE-15) to measure the wisdom, CT and PLEs, respectively. Descriptive, correlation, and mediation analysis were utilized.
Results
The positive correlation between CT and PLEs was well-replicated among college students (Pearson’s r = 0.30, p < 0.001). Wisdom was negatively associated with CT (Pearson’s r = − 0.46, p < 0.001) and frequency of PLEs (Pearson’s r = − 0.25, p < 0.001). Total wisdom scores partially mediated the relationship between cumulative childhood trauma, neglect, abuse and PLEs, separately. The mediated model respectively explained 21.9%, 42.54% and 18.27% of the effect of CT on PLEs. Our model further suggested that childhood trauma could be related to PLEs through decreasing the following wisdom components: decisiveness, emotional regulation and prosocial behavior.
Conclusion
For the first time, our results suggested that impaired wisdom played a role in the translation from childhood adversity to subclinical psychotic symptoms, implicating wisdom as a possible target for early intervention for psychosis among young individuals. Longitudinal work is warranted to verify the clinical implications.
... Furthermore, there are several studies showed that childhood maltreatment was signi cantly associated with some qualities of wisdom, for instance, prosocial behaviors [39] and emotional regulation [40], and predicted less self-re ection [41]. The commonly applied tools to measure wisdom includes the Self-Assessed Wisdom Scale (SAWS) [42], the Three-Dimensional Wisdom Scale (3D-WS) [43,44] and the San Diego Wisdom Scale (SD-WISE) [45]. Of note, the SD-WISE, including six dimensions of wisdom, is the rst wisdom measuring tool developed by psychiatrists and based on possible wisdom-related neurobiological mechanisms after reviewing many cases with brain lesions [45]. ...
Background
The association between childhood trauma (CT) and psychotic-like experiences (PLEs) is well-established. Many previous studies have recognized wisdom as a protective factor for mental health, but its role in the relation between CT and PLEs remains unknown. We aimed to investigate the mediating effect of wisdom in the above association among Chinese college students.
Methods
We conducted a nationwide survey covering 9 colleges across China and recruited a total of 5873 students using online questionnaires between September 14 and October 18, 2021. Convenience sampling was adopted. We employed the San Diego Wisdom Scale (SD-WISE), the Childhood Trauma Questionnaire (CTQ-28), and the 15-item Positive Subscale of the Community Assessment of Psychic Experiences (CAPE-15) to measure the wisdom, CT and PLEs, respectively. Descriptive, correlation, and mediation analysis were utilized.
Results
The positive correlation between CT and PLEs was well-replicated among college students (Pearson’s r = 0.30, p < 0.001). Wisdom was negatively associated with CT (Pearson’s r=-0.46, p < 0.001) and frequency of PLEs (Pearson’s r=-0.25, p < 0.001). Total wisdom score partially mediated the relationship between cumulative childhood trauma, neglect, abuse and PLEs, separately. The mediated model respectively explained 21.9%, 42.54% and 18.27% of the total effect of CT on PLEs. Our model further suggested that childhood trauma could be related to PLEs through decreasing the following wisdom components: decisiveness, emotional regulation and prosocial behavior.
Conclusions
For the first time, our results suggested that impaired wisdom played a role in the translation from childhood adversity to subclinical psychotic symptoms, implicating wisdom as a possible target for early intervention for psychosis among young individuals. Longitudinal work is warranted to verify the clinical implications.
... Three-Dimensional Wisdom Scale (3D-WS) [40]: A scale that seeks to measure 3 dimensions in relation to wisdom, based on the Ardelt scale in 2003 and validated and translated into Spanish by García-Campayo [40]. The scale is made up of three subdimensions with a total of 39 items: 14 items for the cognitive dimension (e.g., "I am hesitant about making important decisions after thinking about them"), 12 items for the reflective dimension (e.g., "When I look back on what has happened to me, I can't help feeling resentful"), and 13 items for the affective dimension (e.g., "I don't like to get involved in listening to another person's troubles"). ...
... Three-Dimensional Wisdom Scale (3D-WS) [40]: A scale that seeks to measure 3 dimensions in relation to wisdom, based on the Ardelt scale in 2003 and validated and translated into Spanish by García-Campayo [40]. The scale is made up of three subdimensions with a total of 39 items: 14 items for the cognitive dimension (e.g., "I am hesitant about making important decisions after thinking about them"), 12 items for the reflective dimension (e.g., "When I look back on what has happened to me, I can't help feeling resentful"), and 13 items for the affective dimension (e.g., "I don't like to get involved in listening to another person's troubles"). ...
... Although the measurement of wisdom through questionnaires may be simplistic because it is thought that it is affected by biases such as social desirability [50], it does have advantages, offering a simple and fast means to approach the base empirically and allowing us to find out antecedents, starting situations and consequences. It should be noted that there are different investigations that have translated the 3D-WS scale into different languages, but they are very recent studies [40,55,56]. ...
The objective of the present study was to apply an intervention program based on emotional education and self-knowledge in students of the degree in Education to verify changes in wisdom to improve their psychological health and emotional well-being. For this, Three-dimensional Wisdom Scale (3S-WS) was administered before and after the intervention, analyzing aspects related to affective, cognitive and reflective wisdom. The sample consisted of 100 students (40 men and 60 women, aged between 20 and 29 years). After the intervention program, students improved reflective wisdom without an identifiable difference between sexes. On the other hand, men had higher values in all variables than women. In conclusion, the program to improve personal development and self-awareness could be useful to improve wisdom (especially reflective wisdom) in third and fourth year students of the degree in Education specializing in Physical Education. At the same time, it is intended that these students understand the foundations of the intervention so that in the future it can be replicated in their classrooms and contribute to the sustainable development of the 2030 Agenda.
... The result is that perceived stress was negatively correlated with wisdom. Campayo et al. [4] who are recommended as wise people in Jakarta (Indonesia). Meanwhile, other researchers make a policy questionnaire or measuring instrument in other forms, to measure wisdom. ...
... Three-Dimensional Wisdom Scale (3D-WS) [40]: A scale that seeks to measure 3 dimensions in relation to wisdom, based on the Ardelt scale in 2003 and validated and translated into Spanish by García-Campayo [40]. The scale is made up of three subdimensions with a total of 39 items: 14 items for the cognitive dimension (e.g., "I am hesitant about making important decisions after thinking about them"), 12 items for the reflective dimension (e.g., "When I look back on what has happened to me, I can't help feeling resentful"), and 13 items for the affective dimension (e.g., "I don't like to get involved in listening to another person's troubles"). ...
... Three-Dimensional Wisdom Scale (3D-WS) [40]: A scale that seeks to measure 3 dimensions in relation to wisdom, based on the Ardelt scale in 2003 and validated and translated into Spanish by García-Campayo [40]. The scale is made up of three subdimensions with a total of 39 items: 14 items for the cognitive dimension (e.g., "I am hesitant about making important decisions after thinking about them"), 12 items for the reflective dimension (e.g., "When I look back on what has happened to me, I can't help feeling resentful"), and 13 items for the affective dimension (e.g., "I don't like to get involved in listening to another person's troubles"). ...
... Although the measurement of wisdom through questionnaires may be simplistic because it is thought that it is affected by biases such as social desirability [50], it does have advantages, offering a simple and fast means to approach the base empirically and allowing us to find out antecedents, starting situations and consequences. It should be noted that there are different investigations that have translated the 3D-WS scale into different languages, but they are very recent studies [40,55,56]. ...
The objective of the present study was to apply an intervention program based on emotional ed-ucation and self-knowledge, in students of the degree in Education to verify changes in wisdom. For this, the 3S-WS questionnaire was administered before and after 8 weeks of intervention, an-alyzing aspects related to affective, cognitive and reflective wisdom. The sample consisted of 100 students (40 men and 60 women, aged between 20 and 29 years). After the intervention program, students improved reflective wisdom without difference between sexes. On the other hand, men had higher values in all variables than women. In conclusion, the program to improve personal development and self-awareness could be useful to improve wisdom (especially reflective wis-dom) in 3rd and 4th year students of the degree in Education, specializing in Physical Education. At the same time, it is intended that these students understand the foundations of the intervention so that in the future it can be replicated in their classrooms and contribute to the sustainable de-velopment of the 2030 Agenda.
... The typically measured item is "If I see people in need, I try to help them one way or another" (Ardelt, 2003). Thus, the higher scores of women on this dimension indicate that in the process of interpersonal communication, women are more sensitive to the emotions of others than men and have more positive behavior and emotional reaction, and fewer indifferent attitudes and negative reactions (García-Campayo et al., 2018). This gender difference was true both for individuals in early adulthood (18-29 years old; Beaumont, 2011) and the elderly (52-87 years old; Ardelt, 2009). ...
Gender differences in wisdom are an important theme in mythology, philosophy, psychology, and daily life. Based on the existing psychological research, consensus and dispute exist between the two genders on the views of wisdom and in the levels of wisdom. In terms of the views of wisdom, the way men and women view wisdom is highly similar, and from the perspectives of both ordinary people and professional researchers of wisdom psychology, wise men and women are extremely similar. Regarding wisdom level, research has revealed that, although significant gender effects exist in the level of overall wisdom, reflective and affective dimension, and interpersonal conflict coping styles, the effect sizes were small, which indicated that these gender differences were not obvious. It would be desirable for future research to combine multiple wisdom measurements, strengthen research on the psychological gender effect of wisdom, and focus on the moderating role of age on the relationship between wisdom and gender.
... The results confirmed our initial hypothesis, with high scores on the WADES being associated with the ability to accept and be aware of emotions, the ability to implement emotion regulation strategies, control impulses and develop goals in emotional situations. The relation between the WADES and the Difficulties in Emotion Regulation Scale (DERS) of the present study is in line with those found when measuring the cognitive and affective components of the three-dimensional wisdom scale (García-Campayo et al., 2018). ...
The COVID-19 pandemic and its related lockdown restrictions had repercussions on health status, psychological states of mind, and emotion regulation. Attitudes towards these restrictions, beliefs, emotions and behaviours could be wise, as in the acceptance of, and adaptation to, these constraints. On the other hand, they could be unwise, as in the rejection of rules and limitations, denial of the consequences, irrational beliefs, self-accusation, rage and general intolerance. This study aims to introduce the development and validation of the 25-item Wisdom Acquired During Emergencies Scale (WADES). It is a measure to assess the wisdom and self-regulation that are needed to cope with unexpected and unpredictable emergency situations. On the basis of a preliminary study (N1=212 Italian adults), a multiple-choice scale of 52 items was developed. In the reliability study (N2=1777), items were scaled, analysed according to the optimal score technique and selected to provide a final and reliable version (Cronbach’s α=0.83). The validity study (N3=1,345, N4=1,445, N5= 878) provided correlations with established scales measuring, for example, traditional wisdom, emotion regulation, empathy, post-traumatic growth, collectivism, conscientiousness and satisfaction with life. The results confirmed that high scores on the WADES are associated with the ability to regulate emotions, control impulses and develop goals in emotional situations, to tolerate current difficulties, while developing new attitudes, values and behaviours, entailing changes in self-perception and relationships. It was thus confirmed that high WADES scores indicate a higher degree of acquired wisdom.
... Wisdom development might be another path to stress reduction. Three-dimensional wisdom appears to foster greater equanimity and emotion regulation (García-Campayo et al. 2018;Zacher et al. 2013), which makes it easier to deal with the vicissitudes of life. ...
It is generally assumed that wise people know how to manage hardship and crises in life. If true, wisdom should buffer against stress among college students. Conversely, stress might adversely affect students’ wisdom by causing them to focus more on their own needs rather than other people’s perspectives, feelings, and needs. We used a short-term longitudinal survey of 216 college students to examine the relations between three-dimensional wisdom (assessed by the Three-Dimensional Wisdom Scale, consisting of cognitive, reflective, and compassionate dimensions) and perceived stress (assessed by the Perceived Stress Scale) at the beginning and end of the semester. Paired-sample t tests indicated that, on average, perceived stress increased over time, whereas three-dimensional wisdom, and specifically the cognitive and compassionate wisdom dimensions, decreased between the beginning and end of the semester. Cross-linked autoregressive models showed a negative association between wisdom and perceived stress concurrently at the beginning and end of the semester and an inverse effect of wisdom on perceived stress longitudinally but not vice versa after controlling for baseline scores. Although some stressful experiences might lead to stress-related growth and ultimately greater wisdom in the long-term, our results suggest that stress is negatively related to the development of wisdom among college students. However, wisdom might buffer feelings of stress over time. Hence, fostering wisdom might strengthen equanimity and mental health, particularly during stressful times.
... While the measuring instrument most used to measure someone's wisdom is Three-Dimensional Wisdom Scale (SD-WS) by Ardelt [6]. This tool is used as a reference for making similar measuring instruments in various countries, for example in Canada [15], Yunani [16], California [17], Spain [18], and there are others. ...
Wisdom should be applied in society, so that community life becomes harmonious. Everyone can be wise, Indonesian is no exception. Indonesian have a national principle to guide behavior living in harmony, that is Pancasila. However, the implementation of Pancasila seems not implemented in social life. For example, at this time we encounter individuals who leave worship, violate religious regulations, brawls between students, clashes between citizens, corruption, etc. The present study is Studi 1, one of a wisdom research series, that aimed to examine the wisdom scale of Indonesian, based on culture and values of Indonesia, that is Pancasila as National Principle. The main focus of this study was to construct a wisdom measure of Indonesian (Kebijaksanaan Berbasis Pancasila or KBP), compared with 3D-WS Scale (Three-Dimensional Wisdom Scale). The participants of this study were 219 people, took place in Jakarta-Indonesia, and applied a quantitative method. The result revealed that KBP measuring instrument has a homogeneity of evidence (internal consistency reliability) which classified as sufficient/moderate (0.733). Further, the KBP measuring
