April 2020
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1,677 Reads
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25 Citations
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April 2020
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1,677 Reads
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25 Citations
January 2018
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6 Reads
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20 Citations
July 2015
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1,696 Reads
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57 Citations
Contemporary School Psychology
There is growing interest in school-based programs to promote students’ subjective well-being (SWB). Students with greater SWB tend to have stronger relationships with their teachers and classmates, as well as behave in more positive ways. Drawing from theory and research pertinent to promoting children’s SWB, we developed an 11-session classwide positive psychology intervention that targeted elementary school students’ novel use of character strengths, gratitude, kindness, and relationships in the classroom. Throughout a pilot study, children in fourth grade experienced clinically meaningful lasting gains in multiple indicators of SWB, particularly positive affect and satisfaction with self, but no changes in distal indicators of behavioral student engagement (attendance, office disciplinary referrals). This initial application by school psychologists partnering with a classroom teacher provides evidence of promise that elementary school children can benefit from participation in universal positive psychology interventions that target internal assets (gratitude, kindness, and signature strengths) and environmental resources (student-teacher and peer relationships).
July 2014
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3,821 Reads
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129 Citations
The current study investigated the relationships among personality factors and life satisfaction in high school students (N = 624), who completed self-report measures of global life satisfaction and personality characteristics consistent with a Five Factor Model (i.e., extraversion, neuroticism, openness to experience, conscientiousness, and agreeableness). Analyses indicated that approximately 47 % of the variance in adolescents’ life satisfaction scores was accounted for by their levels of the Big Five personality factors. Neuroticism emerged as the strongest predictor. Openness, conscientiousness, and extraversion were also significant and unique predictors of life satisfaction. Regarding gender differences, a higher level of agreeableness was related to higher life satisfaction for girls, but not for boys. Findings support the importance of including all Big Five personality factors in exploratory models of life satisfaction, and contribute to an understanding of gender-specific models of predictors of life satisfaction.
... Efectivamente, el bienestar subjetivo o felicidad se presenta como un elemento indispensable para el éxito académico y crecimiento personal, tratándose de un constructo complejo con variables influyentes muy diversas (Cross, 2020;Zeidner, 2021), entre las cuales se encuentran factores internos, pero también ambientales y familiares (Suldo et al., 2018). ...
January 2018
... Grouping students based on shared mental health characteristics allows for schools to more efficiently and accurately identify students in need of services, as well as prioritize those in groups who may be more at risk than others. When classifying students into the mental health groups via a dual-factor lens, there are a variety of established approaches including (a) response-referenced interpretation (e.g., Grych et al., 2020;Renshaw & Cohen, 2014), (b) national norm cut scoring (e.g., Suldo et al., 2016), (c) local normative distribution (e.g., Smith et al., 2020;Suldo et al., 2016), and (d) latent profile analysis (e.g., Clark & Malecki, 2022;Moore et al., 2019aMoore et al., , 2019b. The first three approaches involve the creation of a cut score, with varying ways of determining the cut score (i. ...
April 2020
... Similarly, a 6-month school-based program implemented among 12-to 14-year-old students in Great Britain including character strengths training showed no statistical difference in affect or self-esteem changes (Proctor et al., 2011). Even the Well-Being Promotion Program, adapted in the present study, showed no significant effects on affect, psychopathology, and distal indicators of behavioral engagement among fourth-grade students in the United States (Suldo et al., 2015). Some factors contribute to these mixed findings, such as the age of participants (Irwin et al., 2002) and the duration of implementation. ...
July 2015
Contemporary School Psychology
... Although there are many theories that attempt to account for why extroverts are generally happier than introverts, additional empirical research is required to better understand the unique contributions of extroversion-introversion that account for this association (Zelenski et al., 2021). Importantly, there have only been a handful of studies that have specifically explored the correlates of introversion in adolescence (e.g., Suldo et al., 2015). Accordingly, the goal of the current study was to examine associations between introversion, aspects of solitude, and indices of well-being in the under-studied developmental period of adolescence. ...
July 2014