Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis

Time attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically...

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Autores: Tejada Gallardo, Claudia, Blasco Belled, Ana, Alsinet, Carles
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universitat de Lleida (UdL)
Repositorio:Repositori Obert UdL
OAI Identifier:oai:repositori.udl.cat:10459.1/72698
Acceso en línea:https://doi.org/10.1007/s10964-021-01562-5
http://hdl.handle.net/10459.1/72698
Access Level:acceso abierto
Palabra clave:Adolescents
Time attitudes
Profiles
Positive psychology
Multicomponent positive interventions
School
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spelling Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition AnalysisTejada Gallardo, ClaudiaBlasco Belled, AnaAlsinet, CarlesAdolescentsTime attitudesProfilesPositive psychologyMulticomponent positive interventionsSchoolTime attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically validated positive psychology interventions. However, the extent to which these interventions impact the time attitudes of adolescents remains unknown. The current study investigated the influence of a multicomponent positive psychology intervention on adolescents' transitions between time attitude profiles and how these transitions are related to their emotional, social, and psychological well-being. Participants consisted of 220 (M = 14.98; 47.3% female) adolescents from two Spanish high schools who participated in the six-week Get to Know Me+ program. Adolescents' time attitudes and well-being were measured via the Adolescents and Adult Time Inventory-Time Attitudes and the Mental Health Continuum-Short Form, respectively, at pre- and postintervention. Participants were clustered in different profiles through a latent profile analysis, and the transitions were analyzed using a latent transition analysis. Five profiles were identified (negative, present/future negative, past negative, optimistic, and positive), and results indicated that adolescents who participated in the intervention were more likely to transition to positive profiles (optimistic and positive) and generally reported higher well-being, especially those in the negative, present/future negative, and optimistic profiles. Preliminary evidence showed that school-based multicomponent positive psychology interventions can have a positive impact on adolescents' feelings towards time and well-being.Springer2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.1007/s10964-021-01562-5http://hdl.handle.net/10459.1/72698reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)InglésReproducció del document publicat a: https://doi.org/10.1007/s10964-021-01562-5Journal of Youth and Adolescence, 2022, vol. 51, p. 1002–1016cc-by (c) Claudia Tejada-Gallardo, Ana Blasco-Belled, Carles Alsinet, 2021info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:repositori.udl.cat:10459.1/726982026-06-24T12:42:17Z
dc.title.none.fl_str_mv Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
title Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
spellingShingle Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
Tejada Gallardo, Claudia
Adolescents
Time attitudes
Profiles
Positive psychology
Multicomponent positive interventions
School
title_short Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
title_full Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
title_fullStr Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
title_full_unstemmed Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
title_sort Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents'Time Attitudes: A Latent Transition Analysis
dc.creator.none.fl_str_mv Tejada Gallardo, Claudia
Blasco Belled, Ana
Alsinet, Carles
author Tejada Gallardo, Claudia
author_facet Tejada Gallardo, Claudia
Blasco Belled, Ana
Alsinet, Carles
author_role author
author2 Blasco Belled, Ana
Alsinet, Carles
author2_role author
author
dc.subject.none.fl_str_mv Adolescents
Time attitudes
Profiles
Positive psychology
Multicomponent positive interventions
School
topic Adolescents
Time attitudes
Profiles
Positive psychology
Multicomponent positive interventions
School
description Time attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically validated positive psychology interventions. However, the extent to which these interventions impact the time attitudes of adolescents remains unknown. The current study investigated the influence of a multicomponent positive psychology intervention on adolescents' transitions between time attitude profiles and how these transitions are related to their emotional, social, and psychological well-being. Participants consisted of 220 (M = 14.98; 47.3% female) adolescents from two Spanish high schools who participated in the six-week Get to Know Me+ program. Adolescents' time attitudes and well-being were measured via the Adolescents and Adult Time Inventory-Time Attitudes and the Mental Health Continuum-Short Form, respectively, at pre- and postintervention. Participants were clustered in different profiles through a latent profile analysis, and the transitions were analyzed using a latent transition analysis. Five profiles were identified (negative, present/future negative, past negative, optimistic, and positive), and results indicated that adolescents who participated in the intervention were more likely to transition to positive profiles (optimistic and positive) and generally reported higher well-being, especially those in the negative, present/future negative, and optimistic profiles. Preliminary evidence showed that school-based multicomponent positive psychology interventions can have a positive impact on adolescents' feelings towards time and well-being.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1007/s10964-021-01562-5
http://hdl.handle.net/10459.1/72698
url https://doi.org/10.1007/s10964-021-01562-5
http://hdl.handle.net/10459.1/72698
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1007/s10964-021-01562-5
Journal of Youth and Adolescence, 2022, vol. 51, p. 1002–1016
dc.rights.none.fl_str_mv cc-by (c) Claudia Tejada-Gallardo, Ana Blasco-Belled, Carles Alsinet, 2021
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) Claudia Tejada-Gallardo, Ana Blasco-Belled, Carles Alsinet, 2021
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Universitat de Lleida (UdL)
instname_str Universitat de Lleida (UdL)
reponame_str Repositori Obert UdL
collection Repositori Obert UdL
repository.name.fl_str_mv
repository.mail.fl_str_mv
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