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Gabaldón-Estevan D, Carmona-Talavera D, Catalán-Gregori B, Mañas-García E, Martin-Carbonell V, Monfort L, Martinez-Besteiro E, González-Carrasco M, Hernández-Jiménez MJ, Täht K, Talavera M, Ancheta-Arrabal A, Sáez G, Estany N, Pin-Arboledas G, Reis C. Kairos study protocol: a multidisciplinary approach to the study of school timing and its effects on health, well-being and students' performance. Front Public Health 2024; 12:1336028. [PMID: 38525330 PMCID: PMC10957785 DOI: 10.3389/fpubh.2024.1336028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Accepted: 02/26/2024] [Indexed: 03/26/2024] Open
Abstract
Recent evidence from chronobiology, chssronomedicine and chronopsychology shows that the organisation of social time (e.g., school schedules) generally does not respect biological time. This raises concerns about the impact of the constant mismatch between students' social and internal body clocks on their health, well-being and academic performance. The present paper describes a protocol used to investigate the problem of (de) synchronisation of biological times (chronotypes) in childhood and youth in relation to school times. It studies the effects of student chronotype vs. school schedule matches/mismatches on health behaviours (e.g., how many hours students sleep, when they sleep, eat, do physical activity, spend time outdoors in daylight) and learning (verbal expression, spatial structuring, operations) and whether alert-fatigue levels mediate this effect alignments/misalignments on learning (verbal expression, spatial structuring, operations) and their mediation by alert-fatigue levels. The novelty of our protocol lies in its multidisciplinary and mixed methodology approach to a relevant and complex issue. It draws on up-to-date knowledge from the areas of biology, medicine, psychology, pedagogy and sociology. The methods employed include a varied repertoire of techniques from hormonal analysis (cortisol and melatonin), continuous activity and light monitoring, self-registration of food intake, sleep timings, exercise and exposure to screens, alongside with systematic application of cognitive performance tests (e.g., memory, reasoning, calculation, attention) and self-reported well-being. This comprehensive and interdisciplinary protocol should support evidence-based education policy measures related to school time organisation. Appropriate and healthier school timetables will contribute to social change, healthier students and with more efficient learning. The results of studies using a similar methodology in other countries would ensure replication and comparability of results and contribute to knowledge to support policy making.
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Affiliation(s)
| | | | | | - Elena Mañas-García
- Department of Sociology and Social Anthropology, University of Valencia, Valencia, Spain
| | | | - Lucía Monfort
- Department of Pediatrics, Clinical University Hospital, Valencia, Spain
| | - Elvira Martinez-Besteiro
- Department of Personality, Assessment and Psychological Treatments, University of Valencia, Valencia, Spain
| | | | | | - Kadri Täht
- Institute of International Social Studies, School of Governance, Law and Society, Tallinn University, Tallinn, Estonia
| | - Marta Talavera
- Department of Experimental and Social Sciences Teaching, University of Valencia, Valencia, Spain
| | - Ana Ancheta-Arrabal
- Department of Comparative Education and History of Education, University of Valencia, Valencia, Spain
| | - Guillermo Sáez
- Service of Clinical Analysis, University Hospital Dr. Peset, Valencia, Spain
- Department of Biochemistry and Molecular Biology, Faculty of Medicine and Dentistry, University of Valencia, Valencia, Spain
| | - Nuria Estany
- Service of Clinical Analysis, University Hospital Dr. Peset, Valencia, Spain
| | - Gonzalo Pin-Arboledas
- Grupo de Sueño y Cronobiologia de la Asociación Española de Pediatría, Valencia, Spain
| | - Catia Reis
- CRC-W - Faculdade de Ciências Humanas, Universidade Católica Portuguesa, Lisbon, Portugal
- Instituto de Medicina Molecular João Lobo Antunes, IMM, Lisboa, Lisbon, Portugal
- ISAMB - Faculdade de Medicina Universidade de Lisboa, Lisbon, Portugal
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Hamdani Y, Bonder R, McPherson AC. Wellness in children's rehabilitation - what does it mean? Disabil Rehabil 2023; 45:4236-4244. [PMID: 36437808 DOI: 10.1080/09638288.2022.2148295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 11/11/2022] [Indexed: 11/29/2022]
Abstract
PURPOSE Rehabilitation research on wellness promotion for children and youth with disabilities is limited and tends to narrowly focus on physical aspects of health. An overarching sense of wellness includes multiple, overlapping dimensions (e.g., physical, social, emotional, occupational). This study's main objectives were to explore what wellness means for young people with disabilities, and what contributes to their sense of wellness. METHODS A qualitative design involving World Café-style focus groups was used to explore the perspectives of youth with disabilities (14-25 years old, n = 3), parents (n = 6) and healthcare providers (n = 10) on how wellness is understood and addressed at a Canadian children's rehabilitation hospital. Themes were identified through an inductive analysis of focus group transcripts and notes written by participants and research team members. RESULTS Having a variety of relationships and social connections, meaningful activity opportunities, becoming as independent as possible, and having stable medical health contributed to wellness for young people with disabilities. CONCLUSIONS Rehabilitation care can promote wellness by co-creating personalized care pathways across multiple wellness dimensions with young people with disabilities and their families, focusing on strengths rather than deficits, and improving access to a variety of activities and communities.IMPLICATIONS FOR REHABILITATIONRehabilitation professionals in children's rehabilitation have unique, ongoing opportunities to promote and support wellness with young people with disabilities and their families.Rehabilitation professionals can embed personalized, strengths-focused wellness pathways across multiple dimensions into the care of children with disabilities.Helping children and families address barriers to meaningful activities and promoting social connections can foster an overarching sense of wellness.
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Affiliation(s)
- Yani Hamdani
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
- Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada
- Centre for Addiction and Mental Health, Toronto, Canada
| | - Revi Bonder
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Amy C McPherson
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
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Fuentealba-Urra S, Rubio A, González-Carrasco M, Oyanedel JC, Céspedes-Carreno C. Mediation effect of emotional self-regulation in the relationship between physical activity and subjective well-being in Chilean adolescents. Sci Rep 2023; 13:13386. [PMID: 37591897 PMCID: PMC10435534 DOI: 10.1038/s41598-023-39843-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 07/31/2023] [Indexed: 08/19/2023] Open
Abstract
Adolescents' subjective well-being and physical activity have been found to be correlated in previous studies. However, the underlying mechanisms of this relationship, especially the potential contribution of emotional self-regulation, have received little attention. This study aims to investigate the extent to which emotional self-regulation mediates the association between adolescent physical activity habits and their subjective well-being. The study involved 9585 adolescents who completed a cross-sectional survey. Participants were aged between 10 and 19 years old and attended primary and secondary schools in all 16 regions of Chile. The survey utilized a self-report questionnaire to measure physical activity habits, subjective well-being, and emotional self-regulation. Sociodemographic variables, such as age, gender, and socioeconomic level, were also considered in the analysis. The results showed that physical activity habits, emotional regulation, and subjective well-being were positively correlated. Among these factors, the strongest association was found between subjective well-being and emotional self-regulation. The mediation analysis revealed a partial mediation effect of emotional self-regulation between physical activity habits and subjective well-being. In other words, physical activity habits affect subjective well-being to the extent that these habits affect emotional self-regulation. These findings provide valuable insights into the mechanisms underlying the link between physical activity habits and subjective well-being among adolescents. They also offer useful information for the development of public programs and policies aimed at promoting physical activity habits and subjective well-being in young people.
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Affiliation(s)
- Sergio Fuentealba-Urra
- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, 4030000, Concepción, Chile.
| | - Andrés Rubio
- Facultad de Economia y Negocios, Universidad Andres Bello, Fernandez Concha 700, Las Condes, Santiago, Chile
- Facultad de Psicología, Universidad Diego Portales, Santiago, Chile
| | | | - Juan Carlos Oyanedel
- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, 4030000, Concepción, Chile
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Dumuid D, Singh B, Brinsley J, Virgara R, Curtis RG, Brinkman S, Maher CA. Trends in Well-Being Among Youth in Australia, 2017-2022. JAMA Netw Open 2023; 6:e2330098. [PMID: 37606925 PMCID: PMC10445194 DOI: 10.1001/jamanetworkopen.2023.30098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Accepted: 07/14/2023] [Indexed: 08/23/2023] Open
Abstract
Importance Little is known about temporal trends in children's well-being and how the COVID-19 pandemic may have influenced the well-being of young Australians. Certain demographic groups may be more vulnerable to experiencing declines in well-being. Objective To examine well-being trends over 6 consecutive years among South Australian students and explore the influence of sociodemographic characteristics. Design, Setting, and Participants Longitudinal analyses of annual (2017 to 2022) cross-sectional data of students in grades 4 through 9 (n = 40 392 to 56 897 per year) attending South Australian government schools from the Well-being and Engagement Collection (WEC) census. Exposures Calendar year (2017-2022) and sociodemographic characteristics (sex, school grade, parental education, language spoken at home, residential region) from school enrollment records. Main Outcomes and Measures Students self-reported life satisfaction, optimism, happiness, cognitive engagement, emotional regulation, perseverance, worry, and sadness. Results Over 6 years (2017 to 2022), a total of 119 033 students (mean [SD] age, 12.1 y; 51.4% male) participated in this study. Most well-being measures declined over time, with consistent worsening of well-being from 2020 onward. For example, compared with 2017, sadness was 0.26 (95% CI, 0.25-0.27) points higher in 2020 (standardized mean difference [SMD], 0.27) and remained elevated by more than 0.26 points (SMD, 0.27) in 2021 and 2022. At almost every time point, greatest well-being was reported by students of male sex (except cognitive engagement and perseverance), in earlier school grades, with highest parental education, speaking a language other than English at home, and residing in outer regional and remote settings (for satisfaction, optimism, and emotional regulation). Sociodemographic differences in well-being were generally consistent over time; however, sex differences widened from 2020 for all indicators except cognitive engagement and perseverance. For example, between 2017 and 2022, sadness increased by 0.27 (95% CI, 0.25-0.29) more points among females than males (SMD, 0.28). Conclusions and Relevance In this longitudinal analysis of annual census data, there were downward trends in students' well-being, especially since 2020. The largest sociodemographic disparities were observed for students of female sex, those in later school grades, and those with lowest parental education. Urgent and equitable support for the well-being of all young people, particularly those facing disparity, is imperative.
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Affiliation(s)
- Dorothea Dumuid
- Alliance for Research in Exercise, Nutrition and Activity, School of Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Ben Singh
- Alliance for Research in Exercise, Nutrition and Activity, School of Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Jacinta Brinsley
- Alliance for Research in Exercise, Nutrition and Activity, School of Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Rosa Virgara
- Alliance for Research in Exercise, Nutrition and Activity, School of Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Rachel G. Curtis
- Alliance for Research in Exercise, Nutrition and Activity, School of Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Sally Brinkman
- Education Futures, University of South Australia, Adelaide, Australia
| | - Carol A. Maher
- Alliance for Research in Exercise, Nutrition and Activity, School of Allied Health and Human Performance, University of South Australia, Adelaide, Australia
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Ettinger AK, Risser L, Rahman S, Rigas D, Abromitis R, Stokes LR, Chavis V, Miller E. Defining and Measuring Child and Youth Thriving: A Scoping Review. Pediatrics 2022; 150:189736. [PMID: 36239092 DOI: 10.1542/peds.2022-056902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/16/2022] [Indexed: 11/07/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Promoting positive child and youth health and development requires clear definitions and comprehensive measures of child and youth thriving. The study's objectives were to identify the scope, range, and gaps in definitions and measures of thriving for children or youth (birth through young adult). METHODS Systematic searches of Pubmed, PsycInfo, Health and Psychosocial Instruments, Education Resources Information Center, and Scopus were conducted for articles that included definitions, conceptual frameworks, or measures of child and youth thriving. Inclusion criteria were that the articles: (1) provided a new definition or measure of child thriving, flourishing, or well-being; (2) focused on normally developing children 0 to 24 years old; and (3) were published between 2009 and 2022 in an English language peer-reviewed journal. Studies were categorized by child age, study type, population, and community-identified domains of thriving. RESULTS Of the 14 920 articles identified, 113 met inclusion criteria: 34 unique definitions or frameworks, 66 validated measures, and 12 articles presenting both a framework and measure. One-third of the articles focused on early childhood (0-5 years old); 47% on middle childhood (6-11 years old); 72% on adolescence (12-17 years old), and 22% on young adults (18-24 years old). CONCLUSIONS Current child thriving definitions, frameworks, and measures could be expanded in their coverage of age and key domains, such as racial equity and safety. Additional frameworks and measures focused on early childhood (0-5 years) and assessing thriving over time are needed.
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Affiliation(s)
- Anna K Ettinger
- Department of Psychology.,Division of Adolescent and Young Adult Health, Department of Pediatrics, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania
| | - Lauren Risser
- Division of Adolescent and Young Adult Health, Department of Pediatrics, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania
| | - Shiva Rahman
- Division of Adolescent and Young Adult Health, Department of Pediatrics, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania
| | - David Rigas
- Division of Adolescent and Young Adult Health, Department of Pediatrics, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania
| | - Rebecca Abromitis
- Health Sciences Library System, University of Pittsburgh, Pittsburgh, Pennsylvania
| | - Lynissa R Stokes
- Division of Adolescent and Young Adult Health, Department of Pediatrics, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania
| | | | - Elizabeth Miller
- Division of Adolescent and Young Adult Health, Department of Pediatrics, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania
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Shi H, Zhao H, Ren Z, He M, Li Y, Pu Y, Li X, Wang S, Cui L, Zhao J, Liu H, Zhang X. Factors Associated with Subjective Well-Being of Chinese Adolescents Aged 10-15: Based on China Family Panel Studies. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19126962. [PMID: 35742212 PMCID: PMC9222932 DOI: 10.3390/ijerph19126962] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 06/02/2022] [Accepted: 06/04/2022] [Indexed: 11/26/2022]
Abstract
(1) Background: This study aimed to explore the factors associated with the subjective well-being (SWB) of Chinese adolescents from a more comprehensive perspective and to analyze the importance of its influencing factors. (2) Methods: Obtained from the China Family Panel Studies (CFPS) 2018, the research data involved 2316 adolescents aged 10–15. By using the Chi-square test, t-test and binary logistic regression, we investigated the associations of individual-, family- and community-level factors with SWB in Chinese adolescents. To explore the rank of the influencing factors of SWB, the random forest model was set up. (3) Results: In individual-level factors, girls, who were adolescents with higher academic performance and school satisfaction, with the habit of midday napping and reading books, and with higher self-esteem, had a higher SWB. In family-level factors, mothers living at home resulted in a higher SWB, while quarrelling with their parents led to low SWB. In community-level factors, adolescents with better social relationships, social trust and who were better at telling their troubles to others had a higher SWB. Based on the random forest model, the importance degree was ranked, and the top five were decided, including self-esteem (89.949), social relations (43.457), academic performance (31.971), school satisfaction (27.651) and quarrelling with parents (19.026). (4) Conclusions: Self-esteem, social relations, academic performance, school satisfaction and quarrelling with parents are all important variables that are related to the SWB of Chinese adolescents.
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Affiliation(s)
- Hong Shi
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Hanfang Zhao
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Zheng Ren
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Minfu He
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Yuyu Li
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Yajiao Pu
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Xiangrong Li
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Shixun Wang
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Li Cui
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Jieyu Zhao
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
| | - Hongjian Liu
- Department of Epidemiology and Biostatistics, School of Public Health, Jilin University, Changchun 130021, China;
| | - Xiumin Zhang
- Department of Social Medicine and Health Management, School of Public Health, Jilin University, Changchun 130021, China; (H.S.); (H.Z.); (Z.R.); (M.H.); (Y.L.); (Y.P.); (X.L.); (S.W.); (L.C.); (J.Z.)
- Correspondence: ; Tel.: +86-431-8561-9442
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Daly M. Cross‐national and longitudinal evidence for a rapid decline in life satisfaction in adolescence. J Adolesc 2022; 94:422-434. [DOI: 10.1002/jad.12037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Accepted: 02/17/2022] [Indexed: 11/10/2022]
Affiliation(s)
- Michael Daly
- Department of Psychology Maynooth University Kildare Ireland
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Serdà BC, Planas-Lladó A, delValle A, Soler-Masó P. Health promotion in secondary schools: participatory process for constructing a self-assessment tool. Health Promot Int 2021; 37:6338059. [PMID: 34343304 DOI: 10.1093/heapro/daab123] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
This article presents the process of constructing an effective self-assessment tool for monitoring health promotion in secondary schools (SS). The ultimate aim is to improve adolescents' well-being and quality of life in their reference environment. The design and validation of the instrument were based on participatory action research (involving students, professors, parents, health professionals, youth workers, youth directors, youth managers). A mixed quantitative and qualitative approach was adopted. The construction process included the following five consecutive stages: (i) steering-group creation and definition of objectives; (ii) diagnosing students' health and well-being in SS (case study); (iii) initial design and construction of health promotion indicators; (iv) validation based on expert judgement and (v) validation by means of a pilot test. The final construction of the self-assessment tool included 5 areas (healthy habits, affectivity and socialization, emotional well-being, safety and risks, and specific health situations), 9 objectives and 18 indicators deployed through a rubric. Each indicator is discussed in depth, specifying the most appropriate resources and health promotion activities for its application. The final self-assessment tool is designed to be sensitive to and effective for self-assessment of health promotion in SS. It contributes to improving adolescent health on an individual basis and also has an impact on the school environment. Finally, it also promotes analysis of the health content on the curriculum and the teaching-learning method(s) employed at the school. The self-assessment tool has been published open access and its implementation will continue to increase health promotion in SS in Catalonia.
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Affiliation(s)
- Bernat-Carles Serdà
- Health Sciences Research, Faculty of Nursing, University of Girona, Catalonia, Spain
| | - Anna Planas-Lladó
- Department of Pedagogy, Research Institute of Education, University of Girona, Catalonia, Spain
| | - Arantza delValle
- Psychology Department, University of Girona, Edifici Centre C/ Emili Grahit, 77 Campus Centre 17003 Girona, Catalonia, Spain
| | - Pere Soler-Masó
- Department of Pedagogy, Research Institute of Education, University of Girona, Catalonia, Spain
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Filipiak S, Łubianka B. On the Rocky Road to Independence: Big Five Personality Traits and Locus of Control in Polish Primary School Students during Transition into Early Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094564. [PMID: 33923124 PMCID: PMC8123388 DOI: 10.3390/ijerph18094564] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 04/03/2021] [Accepted: 04/16/2021] [Indexed: 11/16/2022]
Abstract
This article reports the results of a survey of 455 Polish primary school sixth-graders experiencing changes in the education system. The goal of the study was to identify the relationships between the Big Five personality traits, measured with the picture-based personality survey for children (PBPS-C) and locus of control, determined using the locus of control questionnaire (LOCQ). The results lead to the conclusion that primary school students do not have an established locus of control of either success or failure. There are also no significant differences between boys and girls in the way they interpret the causes of situations and events that happen to them. Boys, compared to girls, scored significantly higher on traits related to seeking and enjoying the company of others. On the other hand, girls exhibited significantly higher levels of traits responsible for increased anxiety than boys. The personality traits that correlated the strongest with locus of control were Conscientiousness, Openness to Experience, and Agreeableness. A regression model showed that locus of control of success was significantly affected by two traits: Extraversion and Conscientiousness. Locus of control of failure was significantly predicted by Extraversion, Openness to Experience, Agreeableness (positively), and Neuroticism (negatively). Regression model with gender as a moderator of relationships between personality traits and locus of control turned out to be insignificant.
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Affiliation(s)
- Sara Filipiak
- Institute of Psychology, Maria Curie-Skłodowska University in Lublin, Głęboka 45, 20-612 Lublin, Poland
- Correspondence: ; Tel.: +48-81-537-60-57
| | - Beata Łubianka
- Department of Psychology, Jan Kochanowski University in Kielce, Krakowska 11, 25-029 Kielce, Poland;
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