1
|
Guo J, Basarkod G, Perales F, Parker PD, Marsh HW, Donald J, Dicke T, Sahdra BK, Ciarrochi J, Hu X, Lonsdale C, Sanders T, Del Pozo Cruz B. The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being. Pers Soc Psychol Bull 2024; 50:147-164. [PMID: 36205464 DOI: 10.1177/01461672221125619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Individuals' subjective well-being (SWB) is an important marker of development and social progress. As psychological health issues often begin during adolescence, understanding the factors that enhance SWB among adolescents is critical to devising preventive interventions. However, little is known about how institutional contexts contribute to adolescent SWB. Using Programme for International Student Assessment (PISA) 2015 and 2018 data from 78 countries (N = 941,475), we find that gender gaps in adolescents' SWB (life satisfaction, positive and negative affect) are larger in more gender-equal countries. Results paradoxically indicated that gender equality enhances boys' but not girls' SWB, suggesting that greater gender equality may facilitate social comparisons across genders. This may lead to an increased awareness of discrimination against females and consequently lower girls' SWB, diluting the overall benefits of gender equality. These findings underscore the need for researchers and policy-makers to better understand macro-level factors, beyond objective gender equality, that support girls' SWB.
Collapse
Affiliation(s)
- Jiesi Guo
- Australian Catholic University, North Sydney, New South Wales, Australia
| | | | | | - Philip D Parker
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Herbert W Marsh
- Australian Catholic University, North Sydney, New South Wales, Australia
- University of Oxford, UK
| | - James Donald
- The University of Sydney, New South Wales, Australia
| | - Theresa Dicke
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Baljinder K Sahdra
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Joseph Ciarrochi
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Xiang Hu
- Renmin University of China, Beijing, China
| | - Chris Lonsdale
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Taren Sanders
- Australian Catholic University, North Sydney, New South Wales, Australia
| | | |
Collapse
|
2
|
Marsh HW, Dicke T, Riley P, Parker PD, Guo J, Basarkod G, Martin AJ. School principals' mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being. Appl Psychol Health Well Being 2023; 15:999-1027. [PMID: 36504371 DOI: 10.1111/aphw.12423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 11/19/2022] [Indexed: 12/14/2022]
Abstract
Schools are critical organisational settings, and school principals face extreme stress levels. However, there are few large-scale, longitudinal studies of demands and resources that drive principals' health and well-being. Using the Job Demands-Resources (JD-R) framework, we evaluated longitudinal reciprocal effects over 3 years relating to job demands, job resources (resilience), job-related outcomes (burnout and job satisfaction), and personal outcomes (happiness and physical health) for a nationally representative sample of 3683 Australian school principals. Prior demands and resources led to small changes in subsequent outcomes, beneficial effects of resources, and adverse effects of demands, particularly for job-related outcomes. Furthermore, we also found reverse-reciprocal effects, prior outcomes (burnout and job satisfaction) influencing subsequent job characteristics. However, in response to substantively and theoretically important research questions, we found no support for Yerkes-Dodson Law (nonlinear effects of demands) or Nietzsche effects and inoculation effects (that which does not kill you, makes you stronger; manageable levels of demands build resilience). Relating our study to new and evolving issues in JD-R research, we offer limitations of our research-and JD-R theory and research more generally-and directions for further research in this essentially unstudied application of JD-R to school principals' mental health and well-being.
Collapse
Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Theresa Dicke
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Phil Riley
- Research Centre for Educational Impact, Faculty of Arts and Education, Deakin University, Geelong, Victoria, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Jiesi Guo
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Andrew J Martin
- School of Education, University of New South Wales, Sydney, Australia
| |
Collapse
|
3
|
Bradshaw EL, Conigrave JH, Steward BA, Ferber KA, Parker PD, Ryan RM. A meta-analysis of the dark side of the American dream: Evidence for the universal wellness costs of prioritizing extrinsic over intrinsic goals. J Pers Soc Psychol 2023; 124:873-899. [PMID: 35951379 DOI: 10.1037/pspp0000431] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Self-determination theory holds that the intrinsic and extrinsic content of people's aspirations differentially affect their wellness. An evidence base spanning nearly 30 years indicates that focusing on intrinsic goals (such as for growth, relationships, community giving, and health) promotes well-being, whereas a focus on extrinsic goals (such as for wealth, fame, and beauty) deters well-being. Yet, the evidence base contains exceptions, and some authors have argued that focusing on extrinsic goals may not be universally detrimental. We conducted a systematic review and used multilevel meta-analytic structural equation modeling to evaluate the links between intrinsic and extrinsic aspirations with indices of well-being and ill-being. Across 92 reports (105 studies), 1,808 effects, and a total sample of N = 70,110, we found that intrinsic aspirations were linked positively with well-being, r = 0.24 [95% CI 0.22, 0.27], and negatively with ill-being, r = -0.11 [-0.14, -0.08]. When the variety of extrinsic aspiration scoring methods were combined, the link with well-being was not statistically significant, r = 0.02 [-0.02, 0.06]. However, when extrinsic aspirations were evaluated in terms of their predominance in the overall pattern of aspiring the effect was universally detrimental, linking negatively to well-being, r = -0.22 [-0.32, -0.11], and positively to ill-being, r = 0.23 [0.17, 0.30]. Meta-analytic conclusions about the associations between goal types and wellness are important because they inform how individuals could shape aspirations to support their own happiness and how groups and institutions can frame goals such that their pursuit is for the common good. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Collapse
Affiliation(s)
| | - James H Conigrave
- NHMRC Centre of Research Excellence in Indigenous Health and Alcohol
| | | | | | | | | |
Collapse
|
4
|
Basarkod G, Marsh HW, Sahdra BK, Parker PD, Guo J, Dicke T, Lüdtke O. The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models. Assessment 2023; 30:873-890. [PMID: 35037486 DOI: 10.1177/10731911211069675] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
For results from large-scale surveys to inform policy and practice appropriately, all participants must interpret and respond to items similarly. While organizers of surveys assessing student outcomes often ensure this for achievement measures, doing so for psychological questionnaires is also critical. We demonstrate this by examining the dimensionality of reading self-concept-a crucial psychological construct for several outcomes-across reading achievement levels. We use Programme for International Student Assessment 2018 data (N = 529,966) and local structural equation models (LSEMs) to do so. Results reveal that reading self-concept dimensions (assessed through reading competence and difficulty) vary across reading achievement levels. Students with low reading achievement show differentiated responses to the two item sets (high competence-high difficulty). In contrast, students with high reading achievement have reconciled responses (high competence-low difficulty). Our results highlight the value of LSEMs in examining factor structure generalizability of constructs in large-scale surveys and call for greater cognitive testing during item development.
Collapse
Affiliation(s)
- Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Baljinder K Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Oliver Lüdtke
- The Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany
| |
Collapse
|
5
|
Marsh HW, Reeve J, Guo J, Pekrun R, Parada RH, Parker PD, Basarkod G, Craven R, Jang HR, Dicke T, Ciarrochi J, Sahdra BK, Devine EK, Cheon SH. Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. Perspect Psychol Sci 2022:17456916221112919. [PMID: 36239467 DOI: 10.1177/17456916221112919] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions. Solutions include introducing psychometrically sound measures to assess the parallel components of bullying and victimization, analyzing cross-national data sets, and embracing a social-ecological perspective emphasizing the motivation of bullies, importance of bystanders, pro-defending and antibullying attitudes, classroom climate, and a multilevel perspective. These solutions have been integrated into a series of recent interventions. Teachers can be professionally trained to create a highly supportive climate that allows student-bystanders to overcome their otherwise normative tendency to reinforce bullies. Once established, this intervention-enabled classroom climate impedes bully-victim episodes. The take-home message is to work with teachers on how to develop an interpersonally supportive classroom climate at the beginning of the school year to catalyze student-bystanders' volitional internalization of pro-defending and antibullying attitudes and social norms. Recommendations for future research include studying bullying and victimization simultaneously, testing multilevel models, targeting classroom climate and bystander roles as critical intervention outcomes, and integrating school-wide and individual student interventions only after improving social norms and the school climate.
Collapse
Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Johnmarshall Reeve
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Reinhard Pekrun
- Institute for Positive Psychology and Education, Australian Catholic University
- University of Essex
| | | | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Rhonda Craven
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Hye-Ryen Jang
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Baljinder K Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Emma K Devine
- The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney
| | | |
Collapse
|
6
|
Guo J, Hu X, Elliot AJ, Marsh HW, Murayama K, Basarkod G, Parker PD, Dicke T. Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences. J Pers Soc Psychol 2022:2023-02637-001. [PMID: 36136789 DOI: 10.1037/pspp0000436] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Mastery-approach (MAP) goals, focusing on developing competence and acquiring task mastery, are posited to be the most optimal, beneficial type of achievement goal for academic and life outcomes. Although there is meta-analytic evidence supporting this finding, such evidence does not allow us to conclude that the extant MAP goal findings generalize across cultures. Meta-analyses have often suffered from overrepresentation of Western, educated, industrialized, rich, and democratic (WEIRD) samples; reliance on bivariate correlations; and lack the ability to directly control individual-level background variables. To address these limitations, this study used nationally representative data from 77 countries/regions (N = 595,444 adolescents) to examine the relations of MAP goals to four antecedents (workmastery, competitiveness, fear of failure, fixed mindset) and 16 consequences (task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive but not negative achievement motives/beliefs; (b) most strongly predictive of well-being outcomes, followed by adaptive motivation; (c) positively but consistently weakly associated with achievement-related outcomes, particularly for academic performance (β = .069); (d) negatively and weakly associated with maladaptive outcomes; and (e) uniquely predictive of various consequences, controlling for the antecedents and covariates. Further, the MAP goal predictions were generalizable across countries/regions for 13 of 16 consequences. While directions of effect sizes were slightly mixed for academic performance, perceived reading, and PISA test difficulty, the effect sizes were consistently small for most countries/regions. This generalizability points to quite strong cross-cultural support for the observed patterns. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Collapse
Affiliation(s)
- Jiesi Guo
- Institute for Positive Psychology and Education
| | | | | | | | - Kou Murayama
- Hector Research Institute of Education Sciences and Psychology
| | | | | | | |
Collapse
|
7
|
Martela F, Lehmus-Sun A, Parker PD, Pessi AB, Ryan RM. Needs and Well-Being Across Europe: Basic Psychological Needs Are Closely Connected With Well-Being, Meaning, and Symptoms of Depression in 27 European Countries. Social Psychological and Personality Science 2022. [DOI: 10.1177/19485506221113678] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In the quest to identify the key sources of subjective well-being, self-determination theory (SDT) has proposed that three basic psychological needs—autonomy, competence, and relatedness—are fundamental to well-being across cultures. To understand their influence on well-being, we analyzed data from European Social Survey on 27 European countries ( n = 48,550) using structural equation modeling with alignment invariance that allowed us to get comparable indicators across the countries. Both across Europe, and within each of the 27 countries, SDT’s basic psychological needs—both when examined alone and when examined together—were strongly related to key indicators of well-being (happiness, life satisfaction, and meaning in life) and a key indicator of ill-being (symptoms of depression), even controlling for demographic factors and socio-economic position. Moreover, basic needs substantially and sometimes fully mediated the effects of socio-economic position on well-being, underscoring their status as crucial to human well-being.
Collapse
Affiliation(s)
| | | | | | | | - Richard M. Ryan
- Australian Catholic University, North Sydney, NSW, Australia
| |
Collapse
|
8
|
Sahdra BK, Ciarrochi J, Basarkod G, Dicke T, Guo J, Parker PD, Marsh HW. High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests. Journal of Educational Psychology 2022. [DOI: 10.1037/edu0000667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
9
|
Horwood M, Marsh HW, Parker PD, Riley P, Guo J, Dicke T. Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion. Journal of Educational Psychology 2021. [DOI: 10.1037/edu0000664] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
10
|
Bradshaw EL, DeHaan CR, Parker PD, Curren R, Duineveld JJ, Di Domenico SI, Ryan RM. The perceived conditions for living well: Positive perceptions of primary goods linked with basic psychological needs and wellness. The Journal of Positive Psychology 2021. [DOI: 10.1080/17439760.2021.1991446] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Affiliation(s)
- Emma L. Bradshaw
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, AUSTRALIA
| | | | - Philip D. Parker
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, AUSTRALIA
| | - Randall Curren
- Department of Philosophy, University of Rochester, Rochester, NY, United States
| | - Jasper J. Duineveld
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, AUSTRALIA
| | - Stefano I. Di Domenico
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, AUSTRALIA
| | - Richard M. Ryan
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, AUSTRALIA
| |
Collapse
|
11
|
Dicke T, Parker PD, Guo J, Basarkod G, Marsh HW, Deady M, Harvey S, Riley P. Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state? Journal of Educational Psychology 2021. [DOI: 10.1037/edu0000582] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
12
|
Donald JN, Bradshaw EL, Conigrave JH, Parker PD, Byatt LL, Noetel M, Ryan RM. Paths to the light and dark sides of human nature: A meta-analytic review of the prosocial benefits of autonomy and the antisocial costs of control. Psychol Bull 2021. [DOI: 10.1037/bul0000338] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
13
|
Parker PD, Sanders T, Anders J, Parker RB, Duineveld JJ. Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest. Child Dev 2021; 92:2020-2034. [PMID: 33991104 DOI: 10.1111/cdev.13573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children's achievement (consistently) and academic interest (generally) including during the transition to high school.
Collapse
|
14
|
Hartwig TB, Sanders T, Vasconcellos D, Noetel M, Parker PD, Lubans DR, Andrade S, Ávila-García M, Bartholomew J, Belton S, Brooks NE, Bugge A, Cavero-Redondo I, Christiansen LB, Cohen K, Coppinger T, Dyrstad S, Errisuriz V, Fairclough S, Gorely T, Javier Huertas-Delgado F, Issartel J, Kriemler S, Kvalø SE, Marques-Vidal P, Martinez-Vizcaino V, Møller NC, Moran C, Morris J, Nevill M, Ochoa-Avilés A, O'Leary M, Peralta L, Pfeiffer KA, Puder J, Redondo-Tébar A, Robbins LB, Sanchez-Lopez M, Tarp J, Taylor S, Tercedor P, Toftager M, Villa-González E, Wedderkopp N, Weston KL, Yin Z, Zhixiong Z, Lonsdale C, Del Pozo Cruz B. School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 controlled trials. Br J Sports Med 2021; 55:bjsports-2020-102740. [PMID: 33441332 DOI: 10.1136/bjsports-2020-102740] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/16/2020] [Indexed: 11/03/2022]
Abstract
OBJECTIVES To determine if subpopulations of students benefit equally from school-based physical activity interventions in terms of cardiorespiratory fitness and physical activity. To examine if physical activity intensity mediates improvements in cardiorespiratory fitness. DESIGN Pooled analysis of individual participant data from controlled trials that assessed the impact of school-based physical activity interventions on cardiorespiratory fitness and device-measured physical activity. PARTICIPANTS Data for 6621 children and adolescents aged 4-18 years from 20 trials were included. MAIN OUTCOME MEASURES Peak oxygen consumption (VO2Peak mL/kg/min) and minutes of moderate and vigorous physical activity. RESULTS Interventions modestly improved students' cardiorespiratory fitness by 0.47 mL/kg/min (95% CI 0.33 to 0.61), but the effects were not distributed equally across subpopulations. Girls and older students benefited less than boys and younger students, respectively. Students with lower levels of initial fitness, and those with higher levels of baseline physical activity benefitted more than those who were initially fitter and less active, respectively. Interventions had a modest positive effect on physical activity with approximately one additional minute per day of both moderate and vigorous physical activity. Changes in vigorous, but not moderate intensity, physical activity explained a small amount (~5%) of the intervention effect on cardiorespiratory fitness. CONCLUSIONS Future interventions should include targeted strategies to address the needs of girls and older students. Interventions may also be improved by promoting more vigorous intensity physical activity. Interventions could mitigate declining youth cardiorespiratory fitness, increase physical activity and promote cardiovascular health if they can be delivered equitably and their effects sustained at the population level.
Collapse
Affiliation(s)
- Timothy Bryan Hartwig
- School of Behavioural and Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Taren Sanders
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - Diego Vasconcellos
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - Michael Noetel
- School of Behavioural and Health Sciences, Australian Catholic University, Brisbane, Queensland, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - David Revalds Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, New South Wales, Australia
| | - Susana Andrade
- Faculty of Philosophy, Letters and Education Sciences, University of Cuenca, Cuenca, Azuay, Ecuador
| | - Manuel Ávila-García
- Department of Physical Education and Sports, University of Granada, Granada, Andalucía, Spain
| | - John Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, Texas, USA
| | - Sarahjane Belton
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Naomi E Brooks
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, Stirling, UK
| | - Anna Bugge
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy Faculty of Health, University of Copenhagen, Kobenhavn, Denmark
| | - Iván Cavero-Redondo
- Social and Health Care Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Lars Breum Christiansen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Kristen Cohen
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle Faculty of Science, Callaghan, New South Wales, Australia
| | - Tara Coppinger
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Cork, Ireland
| | - Sindre Dyrstad
- Department of Public Health, University of Stavanger, Stavanger, Norway
| | - Vanessa Errisuriz
- Latino Research Institute, University of Texas at Austin, Austin, Texas, USA
| | - Stuart Fairclough
- Department of Sport and Physical Activity, Edge Hill University, Ormskirk, Lancashire, UK
| | - Trish Gorely
- Department of Nursing and Midwifery, University of the Highlands and Islands Inverness College, Inverness, Highland, UK
| | | | - Johann Issartel
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute, University of Zürich, Zurich, ZH, Switzerland
| | | | - Pedro Marques-Vidal
- Department of Medicine, Internal Medicine, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | | | - Niels Christian Møller
- Department of Sport Sciences and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Colin Moran
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, Stirling, UK
| | - John Morris
- Department of Sport Science, Nottingham Trent University, Nottingham, Nottinghamshire, UK
| | - Mary Nevill
- Department of Sport Science, Nottingham Trent University, Nottingham, Nottinghamshire, UK
| | - Angélica Ochoa-Avilés
- Department of Biosciences, Faculty of Chemistry, University of Cuenca, Cuenca, Azuay, Ecuador
| | - Mai O'Leary
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Cork, Ireland
| | - Louisa Peralta
- Sydney School of Education and Social Work, University of Sydney - Camperdown and Darlington Campus, Sydney, New South Wales, Australia
| | - Karin A Pfeiffer
- Department of Kinesiology, Michigan State University, East Lansing, Michigan, USA
| | - Jardena Puder
- Department Woman-Mother-Child, Lausanne University Hospital, Lausanne, Switzerland
| | - Andrés Redondo-Tébar
- Health and Social Research Center, Universidad de Castilla-La Mancha, Ciudad Real, Castilla-La Mancha, Spain
| | - Lorraine B Robbins
- Nursing Education and Research, Michigan State University, East Lansing, Michigan, USA
| | - Mairena Sanchez-Lopez
- Social and Health Care Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Jakob Tarp
- Department of Sports Medicine, Norwegian School ofSports Sciences, Oslo, Norway
| | - Sarah Taylor
- Physical Activity Exchange, Research Institute for Sport andExercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Pablo Tercedor
- Department of Physical Education and Sports, University of Granada, Granada, Andalucía, Spain
| | - Mette Toftager
- National Institute of Public Health, University of Southern Denmark, Copenhagen, Denmark
| | - Emilio Villa-González
- Department of Physical Education and Sports, University of Granada, Granada, Andalucía, Spain
| | - Niels Wedderkopp
- Orthopedic Department, Hospital Of Southwestern Jutland, Esbjerg, Denmark
| | - Kathryn Louise Weston
- School of Applied Sciences Sighthill Campus, Edinburgh Napier University, Edinburgh, UK
| | - Zenong Yin
- Department of Public Health, The University of Texas at San Antonio, San Antonio, Texas, USA
| | - Zhou Zhixiong
- Institute for Sport Performance and Health Promotion, Capital University of Sports and Physical Education, Beijing, China
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - Borja Del Pozo Cruz
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| |
Collapse
|
15
|
Koivuhovi S, Marsh HW, Dicke T, Sahdra B, Guo J, Parker PD, Vainikainen MP. Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups. Journal of Educational Psychology 2020. [DOI: 10.1037/edu0000554] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
16
|
Bradshaw EL, Sahdra BK, Ciarrochi J, Parker PD, Martos T, Ryan RM. A configural approach to aspirations: The social breadth of aspiration profiles predicts well-being over and above the intrinsic and extrinsic aspirations that comprise the profiles. J Pers Soc Psychol 2020; 120:226-256. [PMID: 33271051 DOI: 10.1037/pspp0000374] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
We conducted a person-centered analysis of the Aspiration Index to identify subgroups that differ in the levels of their specific (wealth, fame and image, personal growth, relationships, community giving, and health) and global intrinsic and extrinsic aspirations. In a Hungarian (N = 3,370; 77% female; age: M = 23.57), an Australian (N = 1,632; 51% female; age: M = 16.6), and an American sample (N = 6,063; 82.2% female; age: M = 21.86), we conducted separate bifactor exploratory structural equation models to disentangle the level of higher-order intrinsic and extrinsic aspirations from the shape of specific aspirations by using the resultant factor scores as indicators in latent profile analyses. The analyses yielded 3 replicable latent profiles: Disengaged from relationships and health (Profile 1); Aspiring for interpersonal relationships more than community relationships (Profile 2); and Aspiring for community relationships more than interpersonal relationships (Profile 3), with Profile 3 reliably experiencing the highest well-being. To demonstrate the incremental value of our approach to more traditional variable-centered methods, we used profile membership to predict well-being while controlling for the aspirations that comprise the profiles. Even in these conservative tests, profile membership explained additional variance in well-being. However, the real-life significance of the size of the incremental value appeared quite small. These studies make a unique contribution to the literature by identifying replicable latent profiles of aspiring, membership to which uniquely predicted well-being, over and above the constituent variables. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Collapse
Affiliation(s)
| | | | | | | | - Tamás Martos
- Department of Personality, Clinical and Health Psychology
| | | |
Collapse
|
17
|
Vasconcellos D, Parker PD, Hilland T, Cinelli R, Owen KB, Kapsal N, Lee J, Antczak D, Ntoumanis N, Ryan RM, Lonsdale C. Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology 2020. [DOI: 10.1037/edu0000420] [Citation(s) in RCA: 149] [Impact Index Per Article: 37.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
18
|
Dicke T, Marsh HW, Parker PD, Guo J, Riley P, Waldeyer J. Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology 2020. [DOI: 10.1037/edu0000409] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
19
|
Parker PD, Trautwein U, Marsh HW, Basarkod G, Dicke T. Development in relationship self-concept from high school to university predicts adjustment. Dev Psychol 2020; 56:1547-1555. [PMID: 32551721 DOI: 10.1037/dev0000992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Helping students adjust to university life is a critical developmental issue. Using longitudinal data from 1652 German late adolescents, this research tested the effect of initial high-school parent, same-sex, and opposite sex self-concept and its change on university dropout intentions, study stress, and study satisfaction. High-school self-concept predicted all outcomes. Change across the postschool transition in parent and same self-concept also predicted most outcomes. Change in opposite sex self-concept predicted no outcome. We argue young people's relationship self-beliefs are critical for successful developmental transitions. Consistent with previous research, we argue that parents remain a vital relationship for late adolescents. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
Collapse
|
20
|
Marsh HW, Parker PD, Guo J, Basarkod G, Niepel C, Van Zanden B. Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes. J Pers Soc Psychol 2020; 121:168-183. [PMID: 32525339 DOI: 10.1037/pspp0000306] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Gender-equality paradoxes (GEPs) posit that gender gaps in math self-concepts (MSCs) are larger-not smaller-in countries with greater gender equality. These paradoxical results suggest that efforts to improve gender equality might be counterproductive. However, we show that this currently popular explanation of gender differences is an illusory, epi-phenomenon (485,490 students, 18,292 schools, 68 countries/regions). Between-country (absolute) measures of gender equality are confounded with achievement and socioeconomic-status; tiny GEPs disappear when controlling achievement and socioeconomic-status. Critically, even without controls GEPs are not supported when using true gender-gap measures-within-country (relative) female-male differences, that hold many confounds constant. This absolute/relative-gap distinction is more important than the composite/domain-specific distinction for understanding why even tiny GEPs are illusory. Recent developments in academic self-concept theory are relevant to GEPs and gender differences, but also explain other, related paradoxes. The big-fish little pond effect posits that attending schools with high school-average math achievements leads to lower MSCs. Extending this theoretical model to the country-level, we show that countries with high country-average math achievements also have lower MSCs. Dimensional comparison theory predicts that MSCs are positively predicted by math achievements but negatively predicted by verbal achievements. Extending this theoretical model, we show that girls' low MSCs are due more to girls' high verbal achievements that detract from their MSCs than to their low math achievements. In support of the pan-human wide generalizability of our findings, our cross-national results generalize over 68 country/regions as well as multiple math self-belief constructs (self-efficacy, anxiety, interest, utility, future plans) and multiple gender-equality measures. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Collapse
Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Christoph Niepel
- Department of Behavioural and Cognitive Sciences, University of Luxembourg
| | - Brooke Van Zanden
- Institute for Positive Psychology and Education, Australian Catholic University
| |
Collapse
|
21
|
Antczak D, Lonsdale C, Lee J, Hilland T, Duncan MJ, del Pozo Cruz B, Hulteen RM, Parker PD, Sanders T. Physical activity and sleep are inconsistently related in healthy children: A systematic review and meta-analysis. Sleep Med Rev 2020; 51:101278. [DOI: 10.1016/j.smrv.2020.101278] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2019] [Revised: 12/13/2019] [Accepted: 01/23/2020] [Indexed: 02/06/2023]
|
22
|
Marsh HW, Parker PD, Guo J, Pekrun R, Basarkod G. Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries. Eur J Pers 2020. [DOI: 10.1002/per.2232] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self–concept theory: multidimensionality of self–concept (focusing instead on self–esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social–cognitive processes and contextual effects drive self–perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self–perceptions and their relation to distal outcomes. Our meta–theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame–of–reference and contextual effects in self–concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen–year–old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self–concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self–concept were negative for school–average math achievement (big–fish–little–pond effect), country–average achievement (paradoxical cross–cultural effect), and being young relative to year in school but positive for school–average verbal achievement (big–fish–little–pond effect—compensatory effect). We demonstrate cross–cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology
Collapse
Affiliation(s)
- Herbert W. Marsh
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
- Department of Education, University of Oxford, Oxford, United Kingdom
| | - Philip D. Parker
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
| | - Jiesi Guo
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
| | - Reinhard Pekrun
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
- Department of Psychology, University of Essex, Colchester, United Kingdom
- Department of Psychology, University of Munich, Munich, Germany
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
| |
Collapse
|
23
|
Marshall SL, Ciarrochi J, Parker PD, Sahdra BK. Is Self-Compassion Selfish? The Development of Self-Compassion, Empathy, and Prosocial Behavior in Adolescence. J Res Adolesc 2020; 30 Suppl 2:472-484. [PMID: 30884003 DOI: 10.1111/jora.12492] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Both self-compassion and empathy have been theorized to promote prosociality in youth, but there is little longitudinal data examining this possibility. We assessed self-compassion, empathy, and peer-rated prosociality yearly, in a cohort of 2,078 youth across 17 schools (M age at T1 = 14.65 years; 49.2% female), as they progressed from Grade 9-12. We utilized multi-level modeling to predict prosocial behavior, nested within students, classes, and schools. We found that self-compassion and empathy uniquely predicted peer-rated prosocial behavior. However, only empathy predicted increases in prosocial behavior across time. While self-compassion is not selfish, it does not appear to facilitate the development of kindness toward adolescent peers. Self-compassion may help to buffer against possible negative effects of empathic distress.
Collapse
|
24
|
Sahdra BK, Ciarrochi J, Parker PD, Craven R, Brockman R, Devine EK, Conigrave J, Chang DF. Discrimination as a frame-of-reference effect in overlapping friendship communities of ethnically diverse youth. Cultur Divers Ethnic Minor Psychol 2020; 26:71-81. [PMID: 30896185 DOI: 10.1037/cdp0000247] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
OBJECTIVES To what extent is the frame of reference of overlapping friendship communities important for young people's feelings of discrimination and subjective well-being? That is, do youth feel better or worse to the extent that they feel less or more discrimination than their friends? METHOD Participants (N = 898; Mage = 14.13; SDage = 3.37; 46% females; 46% Whites; 20% Indigenous; 34% other minorities) were high school students of three ethnically diverse, low socioeconomic status public schools in New South Wales, Australia. Cross-sectional data were collected to measure felt discrimination, mental health, subjective well-being, social support, and nominations of close friends. A state-of-the-art method of clustering links was used to identify overlapping friendship communities, and multiple membership multilevel models were run to examine whether community-level discrimination moderated the link between individual-level discrimination and well-being. RESULTS When the community level discrimination was low, there was no well-being related cost or benefit of individual-level discrimination. But when the community-level discrimination was high, individuals in those communities who themselves felt low discrimination had better well-being than individuals who themselves felt high discrimination. CONCLUSIONS We provide evidence for a frame-of-reference effect involving discrimination. Individuals' relative standing in their friendship communities with high group-level discrimination reliably predicted the individuals' well-being levels, regardless of ethnicity. The results highlight the importance of identifying overlapping friendship communities for understanding the dynamics of discrimination and well-being of ethnically diverse youth. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Collapse
|
25
|
Marsh HW, Guo J, Dicke T, Parker PD, Craven RG. Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony. Multivariate Behav Res 2020; 55:102-119. [PMID: 31204844 DOI: 10.1080/00273171.2019.1602503] [Citation(s) in RCA: 63] [Impact Index Per Article: 15.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
CFAs of multidimensional constructs often fail to meet standards of good measurement (e.g., goodness-of-fit, measurement invariance, and well-differentiated factors). Exploratory structural equation modeling (ESEM) represents a compromise between exploratory factor analysis' (EFA) flexibility, and CFA/SEM's rigor and parsimony, but lacks parsimony (particularly in large models) and might confound constructs that need to be kept separate. In Set-ESEM, two or more a priori sets of constructs are modeled within a single model such that cross-loadings are permissible within the same set of factors (as in Full-ESEM) but are constrained to be zero for factors in different sets (as in CFA). The different sets can reflect the same set of constructs on multiple occasions, and/or different constructs measured within the same wave. Hence, Set-ESEM that represents a middle-ground between the flexibility of traditional-ESEM (hereafter referred to as Full-ESEM) and the rigor and parsimony of CFA/SEM. Thus, the purposes of this article are to provide an overview tutorial on Set-ESEM, juxtapose it with Full-ESEM, and to illustrate its application with simulated data and diverse "real" data applications with accessible, heuristic explanations of best practice.
Collapse
Affiliation(s)
- Herbert W Marsh
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Jiesi Guo
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Theresa Dicke
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Philip D Parker
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Rhonda G Craven
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| |
Collapse
|
26
|
Sanders T, Parker PD, Del Pozo-Cruz B, Noetel M, Lonsdale C. Type of screen time moderates effects on outcomes in 4013 children: evidence from the Longitudinal Study of Australian Children. Int J Behav Nutr Phys Act 2019; 16:117. [PMID: 31783878 PMCID: PMC6884886 DOI: 10.1186/s12966-019-0881-7] [Citation(s) in RCA: 60] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2019] [Accepted: 11/12/2019] [Indexed: 11/30/2022] Open
Abstract
Background Excessive engagement with digital screens is harmful to children’s health. However, new evidence suggests that exposure at moderate levels may not be harmful and may even provide benefit. Therefore, our objective was to determine if there are curvilinear relationships between different types of screen time and a diverse set of outcomes, including health and education. Methods We address our objective using a repeated measures design. Children (N = 4013), initially aged 10–11 were assessed every 2 years between 2010 and 2014. Children’s screen time behavior was measured using time-use diaries, and categorized into five types: social, passive, interactive, educational, or other. We used measures of children’s physical health, health-related quality of life, socio-emotional outcomes, and school achievement. The analysis plan was pre-registered. Models were adjusted for gender, socio-economic status, ethnicity, number of siblings, and housing factors. Results There were linear associations between total screen time and all outcomes, such that more screen time was associated with worse outcomes. However, there was variability when examined by screen time type. Passive screen time (e.g., TV) was associated with worse outcomes, educational screen time (e.g., computer for homework) was associated with positive educational outcomes and had no negative relations with other outcomes. Interactive screen time (e.g., video games) had positive associations with educational outcomes but negative associations with other outcomes. In all instances, these significant associations were small or very small, with standardised effects < 0.07. We found little evidence of curvilinear relationships. Conclusions The small effects of screen time on children’s outcomes appear to be moderated by the type of screen time. Policy makers, educators, and parents should consider the type of screen time when considering the benefits and harms of use.
Collapse
Affiliation(s)
- Taren Sanders
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia.
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Borja Del Pozo-Cruz
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Michael Noetel
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia.,School of Behavioural and Health Sciences, Australian Catholic University, Brisbane, QLD, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| |
Collapse
|
27
|
Abstract
Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.
Collapse
Affiliation(s)
- Herbert W. Marsh
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW, Australia
- Oxford University, Oxford, UK
| | - Philip D. Parker
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW, Australia
| | - Reinhard Pekrun
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW, Australia
- Department of Psychology, University of Munich, Germany
| |
Collapse
|
28
|
Hartwig TB, Del Pozo-Cruz B, White RL, Sanders T, Kirwan M, Parker PD, Vasconcellos D, Lee J, Owen KB, Antczak D, Lubans DR, Lonsdale C. A monitoring system to provide feedback on student physical activity during physical education lessons. Scand J Med Sci Sports 2019; 29:1305-1312. [PMID: 31033042 DOI: 10.1111/sms.13438] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2018] [Revised: 03/13/2019] [Accepted: 04/03/2019] [Indexed: 11/27/2022]
Abstract
School-based physical education (PE) provides opportunities to accumulate moderate-to-vigorous physical activity (MVPA), but many students are insufficiently active during PE lessons. Providing teachers with feedback regarding their students' physical activity may increase the effectiveness of PE for achieving MVPA goals, but existing physical activity monitoring technologies have limitations in class environments. Therefore, the purpose of this study was to develop and validate a system capable of providing feedback on PE lesson MVPA. Equations for translating step counts to %MVPA were derived from measures in 492 students who concurrently wore an ActiGraph GT3X+ (ActiGraph) and Yamax pedometer (Yamax) during a PE lesson. To enhance feedback availability during PE lessons, we then developed a bespoke monitoring system using wireless tri-axial pedometers (HMM) and a smart device app. After developing and testing the monitoring system, we assessed its validity and reliability in 100 students during a PE lesson. There was a strong correlation of 0.896 between step counts and accelerometer-determined %MVPA and quantile regression equations showed good validity for translating step counts to %MVPA with a mean absolute difference of 5.3 (95% CI, 4.4-6.2). The physical activity monitoring system was effective at providing %MVPA during PE lessons with a mean difference of 1.6 ± 7.1 compared with accelerometer-determined %MVPA (7% difference between the two measurement methods). Teachers and students can use a smart device app and wireless pedometers to conveniently obtain feedback during PE lessons. Future studies should determine whether such technologies help teachers to increase physical activity during PE lessons.
Collapse
Affiliation(s)
- Timothy B Hartwig
- School of Behavioural and Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Borja Del Pozo-Cruz
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Rhiannon L White
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia.,School of Science and Health, Western Sydney University, Sydney, New South Wales, Australia
| | - Taren Sanders
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Morwenna Kirwan
- Faculty of Medicine and Health Sciences, Macquarie University, Macquarie Park, New South Wales, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Diego Vasconcellos
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Jane Lee
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Katherine B Owen
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Devan Antczak
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle University Drive, Newcastle, New South Wales, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| |
Collapse
|
29
|
Guo J, Marsh HW, Parker PD, Dicke T, Van Zanden B. Countries, parental occupation, and girls' interest in science. Lancet 2019; 393:e6-e8. [PMID: 30739708 DOI: 10.1016/s0140-6736(19)30210-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2018] [Revised: 10/22/2018] [Accepted: 01/03/2019] [Indexed: 10/27/2022]
Affiliation(s)
- Jiesi Guo
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW 2060, Australia.
| | - Herbert W Marsh
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW 2060, Australia; Department of Education, University of Oxford, Oxford, UK
| | - Philip D Parker
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW 2060, Australia
| | - Theresa Dicke
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW 2060, Australia
| | - Brooke Van Zanden
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW 2060, Australia
| |
Collapse
|
30
|
Parker PD, Marsh HW, Thoemmes F, Biddle N. The negative year in school effect: Extending scope and strengthening causal claims. Journal of Educational Psychology 2019. [DOI: 10.1037/edu0000270] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
31
|
Donald JN, Ciarrochi J, Parker PD, Sahdra BK. Compulsive internet use and the development of self-esteem and hope: A four-year longitudinal study. J Pers 2018; 87:981-995. [PMID: 30592047 DOI: 10.1111/jopy.12450] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 12/12/2018] [Accepted: 12/20/2018] [Indexed: 11/27/2022]
Abstract
OBJECTIVE Compulsive internet use (CIU) has been linked to decrements in mental health and well-being. However, relatively little is known about how CIU relates to evaluations of the self, and in particular, whether CIU is antecedent to or is a consequence of negative evaluations of one's social worth (self-esteem) and general efficacy (hope). To examine this, we explored the longitudinal relations between CIU and the development of self-esteem and hope among adolescents over a four-year period. METHOD Two thousand eight hundred and nine adolescents completed measures yearly from Grade 8 (MAge = 13.7) to Grade 11. Autoregressive cross-lagged structural equation models were used to test whether CIU influenced or was influenced by self-esteem and hope. RESULTS We found consistent support for a CIU-as-antecedent model. CIU preceded reductions in trait hope, and small reductions in self-esteem. In contrast, we did not find evidence for a CIU-as-consequence model: low self-esteem and hope did not predict increases in CIU over time. CONCLUSIONS Our findings suggest that CIU has negative consequences for young people's feelings of goal-efficacy, and that interventions that address the compulsive use of the internet are likely to strengthen hope and self-esteem among young people.
Collapse
Affiliation(s)
- James N Donald
- University of Sydney Business School, Sydney, New South Wales, Australia
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Baljinder K Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia
| |
Collapse
|
32
|
Dicke T, Marsh HW, Parker PD, Pekrun R, Guo J, Televantou I. Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology 2018. [DOI: 10.1037/edu0000259] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
33
|
White RL, Parker PD, Lubans DR, MacMillan F, Olson R, Astell-Burt T, Lonsdale C. Domain-specific physical activity and affective wellbeing among adolescents: an observational study of the moderating roles of autonomous and controlled motivation. Int J Behav Nutr Phys Act 2018; 15:87. [PMID: 30200980 PMCID: PMC6131748 DOI: 10.1186/s12966-018-0722-0] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2017] [Accepted: 09/03/2018] [Indexed: 12/31/2022] Open
Abstract
BACKGROUND Abundant evidence demonstrates a relationship between physical activity and mental wellbeing. However, the strength of the relationship is not consistent. Factors contributing to variation in the strength of association are not well understood and, therefore, it remains difficult to optimize physical activity to ensure the strongest possible relationship with mental health. Self-determination theory suggests that more autonomously motivated behaviors lead to better mental health outcomes, when compared to more controlled behaviors. Therefore, we examined whether autonomous and controlled motivation moderated the relationships between physical activity and affective wellbeing within two domains (i.e., leisure-time and active travel). METHODS Between February and April 2014, adolescents (N = 1632, M age = 12.94 years, SD = 0.54, 55% male) wore an accelerometer across seven-days and completed self-report measures of leisure-time physical activity and active travel. They also completed two measures of motivation (towards leisure-time physical activity and active travel) and an affective wellbeing measure. RESULTS Structural equation modeling revealed that greater self-reported leisure-time physical activity was associated with greater positive affect (β = .29) and less negative affect (β = -.19) and that motivation did not moderate these relationships. Self-reported active travel had no linear relationship with affective wellbeing, and motivation did not moderate these relationships. Accelerometer-measured leisure-time physical activity had no relationship with positive affect but, had a weak inverse association with negative affect (β = -.09), and neither relationship was moderated by motivation. Accelerometer-measured active travel had no association with positive affect; however, autonomous motivation significantly moderated this association such that active travel had a positive association with positive affect when autonomous motivation was high (β = .09), but a negative association when autonomous motivation was low (β = -.07). Accelerometer-measured active travel had no association with negative affect. Despite some significant moderation effects, motivation did not consistently moderate the relationship between all physical activity variables (leisure-time and active travel, and self-report and accelerometer) and affective outcomes. CONCLUSIONS Tailoring physical activity interventions and guidelines to prioritize leisure-time ahead of other life domains could benefit wellbeing. Promoting autonomous participation in active travel may also be associated with increased wellbeing among adolescents.
Collapse
Affiliation(s)
- Rhiannon Lee White
- School of Science and Health, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751 Australia
- Institute for Positive Psychology and Education, Australian Catholic University, PO Box 968, North Sydney, NSW 2059 Australia
| | - Philip D. Parker
- Institute for Positive Psychology and Education, Australian Catholic University, PO Box 968, North Sydney, NSW 2059 Australia
| | - David R. Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, University Drive, Callaghan, NSW 2308 Australia
| | - Freya MacMillan
- School of Science and Health, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751 Australia
| | - Rebecca Olson
- School of Social Science, The University of Queensland, QLD, St. Lucia, 4072 Australia
| | - Thomas Astell-Burt
- Population Wellbeing and Environment Research Lab (PowerLab), School of Health and Society, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522 Australia
- Menzies Centre for Health Policy, University of Sydney, Camperdown, NSW 2006 Australia
- School of Public Health, Peking Union Medical College, Tsinghua University and Chinese Academy of Medical Sciences, Beijing, 100006 China
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University, PO Box 968, North Sydney, NSW 2059 Australia
| |
Collapse
|
34
|
Dicke T, Marsh HW, Riley P, Parker PD, Guo J, Horwood M. Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals. Front Psychol 2018; 9:584. [PMID: 29760670 PMCID: PMC5936966 DOI: 10.3389/fpsyg.2018.00584] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 04/06/2018] [Indexed: 12/29/2022] Open
Abstract
School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large sample of Australian school principals (N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (set-ESEM), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal's psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors.
Collapse
Affiliation(s)
- Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| | - Herbert W Marsh
- Department of Education, University of Oxford, Oxford, United Kingdom
| | - Philip Riley
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| | - Marcus Horwood
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| |
Collapse
|
35
|
Parker PD, Marsh HW, Guo J, Anders J, Shure N, Dicke T. An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology 2018. [DOI: 10.1037/edu0000215] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
36
|
Owen KB, Parker PD, Astell-Burt T, Lonsdale C. Regular Physical Activity and Educational Outcomes in Youth: A Longitudinal Study. J Adolesc Health 2018; 62:334-340. [PMID: 29229462 DOI: 10.1016/j.jadohealth.2017.09.014] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2017] [Revised: 08/17/2017] [Accepted: 09/14/2017] [Indexed: 01/21/2023]
Abstract
PURPOSE The objectives of this study were to determine whether longitudinal changes in accelerometer-assessed moderate-to-vigorous physical activity (MVPA) were associated with changes in educational outcomes (i.e., academic performance and mathematics engagement) and to examine whether the association was nonlinear. METHODS Longitudinal data were collected from 2,194 Australian adolescents (mean age = 13.40 years, standard deviation = .73) at two time points (Term 1, 2014, and Term 2, 2015). To measure the total MVPA, the adolescents wore an accelerometer for seven consecutive days. The participants responded to a questionnaire to measure mathematics engagement and completed a nationally administered numeracy test to assess academic performance. RESULTS Latent change score models indicated that increases in MVPA had a positive quadratic association with National Assessment Program-Literacy and Numeracy (NAPLAN) scores in girls (β = .39, p < .001) but not boys. In comparison, cross-sectional regression analyses indicated that MVPA had a positive quadratic association with NAPLAN scores in grade 7 (β = .92, p = .04) boys and in grade 9 boys (β = .60, p = .06), but not in girls. There was also a positive quadratic association between MVPA and school engagement in grade 9 boys (β = .77, p = .03). CONCLUSIONS Cross-sectional evidence indicated that boys who were more physically active had better educational outcomes than their less active peers, and girls who increased their regular physical activity showed improvements in academic performance. All students need to increase their physical activity levels for health and educational benefits, without compromising the time spent on study and homework.
Collapse
Affiliation(s)
- Katherine B Owen
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Thomas Astell-Burt
- Population Wellbeing and Environment Research Lab (PowerLab), School of Health and Society, University of Wollongong, Wollongong, New South Wales, Australia; Menzies Centre for Health Policy, University of Sydney, Sydney, New South Wales, Australia; Illawarra Health and Medical Research Institute, Wollongong, New South Wales, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia.
| |
Collapse
|
37
|
Marsh HW, Pekrun R, Murayama K, Arens AK, Parker PD, Guo J, Dicke T. An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. Dev Psychol 2018; 54:263-280. [DOI: 10.1037/dev0000393] [Citation(s) in RCA: 82] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
38
|
Morin AJS, Arens AK, Tracey D, Parker PD, Ciarrochi J, Craven RG, Maïano C. Self-Esteem Trajectories and Their Social Determinants in Adolescents With Different Levels of Cognitive Ability. Am J Intellect Dev Disabil 2017; 122:539-560. [PMID: 29115873 DOI: 10.1352/1944-7558-122.6.539] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examines the development of self-esteem in a sample of 138 Australian adolescents (90 males; 48 females) with cognitive abilities in the lowest 15% (L-CA) and a matched sample of 556 Australian adolescents (312 males; 244 females) with average to high levels of cognitive abilities (A/H-CA). These participants were measured annually (Grade 7 to 12). The findings showed that adolescents with L-CA and A/H-CA experience similar high and stable self-esteem trajectories that present similar relations with key predictors (sex, school usefulness and dislike, parenting, and peer integration). Both groups revealed substantial gender differences showing higher levels of self-esteem for adolescent males remaining relatively stable over time, compared to lower levels among adolescent females which decreased until midadolescence before increasing back.
Collapse
Affiliation(s)
- Alexandre J S Morin
- Alexandre J. S. Morin, Substantive-Methodological Synergy Research Laboratory Department of Psychology, Concordia University, Montreal, Canada
| | - A Katrin Arens
- A. Katrin Arens, German Institute for International Educational Research, Frankfurt, Germany
| | - Danielle Tracey
- Danielle Tracey, Western Sydney University, Sydney, Australia
| | - Philip D Parker
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Joseph Ciarrochi
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Rhonda G Craven
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Christophe Maïano
- Christophe Maïano, Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO), Saint-Jérôme, Canada
| |
Collapse
|
39
|
Sortheix FM, Parker PD, Lechner CM, Schwartz SH. Changes in Young Europeans’ Values During the Global Financial Crisis. Social Psychological and Personality Science 2017. [DOI: 10.1177/1948550617732610] [Citation(s) in RCA: 43] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
We investigate the impact of the global financial crisis (GFC) on the personal values of youth and young adults (age 16–35 years) from 16 European countries. Using time series cross-sectional data from seven waves (2002–2014) of the European Social Survey, we examined (1) whether the GFC led to value shifts between cohorts of young people and (2) whether welfare state provision moderate the expected value shifts. Multilevel analyses showed that, following the GFC, the importance of security, tradition, benevolence, and, to a lesser extent, conformity values increased. In contrast, hedonism, self-direction, and stimulation values decreased. In line with our moderation hypothesis, power, and, to a lesser extent, achievement values increased following the GFC in countries low on welfare expenditures but decreased in countries high on welfare expenditures. Contrary to expectations, increases in tradition and benevolence values were more pronounced in high-welfare countries.
Collapse
Affiliation(s)
- Florencia M. Sortheix
- Faculty of Educational Psychology, University of Helsinki, Helsinki, Finland
- Faculty of Psychology, University of Jyväskylä, Finland
| | - Philip D. Parker
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | | | | |
Collapse
|
40
|
Duineveld JJ, Parker PD, Ryan RM, Ciarrochi J, Salmela-Aro K. The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Dev Psychol 2017; 53:1978-1994. [DOI: 10.1037/dev0000364] [Citation(s) in RCA: 57] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
41
|
Donald JN, Ciarrochi J, Parker PD, Sahdra BK, Marshall SL, Guo J. A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents. J Pers 2017; 86:619-630. [PMID: 28833177 DOI: 10.1111/jopy.12340] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Self-compassion has been framed as a healthy alternative to self-esteem, as it is nonevaluative. However, rather than being alternatives, it may be that the two constructs develop in a mutually reinforcing way. The present study tested this possibility among adolescents. METHOD A large adolescent sample (N = 2,809; 49.8% female) reported levels of trait self-esteem and self-compassion annually for 4 years. Autoregressive cross-lagged structural equation models were used to estimate the reciprocal longitudinal relations between the two constructs. RESULTS Self-esteem consistently predicted changes in self-compassion across the 4 years of the study, but not vice versa. CONCLUSIONS Self-esteem appears to be an important antecedent of the development of self-compassion, perhaps because the capacity to extend compassion toward the self depends on one's appraisals of worthiness. These findings add important insights to our theoretical understanding of the development of self-compassion.
Collapse
Affiliation(s)
- James N Donald
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Baljinder K Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Sarah L Marshall
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| |
Collapse
|
42
|
Marsh HW, Craven RG, Parker PD, Parada RH, Guo J, Dicke T, Abduljabbar AS. Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Dev Psychol 2017; 52:1994-2009. [PMID: 27893244 DOI: 10.1037/dev0000241] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The temporal ordering of depression, aggression, and victimization has important implications for theory, policy, and practice. For a representative sample of high school students (Grades 7-10; N = 3,793) who completed the same psychometrically strong, multiitem scales 6 times over a 2-year period, there were reciprocal effects between relational-aggression and relational-victimization factors: aggression led to subsequent victimization and victimization led to subsequent aggression. After controlling for prior depression, aggression, and victimization, depression had a positive effect on subsequent victimization, but victimization had no effect on subsequent depression. Aggression neither affected nor was affected by depression. The results suggest that depression is a selection factor that leads to victimization, but that victimization has little or no effect on subsequent depression beyond what can be explained by the preexisting depression. In support of developmental equilibrium, the results were consistent across the 6 waves. (PsycINFO Database Record
Collapse
Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | | | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University
| | | |
Collapse
|
43
|
Owen KB, Parker PD, Astell-Burt T, Lonsdale C. Effects of physical activity and breaks on mathematics engagement in adolescents. J Sci Med Sport 2017; 21:63-68. [PMID: 28751075 DOI: 10.1016/j.jsams.2017.07.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2016] [Revised: 04/20/2017] [Accepted: 07/05/2017] [Indexed: 01/08/2023]
Abstract
OBJECTIVES The purpose of this study was to determine whether physical activity has a positive relationship with school engagement regardless of the presence or absence of a recess or lunch break before the classroom lesson. DESIGN Data were collected over three ten-week periods: January-April 2014 (Time 1), October-December 2014 (Time 2), and April-June 2015 (Time 3). METHODS A cohort of 2194 adolescents (mean age=13.40years, SD=.73) wore an accelerometer during the hour before a mathematics lesson and completed a questionnaire following the mathematics lesson to assess school engagement in that lesson. RESULTS Linear mixed models indicated that moderate-intensity activity before a mathematics lesson had a positive linear relationship with cognitive engagement (β=.40, p<.05). Recess breaks before a mathematics lesson had a negative relationship with overall, behavioural, emotional, and cognitive engagement (β=-.18, p<.01, β=-.19, p<.01, β=-.13, p=.03, and β=-.13, p=.04, respectively). CONCLUSIONS Promoting moderate-intensity activity prior to mathematics lessons could improve students' cognitive engagement. Educators should be aware that students tend to demonstrate the lowest levels of school engagement after recess breaks.
Collapse
Affiliation(s)
| | | | - Thomas Astell-Burt
- School of Health and Society, University of Wollongong, Australia; School of Geography and Geosciences, University of St Andrews, United Kingdom
| | | |
Collapse
|
44
|
Sahdra BK, Ciarrochi J, Parker PD, Basarkod G, Bradshaw EL, Baer R. Are People Mindful in Different Ways? Disentangling the Quantity and Quality of Mindfulness in Latent Profiles and Exploring Their Links to Mental Health and Life Effectiveness. Eur J Pers 2017. [DOI: 10.1002/per.2108] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
We sought to disambiguate the quantitative and qualitative components of mindfulness profiles, examine whether including ‘nonattachment’ as a subcomponent of mindfulness alters the profiles, and evaluate the extent to which the person–centred approach to understanding mindfulness adds predictive power beyond a more parsimonious variable–centred approach. Using data from a nationally representative sample of Americans ( N = 7884; 52% female; Age: M = 47.9, SD = 16), we utilized bifactor exploratory structural equation modelling and latent profile analysis to separate the level and shape of previously identified profiles of mindfulness (Pearson, Lawless, Brown, & Bravo, 2015). Consistent with past research, we identified a judgmentally observing profile and a non–judgmentally aware group, but inconsistent with past research, we did not find profiles that showed high or low levels on all specific aspects of mindfulness. Adding nonattachment did not alter the shape of the profiles. Profile membership was meaningfully related to demographic variables. In models testing the distinctive predictive utility of the profiles, the judgmentally observing profile, compared to the other profiles, showed the highest levels of mental ill–health, but also the highest levels of life satisfaction and effectiveness. We discuss the implications of our study for clinical interventions and understanding the varieties of mindfulness. Copyright © 2017 European Association of Personality Psychology
Collapse
Affiliation(s)
- Baljinder K. Sahdra
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Philip D. Parker
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Emma L. Bradshaw
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Ruth Baer
- Department of Psychology, University of Kentucky, Kentucky, USA
| |
Collapse
|
45
|
White RL, Babic MJ, Parker PD, Lubans DR, Astell-Burt T, Lonsdale C. Domain-Specific Physical Activity and Mental Health: A Meta-analysis. Am J Prev Med 2017; 52:653-666. [PMID: 28153647 DOI: 10.1016/j.amepre.2016.12.008] [Citation(s) in RCA: 261] [Impact Index Per Article: 37.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/30/2016] [Revised: 10/27/2016] [Accepted: 12/06/2016] [Indexed: 12/19/2022]
Abstract
CONTEXT The mental health benefits of physical activity are well established. However, less is known about whether the relationship between physical activity and mental health is consistent across different life domains. It is important to understand how context may influence the relationship between physical activity and mental health so that interventions and policy guidelines can be tailored to maximize positive effects. EVIDENCE ACQUISITION In 2015, systematic searches of four databases identified 13,435 records, of which 98 studies met the inclusion criteria. EVIDENCE SYNTHESIS Included studies were published between 1988 and 2015 and had a combined sample size of 648,726. Of the 98 included studies, 93 examined leisure-time physical activity, 14 examined work-related physical activity, 15 examined transport physical activity, 16 examined household physical activity, three examined school sport, and three examined physical education. Multi-level meta-analyses showed that leisure-time physical activity (r =0.13) and transport physical activity (r =0.13) both had a positive association with mental health. Leisure-time physical activity (r = -0.11) and school sport (r = -0.09) both had an inverse association with mental ill-health. However, physical activity was not consistently associated with lower mental ill-health across domains, as work-related physical activity was positively associated with mental ill-health (r =0.09). Household physical activity and participation in physical education had no relationship with mental health or mental ill-health. CONCLUSIONS The domain in which physical activity occurs influences the relationship between physical activity and mental health and should, therefore, be considered when developing interventions, treatment programs, and policy guidelines.
Collapse
Affiliation(s)
- Rhiannon Lee White
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Mark J Babic
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
| | - Thomas Astell-Burt
- Population Wellbeing and Environment Research Lab (PowerLab), School of Health and Society, Faculty of Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia; Early Start Research Institute, Faculty of Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia; Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, New South Wales, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, New South Wales, Australia.
| |
Collapse
|
46
|
Ciarrochi J, Morin AJS, Sahdra BK, Litalien D, Parker PD. A longitudinal person-centered perspective on youth social support: Relations with psychological wellbeing. Dev Psychol 2017; 53:1154-1169. [PMID: 28414510 DOI: 10.1037/dev0000315] [Citation(s) in RCA: 42] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Past research suggests that perceived social support from parents, teachers, and peers are all positively associated with wellbeing during adolescence. However, little longitudinal research has examined the implications of distinctive combinations of social support for developing adolescents. To address this limitation, we measured multiple dimensions of social support, psychological ill-health, and wellbeing in a sample of 2034 Australian adolescents (Mage = 13.7; 49.6% male) measured in Grades 8 and 11. Latent transition analyses identified a 6-profile solution for both waves of data, and revealed substantial inequality in perceived social support. Two "socially rich" profiles corresponded to 7% of the sample and had high social support (>1SD above sample mean) from at least two sources. (Fully Integrated; Parent and Peer Supported). In contrast, 25% of the sample was "socially poor," having support that was between -.65 to -.86 SD below the sample mean for all 3 sources (Isolated profile). None of the other profiles (Peer Supported; Moderately Supported; Weakly Supported) had levels of support below -.37 SD from any source. Furthermore, almost all wellbeing problems were concentrated in the Isolated Profile, with negative effects more pronounced in Grade 11 than Grade 8. Despite feeling low parent and teacher support, adolescents in the Peer Supported profile felt strong peer support and average to above-average levels of wellbeing in Grades 8 and 11. However, they also had an 81% chance of making a negative transition to either the Isolated or Weakly Supported profiles in Grade 11. (PsycINFO Database Record
Collapse
|
47
|
Marsh HW, Pekrun R, Parker PD, Murayama K, Guo J, Dicke T, Lichtenfeld S. Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology 2017. [DOI: 10.1037/edu0000144] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
48
|
Parker PD, Martin AJ, Martinez C, Marsh HW, Jackson S. Longitudinal Approaches to Stages of Change Measurement: Effects on Cognitive and Behavioral Physical Activity Factors. Measurement and Evaluation in Counseling and Development 2017. [DOI: 10.1177/0748175610374582] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
| | | | | | | | - Susan Jackson
- University of Queensland, Brisbane, Queensland, Australia
| |
Collapse
|
49
|
Marsh HW, Guo J, Parker PD, Nagengast B, Asparouhov T, Muthén B, Dicke T. What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Psychol Methods 2017; 23:524-545. [PMID: 28080078 DOI: 10.1037/met0000113] [Citation(s) in RCA: 90] [Impact Index Per Article: 12.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Scalar invariance is an unachievable ideal that in practice can only be approximated; often using potentially questionable approaches such as partial invariance based on a stepwise selection of parameter estimates with large modification indices. Study 1 demonstrates an extension of the power and flexibility of the alignment approach for comparing latent factor means in large-scale studies (30 OECD countries, 8 factors, 44 items, N = 249,840), for which scalar invariance is typically not supported in the traditional confirmatory factor analysis approach to measurement invariance (CFA-MI). Importantly, we introduce an alignment-within-CFA (AwC) approach, transforming alignment from a largely exploratory tool into a confirmatory tool, and enabling analyses that previously have not been possible with alignment (testing the invariance of uniquenesses and factor variances/covariances; multiple-group MIMIC models; contrasts on latent means) and structural equation models more generally. Specifically, it also allowed a comparison of gender differences in a 30-country MIMIC AwC (i.e., a SEM with gender as a covariate) and a 60-group AwC CFA (i.e., 30 countries × 2 genders) analysis. Study 2, a simulation study following up issues raised in Study 1, showed that latent means were more accurately estimated with alignment than with the scalar CFA-MI, and particularly with partial invariance scalar models based on the heavily criticized stepwise selection strategy. In summary, alignment augmented by AwC provides applied researchers from diverse disciplines considerable flexibility to address substantively important issues when the traditional CFA-MI scalar model does not fit the data. (PsycINFO Database Record
Collapse
Affiliation(s)
- Herbert W Marsh
- Institute of Positive Psychology and Education, Australian Catholic University
| | - Jiesi Guo
- Institute of Positive Psychology and Education, Australian Catholic University
| | - Philip D Parker
- Institute of Positive Psychology and Education, Australian Catholic University
| | - Benjamin Nagengast
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen
| | | | | | - Theresa Dicke
- Institute of Positive Psychology and Education, Australian Catholic University
| |
Collapse
|
50
|
Donald JN, Atkins PW, Parker PD, Christie AM, Ryan RM. Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present-moment awareness and stress responses. Journal of Research in Personality 2016. [DOI: 10.1016/j.jrp.2016.09.002] [Citation(s) in RCA: 49] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|