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Harvey LJ, White FA. Emotion self-stigma as a unique predictor of help-seeking intentions: A comparative analysis of early adolescents and young adults. Psychol Psychother 2023; 96:762-777. [PMID: 37070732 DOI: 10.1111/papt.12467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 03/26/2023] [Accepted: 04/05/2023] [Indexed: 04/19/2023]
Abstract
OBJECTIVES There has been limited consideration of the role emotion self-stigma (i.e. beliefs that experiencing and expressing so called 'negative' emotions are unacceptable) may play in help-seeking for emotional distress. This study is the first to investigate whether emotion self-stigma uniquely predicts help-seeking intentions across two key emotion vulnerability periods in development: (a) early adolescence and (b) young adulthood. METHODS AND DESIGN Cross-sectional data were collected from secondary school (n = 510; M age = 13.96 years) and university students (n = 473; M age = 19.19 years) residing in Australia. Both samples completed measures online examining demographic characteristics, emotional competence, mental health and help-seeking stigma, emotion self-stigma, and help-seeking intentions. The Data were analysed using hierarchical multiple regression. RESULTS Emotion self-stigma was a significant unique predictor of help-seeking intentions in young adults but not adolescents. The strength of the relationship between increased emotion self-stigma and lowered help-seeking intentions was similar for both males and females, regardless of developmental period. CONCLUSIONS Addressing emotion self-stigma alongside mental illness and help-seeking stigma may be useful to improve help-seeking outcomes, particularly as young people transition into early adulthood.
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Affiliation(s)
- Lauren J Harvey
- School of Psychology, University of Sydney, Camperdown, New South Wales, Australia
| | - Fiona A White
- School of Psychology, University of Sydney, Camperdown, New South Wales, Australia
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Fan S, Yu Z, Zheng X, Gao C. Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy. Front Psychol 2023; 14:1057158. [PMID: 37441334 PMCID: PMC10335833 DOI: 10.3389/fpsyg.2023.1057158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 06/02/2023] [Indexed: 07/15/2023] Open
Abstract
Introduction Integrating the Internet and traditional teaching has enriched teaching resources and methods and introduced many advanced digital media. The smart teaching process is influenced by teachers' psychological adaptability, which can be affected by teachers' work engagement. However, the relationship between the two has not received sufficient attention in the literature. This study aims to analyze the relationship between college teachers' psychological adaptability and work engagement in a smart teaching environment. Methods Applying structural equation modeling (SEM) to a sample of 373 front-line teachers, this study focuses on the mediating effect of digital information literacy self-efficacy on the relationship between teachers' psychological adaptability and work engagement. Results The results show that the four dimensions of college teachers' psychological adaptability strongly influence work engagement and digital information literacy self-efficacy. In particular, teachers' psychological adaptability and work engagement are positively correlated; teachers' self-efficacy can positively affect the three dimensions of their work engagement, and teachers' psychological adaptability can positively affect their digital information literacy self-efficacy. Conclusion The above results can serve as a basis for the development and improvement of the training of college teachers and the implementation of smart teaching. The study findings highlight the importance of training teachers on information technology teaching and implementing measures to enhance teachers' digital information literacy self-efficacy. Training should focus on the knowledge and skills of teachers using information technology teaching and increase the practical links of teachers using information technology teaching.
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Affiliation(s)
- Shiyi Fan
- Faculty of Education, Southwest University, Chongqing, China
- Department of Faculty Affairs, Chongqing Jiaotong University, Chongqing, China
| | - Zeyuan Yu
- Faculty of Education, Southwest University, Chongqing, China
| | - Xin Zheng
- Faculty of Education, Southwest University, Chongqing, China
| | - Chunhai Gao
- Faculty of Education, Shenzhen University, Shenzhen, Guangdong, China
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Impacts of Self-Efficacy on Food and Dietary Choices during the First COVID-19 Lockdown in China. Foods 2022; 11:foods11172668. [PMID: 36076852 PMCID: PMC9455677 DOI: 10.3390/foods11172668] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2022] [Revised: 07/24/2022] [Accepted: 07/25/2022] [Indexed: 02/06/2023] Open
Abstract
The COVID-19 pandemic has caused a global public health emergency, increasing the prevalence of emotional distress, and potentially leading to altered diet behavior. Self-efficacy measures various aspects of perceiving and understanding emotions. The present study was carried out with the objective of understanding the effect of emotional self-efficacy on dietary behavior and quality. It also shed light on which elements contributed to the link between food-related behavior and perceived dietary quality during the first lockdown of the COVID-19 pandemic. Based on the factor analysis of nineteen food groups, choices, consumption, and socioeconomic status were examined in a sample of 441 Chinese participants. Multiple linear regression examined the association between food consumption, dietary quality, and self-efficacy. Contrary to prior research, the intake of salty snacks and alcoholic beverages dropped by 3.3% and 2.8%, respectively, during the first lockdown. Emotional self-efficacy negatively mediated the relationship between socioeconomic status and dietary quality. In conclusion, emotional self-efficacy is a well-established tool for evaluating how Chinese people cope with negative emotions. As an individual’s dietary quality was affected during the imposed lockdown, the present study offers valuable insight into psychosocial factors that may contribute to health disparities by advocating for organized nutritional support in future epidemic-related quarantines.
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Pearce E, Barreto M, Victor C, Hammond C, Eccles AM, Richins MT, O'Neil A, Knowles ML, Qualter P. Choking under pressure: Does it get easier with age? How loneliness affects social monitoring across the life span. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022; 46:50-62. [PMID: 35001994 PMCID: PMC8727830 DOI: 10.1177/0165025420979369] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Previous experimental work showed that young adults reporting loneliness performed less well on emotion recognition tasks (Diagnostic Analysis of Nonverbal Accuracy [DANVA-2]) if they were framed as indicators of social aptitude, but not when the same tasks were framed as indexing academic aptitude. Such findings suggested that undergraduates reporting loneliness possessed the social monitoring skills necessary to read the emotions underlying others’ facial expressions, but that they choked under social pressure. It has also been found that undergraduates reporting loneliness have better recall for both positive and negative social information than their non-lonely counterparts. Whether those effects are evident across different age groups has not been examined. Using data from the British Broadcasting Corporation (BBC) Loneliness Experiment that included participants aged 16–99 years (N = 54,060), we (i) test for replication in a larger worldwide sample and (ii) extend those linear model analyses to other age groups. We found only effects for participants aged 25–34 years: In this age group, loneliness was associated with increased recall of negative individual information, and with choking under social pressure during the emotion recognition task; those effects were small. We did not find any such effects among participants in other age groups. Our findings suggest that different cognitive processes may be associated with loneliness in different age groups, highlighting the importance of life-course approaches in this area.
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Salokivi M, Salanterä S, Ala-Ruona E. Scoping review and concept analysis of early adolescents’ emotional skills: Towards development of a music therapy assessment tool. NORDIC JOURNAL OF MUSIC THERAPY 2021. [DOI: 10.1080/08098131.2021.1903977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Maija Salokivi
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyvaskyla, Finland
| | - Sanna Salanterä
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Esa Ala-Ruona
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyvaskyla, Finland
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de Alvarenga WA, Nascimento LC, Dos Santos CB, Leite ACAB, Mühlan H, Schmidt S, Bullinger M, de Carvalho EC, Bredle J, Arnold B, de Castro Coelho R, Vieira M. Measuring Spiritual Well-Being in Brazilian Adolescents with Chronic Illness Using the FACIT-Sp-12: Age Adaptation of the Self-Report Version, Development of the Parental-Report Version, and Validation. JOURNAL OF RELIGION AND HEALTH 2019; 58:2219-2240. [PMID: 31446605 DOI: 10.1007/s10943-019-00901-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Spiritual well-being is a major issue in health care, but instruments for measuring this construct in adolescents are lacking. This study adapted the 12-item Functional Assessment of Chronic Illness Therapy-Spiritual Well-being Scale (FACIT-Sp-12) for use with Brazilian adolescents with chronic diseases and developed a parental observer-rated version, using an expert panel, back-translation, and cognitive interviews with 72 participants. The psychometric properties of both versions were verified with two- and three-factor models by testing with 212 participants. The self- and parental-reported versions showed face validity, content validity, and acceptable levels of internal consistency for the overall scale and the two-factor model. The convergent validity was satisfactory for most items in both two- and three-factor models, but there was a lack of discrimination in the three-factor model using multitrait-multimethod analysis. This study presents the first instrument to assess the spiritual well-being of adolescents from their point of view and to allow their parents to serve as evaluators. However, we recommend further psychometric testing of the self- and parental-report scales to assess spiritual well-being in adolescents with chronic diseases in Brazil.
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Affiliation(s)
- Willyane Andrade de Alvarenga
- Maternal-Infant and Public Health Nursing Department, WHO Collaborating Centre for Nursing Research Development, University of Sao Paulo at Ribeirao Preto College of Nursing, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14040-902, Brazil.
| | - Lucila Castanheira Nascimento
- Maternal-Infant and Public Health Nursing Department, WHO Collaborating Centre for Nursing Research Development, University of Sao Paulo at Ribeirao Preto College of Nursing, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14040-902, Brazil
| | - Claudia Benedita Dos Santos
- Maternal-Infant and Public Health Nursing Department, WHO Collaborating Centre for Nursing Research Development, University of Sao Paulo at Ribeirao Preto College of Nursing, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14040-902, Brazil
| | - Ana Carolina Andrade Biaggi Leite
- Maternal-Infant and Public Health Nursing Department, WHO Collaborating Centre for Nursing Research Development, University of Sao Paulo at Ribeirao Preto College of Nursing, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14040-902, Brazil
| | - Holger Mühlan
- Department Health and Prevention, Institute of Psychology, Ernst-Moritz-Arndt-University of Greifswald, Greifswald, Germany
| | - Silke Schmidt
- Department Health and Prevention, Institute of Psychology, Ernst-Moritz-Arndt-University of Greifswald, Greifswald, Germany
| | - Monika Bullinger
- Department of Medical Psychology, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Emília Campos de Carvalho
- Department of General and Specialized Nursing, WHO Collaborating Centre for Nursing Research Development, University of Sao Paulo at Ribeirao Preto College of Nursing, Ribeirão Preto, SP, Brazil
| | - Jason Bredle
- FACIT.org, 381 S. Cottage Hill Ave., Elmhurst, IL, 60126, USA
| | - Benjamin Arnold
- FACIT.org, 381 S. Cottage Hill Ave., Elmhurst, IL, 60126, USA
| | | | - Margarida Vieira
- School of Nursing, Centre for Interdisciplinary Research in Health, Institute of Health Sciences, Universidade Católica Portuguesa, Porto, Portugal
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Climie EA, Saklofske DH, Mastoras SM, Schwean VL. Trait and Ability Emotional Intelligence in Children With ADHD. J Atten Disord 2019; 23:1667-1674. [PMID: 28372471 DOI: 10.1177/1087054717702216] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE The purpose of this study was to examine trait and ability emotional intelligence (EI) in children with ADHD. METHOD Forty-one children with ADHD (9-11 years) completed two measures of EI-the Bar-On Emotional Quotient Inventory: Youth Version-short form (EQi:YV-Brief) and the Mayer-Salovey-Caruso Emotional Intelligence Test, Youth Research Version (MSCEIT-YRV). RESULTS Children with ADHD did not differ on total EI scores from the normative data on either the ability or trait EI measures. However, they scored above the group norms on the MSCEIT-YRV subscale of Managing Emotions and lower on Understanding Emotions. On the EQi:YV-Brief, children with ADHD reported significantly lower Interpersonal and Adaptability EI. CONCLUSION Children with ADHD are relatively similar to children without ADHD when examining EI scores. However, there is some variability in the EI measures which should be considered when creating intervention programs.
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Davis SK, Nowland R, Qualter P. The Role of Emotional Intelligence in the Maintenance of Depression Symptoms and Loneliness Among Children. Front Psychol 2019; 10:1672. [PMID: 31379688 PMCID: PMC6660264 DOI: 10.3389/fpsyg.2019.01672] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2019] [Accepted: 07/02/2019] [Indexed: 11/13/2022] Open
Abstract
Identifying factors that predict the maintenance of depression and loneliness in children is important for intervention design. Whilst emotional intelligence (EI) has been identified as a predictor of mental health, research examining how both trait and ability EI contribute to long-term patterns of symptomatology in children is markedly absent. We examined the impact of both TEI and AEI on the maintenance of loneliness and depressive symptoms over 1 year in children aged 9-11 years. Two hundred and thirteen children (54% male) completed the TEIQue-CF and the MSCEIT-YV at the first time point of the study, and the Child Depression Inventory and the Loneliness and Aloneness Scale for Children and Adolescents at Time 1 and, again, 1 year later. Findings indicate that emotional skills (AEI) are important for predicting the maintenance of depressive symptoms and loneliness in children over 1 year; emotional self-competency (TEI) is less influential, only contributing to long-term loneliness in girls. Moreover, whilst deficiencies in the ability to perceive and understand emotions were predictive of prolonged symptomatology, so, too, were proficiencies in using emotion to facilitate thinking and emotion management. Those findings carry important implications for EI theory and future research. They also indicate that EI interventions tailored to groups of "at risk" school children may be useful for reducing specific profiles of internalizing symptoms. Programs targeting AEI skills may be universally helpful for reducing the likelihood that depressive symptoms and loneliness will be maintained over time in middle childhood; girls at risk for prolonged loneliness would additionally benefit from opportunities to bolster TEI.
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Affiliation(s)
- Sarah K. Davis
- Department of Psychology, Institute of Health and Society, University of Worcester, Worcester, United Kingdom
| | - Rebecca Nowland
- Child Health and Well-Being Research Group, School of Nursing, University of Central Lancashire, Preston, United Kingdom
| | - Pamela Qualter
- Manchester Institute of Education, The University of Manchester, Manchester, United Kingdom
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Psychometric properties of the Escala de Autoeficacia para la Depresión en Adolescentes (EADA) among Latino youth with type 1 diabetes. Diabetol Int 2019; 10:126-137. [PMID: 31139531 DOI: 10.1007/s13340-018-0378-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Accepted: 09/28/2018] [Indexed: 10/28/2022]
Abstract
Type 1 Diabetes (T1D) adolescents have higher depression rates than controls. Self-efficacy has been proposed as a mediator of therapeutic changes. Few scales assess emotional self-efficacy in adolescents. None have been validated with T1D youth. We examined the psychometric properties of the Escala de Autoeficacia para la Depresión en Adolescentes (EADA) with 51 T1D youth (aged 12-17 years), enrolled in a depression treatment study. Adolescents and one parent each completed several measures. Youth completed the EADA. We used alpha coefficient to estimate its internal consistency and Pearson correlation to assess its concurrent and construct validity. We found an internal consistency of 0.93 for the EADA total score, with alpha values ranging from 0.71 to 0.85 for its subscales. EADA scores significantly (p ≤ 0.05) diverged from self-reports of depression, hopelessness/helplessness, suicidal ideation, self-esteem/guilt problems, depression-related cognitive alterations, hypoglycemic symptoms, and problems in quality of life. Its scores converged with youth's life satisfaction, self-efficacy for diabetes, self-care behaviors, and perceptions about the quality of group therapy climate and family social support. Our findings document EADA's reliability and validity when used with T1D youth and extend the supporting evidence on its psychometric properties to a clinical sample of Latino adolescents.
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Nowland R, Qualter P. Influence of social anxiety and emotional self‐efficacy on pre‐transition concerns, social threat sensitivity, and social adaptation to secondary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:227-244. [DOI: 10.1111/bjep.12276] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2018] [Revised: 02/27/2019] [Indexed: 11/28/2022]
Affiliation(s)
| | - Pamela Qualter
- Manchester Institute of Education University of Manchester UK
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Academic self-attributions for success and failure in mathematics and school refusal. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22117] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Davis SK, Wigelsworth M. Structural and Predictive Properties of the Emotional Quotient Inventory Youth Version-Short Form (EQ-i:YV[S]). J Pers Assess 2017. [PMID: 28631978 DOI: 10.1080/00223891.2017.1280502] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Emotional intelligence (EI) is a popular construct with concentrated areas of application in education and health contexts. There is a need for reliable and valid measurement of EI in young people, with brief yet sensitive measures of the construct preferable for use in time-limited settings. However, the proliferation of EI measures has often outpaced rigorous psychometric evaluation (Gignac, 2009 ). Using data from 849 adolescents (407 females, 422 males) aged 11 to 16 years (M age 13.4, SD = 1.2 years), this article systematically examines the structural and predictive properties of a frequently employed measure of adolescent trait EI-the Emotional Quotient Inventory Youth Version-Short Form (EQ-i:YV[S]); Bar-On & Parker, 2000 ). Although the intended multidimensional factor structure was recovered through confirmatory factor analysis, the statistical and conceptual coherency of the underlying model was inadequate. Using a multitrait-multimethod approach, the EQ-i:YV(S) was found to converge with other measures of EI; however, evidence for divergent validity (Big Five personality dimensions) was less robust. Predictive utility for adolescent mental health outcomes (depression, disruptive behavior) was also limited. Findings suggest that use of the EQ-i:YV(S) for predictive or evaluative purposes should be avoided until refinements to the scale are made.
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Affiliation(s)
- Sarah K Davis
- a Psychological Sciences, Institute of Health and Society, University of Worcester , United Kingdom
| | - Michael Wigelsworth
- b Manchester Institute of Education, University of Manchester , United Kingdom
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Kahn RE, Ermer E, Salovey P, Kiehl KA. Emotional Intelligence and Callous-Unemotional Traits in Incarcerated Adolescents. Child Psychiatry Hum Dev 2016; 47:903-917. [PMID: 26779640 PMCID: PMC4947452 DOI: 10.1007/s10578-015-0621-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Emotional intelligence (EI) is the ability to perceive, manage, and reason about emotions and to use this information to guide thinking and behavior adaptively. Youth with callous-unemotional (CU) traits demonstrate a variety of affective deficits, including impairment in recognition of emotion and reduced emotional responsiveness to distress or pain in others. We examined the association between ability EI and CU traits in a sample of incarcerated adolescents (n = 141) using an expert-rater device (Psychopathy Checklist Youth Version (PCL-YV; Manual for the Hare psychopathy checklist: Youth version. Multi-Health Systems, Toronto, 2003) and self-report assessments of CU traits. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Version, Research Version (MSCEIT-YV-R; MSCEIT YV: Mayer-Salovey-Caruso emotional intelligence test: Youth version, research version 1.0. Multi-Health Systems, Toronto, Ontario, 2005). Similar to findings in adult forensic populations, high levels of CU traits in incarcerated adolescents were associated with lower EI, particularly higher order EI skills. Identifying impairment on EI abilities may have important implications for emerging treatment and intervention developments for youth with high levels of CU traits.
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Affiliation(s)
- Rachel E. Kahn
- Department of Psychology, Virginia Polytechnic Institute and State University
| | - Elsa Ermer
- Department of Neurology, University of Maryland Baltimore
| | | | - Kent A. Kiehl
- Department of Psychology, University of New Mexico
- The Mind Research Network, an affiliate of Lovelace Biomedical and Environmental Research Institute, Albuquerque, New Mexico
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Wigelsworth M, Qualter P, Humphrey N. Emotional self-efficacy, conduct problems, and academic attainment: Developmental cascade effects in early adolescence. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1080/17405629.2016.1180971] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Abstract
This Special Issue of the Journal of Psychoeducational Assessment offers a critical appraisal of the validity, applied utility, and limitations of self-report assessments of emotional competencies. Using self-concept theory as an integrative theoretical framework, this introductory editorial highlights key methodological and validity issues raised in the contributing articles: (a) distinction between emotional competence self-perceptions and objectively measured abilities, (b) effects of response biases and respondents’ age on the psychometric properties of self-reports, (c) importance of adopting a multi-dimensional assessment strategy, and (d) various aspects of construct validity (conceptual definitions and paradigms, gender differences, relationships with basic personality, mechanisms and scope of prediction). The added value of conceptualizing emotional competence self-reports as self-concepts (as proposed in this article) is illustrated in the discussion of practical implications, outstanding questions, and directions for future research on the meaning and uses of these assessments.
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