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Autor/inn/enProyer, René T.; Tandler, Nancy
TitelAn Update on the Study of Playfulness in Adolescents: Its Relationship with Academic Performance, Well-Being, Anxiety, and Roles in Bullying-Type-Situations
QuelleIn: Social Psychology of Education: An International Journal, 23 (2020) 1, S.73-99 (27 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1381-2890
DOI10.1007/s11218-019-09526-1
SchlagwörterAdolescents; Play; Personality Traits; Academic Achievement; Well Being; Anxiety; Bullying; Correlation; Life Satisfaction; Goal Orientation; Females; Victims; Peer Relationship
AbstractPlayfulness is an individual differences variable at the trait-level. It describes the ability to experience or (re)frame everyday situations as stimulating, interesting, and/or entertaining. Playfulness in adolescents is understudied. We collected self-report data on four facets of playfulness (other-directed, lighthearted, intellectual, and whimsical) in two German-speaking samples of adolescents (N[subscript 1] = 210, N[subscript 2] = 270; age range 13-18 years). The facets correlated positively, but to varying degrees with life satisfaction (social life, self, friends) and intrinsic goals. There was no relationship with self-reported school grades and achievement goals (Sample 1). Playfulness in girls was associated with peer-nominated (classmates) bullying behaviors and victimization status (Sample 2). Overall, the findings show that playfulness has an impact on various domains of the life of adolescents. We discuss directions for further research in the field. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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