The Incremental Validity of Positive Emotions in Predicting School Functioning

Autor/inn/en	Lewis, Ashley D.; Huebner, E. Scott; Reschly, Amy L.; Valois, Robert F.
Titel	The Incremental Validity of Positive Emotions in Predicting School Functioning
Quelle	In: Journal of Psychoeducational Assessment, 27 (2009) 5, S.397-408 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282908330571
Schlagwörter	Prediction; Validity; Psychological Patterns; Adolescents; Student Adjustment; Satisfaction; Coping; Learner Engagement; Grade Point Average; Measures (Individuals); Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Vorhersage; Gültigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Zufriedenheit; Bewältigung; Messdaten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Proponents of positive psychology have argued for more comprehensive assessments incorporating positive measures (e.g., student strengths) as well as negative measures (e.g., psychological symptoms). However, few variable-centered studies have addressed the incremental validity of positive assessment data. The authors investigated the incremental validity of positive emotions relative to negative emotions in predicting adolescents' adaptive school functioning. Positive emotions demonstrated significant incremental validity in predicting school satisfaction, adaptive coping, and student engagement, but not self-reported GPA. The findings offer some support for the utility of positive measures in psychoeducational assessments. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10