| 1. |
- Garcia, Danilo, 1973, et al.
(författare)
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Creative utterances about person-centered care among future health care professionals are related to reward dependence rather than to a creative personality profile
- 2019
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Ingår i: Heliyon. - : Elsevier. - 2405-8440. ; 5:3, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Background: Creativity can be defined as the creation of something that is novel, useful, and valuable for society (i.e., high-level creativity) and/or everyday life. In this context, people have implicit theories of creativity as being either nonmalleable (i.e., a fixed creative mindset) or malleable (i.e., a growth creative mindset). Our aim was twofold: (1) to test an improved creative mindset priming paradigm (i.e., adding high-level/everyday creativity perspectives and using an organizational important task) by assessing if participants used different ways to answer to the prime and (2) to analyse the relationship between personality and creative utterances regarding an important topic in participants ' future professions. Method: Students (N = 73) from different health care professions were randomly assigned to the non-malleable or malleable creative mindset priming paradigm (i.e., fixed vs. growth) and then asked to write about (a) their own creativity, (b) person-centered care in their professions (i.e., unusual use test), and to (c) self-rate their personality (Temperament and Character Inventory). We used natural language processing methods (i.e., Latent Semantic Algorithm) to analyse participants ' responses in the different conditions and also responses in relation to selfreported personality. Results: The fixed versus growth condition was predicted (r = .55, p < 0.0001), following Bonferroni correction for multiple comparisons by participants' descriptions about creativity. Although the condition was not predicted (r = .07, p < 0.2755) by participants ' utterances about person-centered care, a t-test suggested that participants used words that were semantically different depending on the condition they were randomly assigned to (t(2371) = 5.82, p = .0000). For instance, participants in the growth condition used verbs more frequently, while those in the fixed condition used the personal pronoun I more often. Finally, only the temperament trait of reward dependence (r = .32, p < 0.01) predicted the person-centered care utterances. Conclusion: We argue that the paradigm successfully primed participants to write about creativity and person-centered care using narratives with different semantic content. However, individuals ' ambition to be socially accepted, rather than creative personality traits, elicited the utterances about person-centered care. The creative mindset priming paradigm presented here along language processing methods might be useful for measuring creative potential at work. We suggest that if health care personnel ' s notions of the activities related to care are generated from their drive to be socially accepted and not from a truly creative profile, the activities might be self-serving and not person-centered.
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| 2. |
- Garcia, Danilo, 1973, et al.
(författare)
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Person-Centered Care
- 2018
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Ingår i: V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. - Cham, Switzerland : Springer.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Person-centered care is a model for health care that involves a biopsychosocial approach on health (physical, psychological, and social) and the person (body, mind, and psyche; Cloninger, 2004, 2013ab) through the alliance between the one giving care and the one seeking care as equal partners. One of the main aims is to implement a process that goes beyond the diagnostic formulation of identifying a disease state or ill-health, that is, a process of total health status, including ill-being and well-being (Mezzich et al., 2016). A second main aim is to empower the person seeking care to make self-directed informed choices to promote well-being in all planes of her/his life by including her/his subjective narratives, values, and meanings of illness and health as well as personal preferences and choices in treatment and care (Wong & Cloninger, 2010). A third main aim is the promotion of a working alliance in the health care process (Rogers, 1946; Kitwood & Bredin, 1992). This alliance includes the health care personnel, the person seeking the care, significant others, and also other community stakeholders involved in the health care of the person.
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| 3. |
- Rylander, Pär, 1973, et al.
(författare)
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Will the Peer Leader Please Stand Up? The Personality of the Peer Leader in Elite and Non-Elite Sport Teams.
- 2014
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Ingår i: International Journal of Research Studies in Psychology. - : Consortia Academia Publishing. - 2243-7681 .- 2243-769X. ; 3:1, s. 65-74
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Tidskriftsartikel (refereegranskat)abstract
- We examine associations between self-reported personal characteristics (i.e., skills and Big-Five traits) and peer leadership in team sports at elite and non-elite levels. At a general level, the peer-rated leadership was positively correlated with self-reported athletic skill, positive affect and Openness, while negatively correlated with negative affect and Neuroticism. Moreover, peer leadership was predicted by Extraversion in the non-elite group, while counter-predicted by Agreeableness in the elite group. Suggesting that athletic level might provide a “strong” (elite level) and a “weak” (non-elite level) context in which different traits predict who is perceived as a leader.
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| 4. |
- Sanmartín, Ricardo, et al.
(författare)
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Affective Latent Profiles and Personality Dimensions in Spanish Children
- 2023
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Ingår i: The Affective Profiles Model - 20 Years of Research and Beyond. - Cham : Springer. ; , s. 145-158
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Background: During the last years, the affective profiles model has been applied to study individual differences among Spanish children in psychological characteristics, such as optimism and pessimism. This research has replicated past studies from adult and adolescent Swedish populations by identifying four profiles using clustering methods on self-reports of children’s experience of positive (PA) and negative affect (NA): self-fulfilling (high PA and low NA), high affective (high PA and high NA), low affective (low PA and NA), and self-destructive (low PA and high NA). Nevertheless, only a few studies have investigated individual differences in personality using the affective profiles model as the framework, none of them among children. Personality is, for instance, a topic with an important impact on child development. Moreover, more advanced person-centred techniques for the clustering of profiles need to be tested to confirm these observed patterns of affectivity or profiles. Aims: Our aims were the identification of affective profiles through latent class analysis (LCA) and to test individual differences in personality between children with these distinct affective profiles. Methods: The Positive Affect and Negative Affect Schedule for Children-Short Form (PANAS-C-SF) was used to assess positive and negative affect and the Big-Five Questionnaire for Children (BFQ-C) to measures the traits of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness. These instruments were administered to a sample of 533 Spanish children aged between 8 and 11 (M = 9.77; SD = 1.09). LCA was used to identify the affective profiles and multivariate analyses of variance (MANOVA) to study differences in personality traits between children with distinct affective profiles. Results: Three, rather than four, affective latent profiles were identified: self-fulfilling, self-destructive, and neutral affective profile (characterised by neutral scores both in PA and in NA, that is, neither high nor low). The children with a self-fulfilling profile reported the highest scores in Extraversion, Openness, Agreeableness, and Conscientiousness in comparison with the rest of the profiles, whereas the children with a self-destructive profile reported higher scores in Neuroticism in comparison with children with a self-fulfilling profile. Conclusions: We verified a three affective profile distribution through LCA, including a new group characterised by neutral affect. Moreover, adaptive personality traits (high Extraversion, high Openness, high Agreeableness, high Conscientiousness, and low Neuroticism) were found to be related to children with a self-fulfilling profile, whereas maladaptive personality traits (e.g. high Neuroticism) were related to children with a self-destructive profile. We suggest that these findings need to be considered in the creation of person-centred programmes for children that aim to promote well-being, welfare, and positive affect and to reduce stress and negative affect.
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| 5. |
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| 6. |
- Cloninger, Kevin M., et al.
(författare)
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Burn-Out in Education
- 2019
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Ingår i: 12th Geneva Conference on Person Centered Medicine - Promoting Well-Being and Overcoming Burn-Out. Geneve, Switzerland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- All the helping professions are seeing a rise in stress levels, and consequently burnout and depression; teaching is no exception. There has been considerable debate about how to quantify rates of burnout and the resulting teacher attrition. Burnout rates are mediated by social and personal factors, and so rates of burnout vary by country (Farber, 1991). For example, studies conducted in the United States have shown that 15 to 30% of beginning teachers leave the profession within the first five years (Murnane et al., 1988). Huston (2001) and others have looked at factors that mediate burnout in teachers. They identified factors that work together to induce burnout, such as a feeling of powerlessness (lack of decision-making power), role conflicts, a lack of freedom and autonomy, and the lack of adequate support. They estimate that more than 50% of teacher’s experience burnout. In this talk, I will explore how the organizing principles of modern education are participating in burnout rates. Particularly, the emphasis on participation in the global economy has undermined the schools’ role in helping children learn about living a good life. The pursuit of the “good life” has been replaced by the pursuit of a “good job.” This vain pursuit devalues the profession and those who practice it, and ultimately erodes the meaning of the work that most would consider a vocation. The authoritarian structures of modern school practice lead to an increase in violence and bullying, reduce job satisfaction, and ultimately undermine teacher autonomy and agency.
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| 7. |
- Rosenberg, Patricia, 1975, et al.
(författare)
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The difference between living biblically and just imagining it: A study on experiential-based learning among Swedish adolescents
- 2013
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Ingår i: School Psychology International. - : SAGE Publications. - 0143-0343 .- 1461-7374. ; 34:5, s. 566-572
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Tidskriftsartikel (refereegranskat)abstract
- As an assignment in their course on worldwide religions, a group of Swedish High School pupils followed 12 biblical rules for two weeks, while another group from the same school just imagined the experience. Groups were asked to reflect and write down either how it was (experience) or how it would have been (imagine) to follow the rules. By applying a semantic test, based on a Latent Semantic Analysis generated representation of the statements, we first found that the semantic representations of the written reflections differed between the experience and imagine groups, and between gender. Analysis of word frequency count suggests that the group that followed the rules were more likely to use words related to their task in their reflections, while the group that imagined the experience generated words related to themself and problems. The results suggest that the consequences of learning by experience might culminate in greater student engagement.
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| 8. |
- Garcia, Danilo, 1973, et al.
(författare)
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Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement
- 2015
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Ingår i: Peer J. - : PeerJ. - 2167-8359. ; 3:847
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Tidskriftsartikel (refereegranskat)abstract
- Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff ’s Psychological Well-Being Scales short version, the Tempo- ral Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement.
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| 9. |
- Garcia, Danilo, 1973, et al.
(författare)
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High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being
- 2014
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Ingår i: PeerJ PrePrints. - : PeerJ. - 2167-9843. ; 2
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.
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| 10. |
- Jimmefors, Alexander, et al.
(författare)
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Locomotion (Empowering) and Assessment (Disempowering) Self-regulatory Dimensions as a Function of Affective Profile in High School Students.
- 2014
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Ingår i: International Journal of School and Cognitive Psychology. - : OMICS Publishing Group. - 2469-9837. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to examine high school adolescent pupils’ self-regulatory strategies in relation to psychological well-being and subjective well-being (i.e., temporal life satisfaction and affect) using the affective profiles model as the backdrop for the analysis. Participants were categorized into Self-fulfilling (high positive, low negative), High affective (high positive, high negative), Low affective (low positive, low negative) and Self-destructive (low positive, high negative) profiles according to their responses on the Positive Affect and Negative Affect Schedule. The participants also self-reported self-regulation (“assessment” and “locomotion”),temporal life satisfaction (past, present and future) and psychological well-being (e.g. Self-acceptance,environmental mastery, personal growth). Self-fulfilling adolescents, in contrast to Self-destructive adolescents, expressed high levels of temporal life satisfaction and psychological well-being. The self-regulatory “locomotion” dimension was associated to high positive affect profiles, higher life satisfaction and psychological well-being whereas the self-regulatory “assessment” dimension was associated with high negative affect profiles, lesser life satisfaction and psychological well-being. Taken together, the well-being outcomes linked to the “locomotion” dimension seem to contribute to an upward ‘spiral of empowerment’, reinforcing approaching or agentic behavior; while the outcome linked to the “assessment” dimension appear to consist of a downward ‘spiral of disempowerment’ or inaction.
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