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- Garcia, Danilo, 1973, et al.
(författare)
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A Mad Max World or What About Morality? : Moral Identity and Subjective Well-Being in Indonesia
- 2023
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Ingår i: The Affective Profiles Model. - Cham : Springer. - 9783031242199 - 9783031242229 - 9783031242205 ; , s. 111-125, s. 111-125
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Bokkapitel (refereegranskat)abstract
- Background: Global climate change is expected to significantly increase temperatures in Indonesia by 2030. Thus, the Indonesian people’s physical, psychological, and social well-being is at stake. In such conditions, a self-transcendent moral identity is expected to promote adaptation and survival in harmony with the world around and to well-being (Cloninger, Mens Sana Monograph 11:16–24, 2013). In this context, past studies in Western societies addressing affectivity as patterns of information within a complex adaptive system (i.e., profiles based on high/low positive/negative affect) have helped to discern which individuals might be able to regulate their subjective well-being and health even in difficult situations. The fact that moral identity is associated with personality traits that are strongly associated with subjective well-being indicates that individuals with distinct affective profiles (i.e., self-fulfilling, high affective, low affective, and self-destructive) should differ with regard to moral identity.Aim: Our aim was to investigate the association between moral identity and subjective well-being in the framework of the affective profiles model in an Indonesian convenience sample.Methods: In the present study, a total of 336 Indonesians self-reported affect, moral identity, temporal life satisfaction (i.e., past, present, and future), and harmony in life. We calculated the percentiles for participants’ positive and negative affect scores and combined them as high and low in order to assign each participant into one of the four affective profiles. Besides common linear correlations, we also conducted matched comparisons: individuals with similar levels of affect in one dimension and different levels in the other.Results: The matched comparisons showed that high positive affect was positively associated with moral identity only when negative affect was low and that high negative affect was negatively associated with moral identity only when positive affect was high. Moreover, high positive affect was positively related to high levels of harmony in life independently of negative affect levels. Consequentially, high negative affect was negatively related to low levels of harmony in life independently of positive affect levels. In addition, high positive affect was positively associated with past, present, future, and total temporal life satisfaction, but only when negative affect was low. Furthermore, both present and total temporal life satisfaction was negatively associated with high levels of negative affect, but only when positive affect was also high.Conclusions: At the general level, affectivity and moral identity were related to the social component of subjective well-being, harmony in life, rather than to its cognitive component, life satisfaction. High levels of positive affect seem to promote a high moral self-presentation, while high levels of negative affect in combination with high levels of positive affect might influence the individual to see these specific moral traits as disadvantageous. Even the results regarding life satisfaction partially supported that, in the Indonesian culture, individuals with a high affective profile seem to be at greater risk in the face of current and future challenges. Hence, in contrast to past studies in Western cultures, increases in negative affect, which is likely to happen under stressful situations during climate crises, might lead to low moral identity if the individual is high in positive affect.
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| 2. |
- Garcia, Danilo, 1973, et al.
(författare)
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Affectively Motivated: Affective Profiles, Motivation, Stress and Energy
- 2020
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Ingår i: Iranian Journal of Health Psychology. ; 2:2, s. 21-32
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Tidskriftsartikel (refereegranskat)abstract
- Objective: We used the affective profiles model to investigate individual differences in motivation, stress andenergy. The aim was to replicate past findings, but we also focused on matched comparisons within individuals withaffective profiles that are similar in one affective dimension and differ in the other in order to predict changes whenindividuals increase/decrease their experience of positive or negative affect.Methods: A total of 567 participants answered the Positive Affect and Negative Affect Schedule, which was usedfor affective profiling; the Situational Motivation Scale, which measures intrinsic motivation, identified regulation,external regulation, and amotivation; and the Stress-Energy questionnaire.Results: Comparisons between the four different profiles, replicating the past findings, showed that individuals withhigh affective and self-fulfilling profile scored highest in intrinsic motivation, identified regulation, and energy, whilethey scored lowest in external motivation, amotivation, and the self-fulfilling profile, also lowest in stress. Additionally,the matched comparisons showed, for example, that levels of intrinsic motivation increase when negative affect levelsdecrease, and positive affect is kept high when positive affect decreases and negative affect is kept low.Conclusions: One important feature of the affective profiles model is the possibility to compare individuals thatare similar in one affect dimension but differ in the other (Garcia, 2011, 2017). This way of discussing individualdifferences helps to predict what changes could be expected when individuals increase or decrease their experience ofpositive or negative affect. Importantly, the direction of these changes cannot be addressed from cross-sectional data
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| 3. |
- 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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| 4. |
- Garcia, Danilo, 1973, et al.
(författare)
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The Dark Side of the Affective Profiles: Differences and Similarities in Psychopathy, Machiavellianism, and Narcissism
- 2015
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Ingår i: Sage Open. - : SAGE Publications. - 2158-2440. ; 5:4, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- The affective profiles model is based on the combination of individuals’ experience of high/low positive affect and high/low negative affect: self-fulfilling, high affective, low affective, and self-destructive. We used the profiles as the backdrop for the investigation of individual differences in malevolent character traits (i.e., the Dark Triad: psychopathy, Machiavellianism, and narcissism). A total of 1,000 participants (age: M = 31.50 SD = 10.27, 667 males and 333 females), recruited through Amazons’ Mechanical Turk (MTurk), responded to the Positive Affect Negative Affect Schedule and the Dark Triad Dirty Dozen. Individuals with a high affective profile reported higher degree of narcissism than those with any other profile, and together with individuals with a self-destructive profile, also higher degree of Machiavellianism and psychopathy than individuals with a low affective and self-fulfilling profile. Males scored higher in Machiavellianism and psychopathy. Together with earlier findings, our results show that while individuals in both the self-fulfilling and high affective profiles are extrovert and self-directed, only those in the high affective profile express an immature and malevolent character (i.e., high levels of all Dark Triad traits). Conversely, individuals in the self-fulfilling profile have earlier reported higher levels of cooperativeness and faith. More importantly, the unique association between high levels of positive emotions and narcissism and the unified association between negative emotions to both psychopathy and Machiavellianism imply a dyad rather than a triad of malevolent character traits.
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| 5. |
- 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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