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- Gradito Dubord, Marc Antoine, et al.
(författare)
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The power of strength-oriented feedback enlightened by self-determination theory : a positive technology-based intervention
- 2022
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Ingår i: Journal of Happiness Studies. - : Springer Science and Business Media LLC. - 1389-4978 .- 1573-7780. ; 23:6, s. 2827-2848
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Tidskriftsartikel (refereegranskat)abstract
- Strength interventions at work have been shown to influence workers’ optimal functioning and well-being. To increase the accessibility of these interventions in the workplace, relying on digital platforms would be a realistic idea. Akin to the Character Strengths 360-degree feedback activity, a smartphone (and computer) application allows users to send or receive anonymous strength-oriented descriptive feedback to/from colleagues, hence disseminating the identification and use of each other’s signature strengths associated with their enacted behaviors. Drawing on Self-Determination Theory, an intervention was developed to investigate if the use of the online platform may impact psychological well-being, by increasing psychological need satisfaction and autonomous motivation and decreasing need frustration and controlled motivation. A sample of full-time workers (n = 112) experienced the application, while participants who did not use the platform were assigned to the a posteriori control condition (n = 54). Data were collected before and after the 4-weeks intervention. Results showed (1) that participants from the experimental group reported significantly higher levels of strength use, need satisfaction, autonomous motivation, and psychological well-being compared to the a posteriori control group, and (2) that increases in the levels of need satisfaction reported by participants from the experimental group were related to increases in autonomous motivation, which in turn resulted in higher levels of well-being. Theoretical and practical implications are discussed.
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| 2. |
- Hong, Jun Sung, et al.
(författare)
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Proposing and testing the pathways from bullying victimization to bringing a weapon to school
- 2024
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Ingår i: Journal of Clinical Psychology. - : WILEY. - 0021-9762 .- 1097-4679. ; 80:1, s. 97-109
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Tidskriftsartikel (refereegranskat)abstract
- ObjectiveThe current study examined whether bullying victimization was associated with bringing a weapon to school, fully or partly mediated by feeling unsafe in school, negative future education orientation, and skipping school.MethodData from 6199 students (12–18 years old), who had filled out the 2017 School Crime Supplement to the National Crime Victimization Survey, were analyzed.ResultsThe results showed a positive association between bullying victimization and bringing a weapon to school. The link was both direct and indirect through the mediating roles of feeling unsafe in school, having a negative future education orientation, and skipping school.ConclusionThus, victims of bullying tended to feel unsafe in school, have a negative future education orientation, and skip school—all of which were positively associated with bringing a weapon to school.
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| 4. |
- Howlett, Philip, et al.
(författare)
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Friendship Habits Questionnaire : A measure of group- versus dyadic-oriented socializing styles.
- 2023
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Ingår i: PLoS ONE. - 1932-6203. ; 18:6
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Tidskriftsartikel (refereegranskat)abstract
- Friendships are central to our social lives, yet little is known about individual differences associated with the number of friends people enjoy spending time with. Here we present the Friendship Habits Questionnaire (FHQ), a new scale of group versus dyadic-oriented friendship styles. Three studies investigated the psychometric properties of group-oriented friendships and the relevant individual differences. The initially developed questionnaire measured individual differences in extraversion as well as desire for intimacy, competitiveness, and group identification, traits that previous research links with socializing in groups versus one-to-one friendships. In three validation studies involving more than 800 participants (353 men, age M = 25.76) and using principal and confirmatory factor analyses, we found that the structure of the FHQ is best described with four dimensions: extraversion, intimacy, positive group identification, and negative group identification. Therefore, competitiveness was dropped from the final version of the FHQ. Moreover, FHQ scores reliably predicted the size of friendship groups in which people enjoy socializing, suggesting good construct validity. Together, our results document individual differences in pursuing group versus dyadic-oriented friendships and provide a new tool for measuring such differences.
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| 8. |
- Iotti, Nathalie O., et al.
(författare)
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Children and poverty : A global approach
- 2020
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Ingår i: Social Justice for Children and Young People : International Perspectives - International Perspectives. - : Cambridge University Press. - 9781108427685 - 9781108551830 ; , s. 71-90
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Bokkapitel (refereegranskat)abstract
- This chapter defines poverty, differentiates between absolute and relative poverty, and analyzes the criticisms of these concepts. Furthermore, the chapter analyzes the effects of poverty on child development according to developmental systems theory, listing direct, moderated, mediated, transactional, and community effects. Statistics on poverty for industrialized and developing countries are provided. Subsequently, the chapter discusses the experiences of children living in poverty worldwide and focuses on the associations between bullying and poverty in industrialized countries and their implications. Finally, policies and a set of broad principles are suggested to address poverty among children and youth.
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| 9. |
- Iotti, Nathalie Ophelia, et al.
(författare)
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Early Adolescents’ Emotional and Behavioral Difficulties, Student–Teacher Relationships, and Motivation to Defend in Bullying Incidents
- 2020
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Ingår i: Child and Youth Care Forum. - : Springer Science and Business Media LLC. - 1053-1890 .- 1573-3319. ; :49, s. 59-75
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Tidskriftsartikel (refereegranskat)abstract
- Background: School bullying is a widespread phenomenon across the world, which involves bystanders who take on various roles. Motivation to defend victims is important to investigate because it helps us devise better, evidence-based, anti-bullying interventions. Objective: We aimed to determine whether students’ behavioral and emotional strengths and difficulties and student–teacher relationships were associated with different types of motivation to defend victims of bullying. The hypotheses were (1) emotional and behavioral difficulties will be associated with less autonomous and introjected motivation to defend and greater extrinsic motivation to defend and (2) close student–teacher relationships will be associated with greater autonomous motivation to defend, and less extrinsic motivation to defend. Method: Data were collected from 483 Swedish early adolescents who completed a survey in their classrooms. Results: Results showed that, among boys and girls, close student–teacher relationships were positively associated with autonomous motivation and negatively associated with extrinsic motivation to defend, while negative expectations concerning teachers were associated with all forms of motivation to defend. Emotional and behavioral difficulties were only associated with introjected motivation to defend among girls. Furthermore, extrinsic motivation to defend was associated with the interactions between individual differences in behavioral and emotional difficulties and negative expectations. Conclusions: Adolescents who are more occupied with wanting to have a better relationship with their teachers might be motivated to be involved in good social relationships with others. The results also indicate that closeness in student–teacher relationships is important for greater autonomous motivation to defend victims during bullying.
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| 10. |
- Iotti, Nathaniel Oliver, et al.
(författare)
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Early Adolescents' Motivations to Defend Victims of Cyberbullying
- 2022
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI AG. - 1660-4601. ; 19:14
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate how different types of motivation to defend victims of bullying would be associated with various bystander behaviors in cyberbullying situations among early adolescents in Sweden. Data were collected from 460 Swedish adolescents aged between 11 and 15 years who completed a survey in their classroom. Results showed that autonomous motivation to defend was positively associated with defender behavior and negatively associated with pro-bully and passive behavior, while extrinsic motivation was positively associated with pro-bully and passive behavior. Age was positively associated with increased passive behavior and dampened defensive behavior, while no effect of gender was found on defender behavior. Our findings suggest that students' autonomous motivation to defend victims is important in cyberbullying situations.
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