alexa Locomotion (Empowering) and Assessment (Disempowering) Self-Regulatory Dimensions as a Function of Affective Profile in High School Students
ISSN: 2469-9837

International Journal of School and Cognitive Psychology
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Research Article

Locomotion (Empowering) and Assessment (Disempowering) Self-Regulatory Dimensions as a Function of Affective Profile in High School Students

Alexander Jimmefors1,2, Danilo Garcia2,3, Patricia Rosenberg2, Fariba Mousavi2, Lillemor Adrianson2,4 and Trevor Archer1,2*

1 Department of Psychology, University of Gothenburg, Gothenburg, Sweden

2 Network for Empowerment and Well-Being, Sweden

3 Centre for Ethics Law and Mental Health (CELAM), University of Gothenburg, Gothenburg, Sweden

4 Department of Pedagogy and Behavioral Science, University of Borås, Borås, Sweden

*Corresponding Author:
Trevor Archer, Professor
Department of Psychology
University of Gothenburg, Gothenburg, Sweden
Tel: +46738239423
E-mail: trevor.archer@psy.gu.se

Received December 24, 2013; Accepted February 25, 2014; Published March 2, 2014

Citation: Alexander Jimmefors, Danilo Garcia, Patricia Rosenberg, Fariba Mousavi, Lillemor Adrianson, et al. (2014) Locomotion (Empowering) and Assessment (Disempowering) Self-Regulatory Dimensions as a Function of Affective Profile in High School Students. Int J Sch Cogn Psychol 1:103. doi:10.4172/2469-9837.1000103

Copyright: © 2014 Archer T, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 

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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