Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents’ Time Attitudes: A Latent Transition Analysis
dc.contributor.author
dc.date.accessioned
2022-10-06T09:00:54Z
dc.date.available
2022-10-06T09:00:54Z
dc.date.issued
2022-05-01
dc.identifier.issn
0047-2891
dc.identifier.uri
dc.description.abstract
Time attitudes, which refer to positive and negative feelings towards the past, present, and future, are a salient phenomenon in the developmental stage of adolescence and have been related to better well-being. Positive feelings towards time can be promoted in the school setting through empirically validated positive psychology interventions. However, the extent to which these interventions impact the time attitudes of adolescents remains unknown. The current study investigated the influence of a multicomponent positive psychology intervention on adolescents’ transitions between time attitude profiles and how these transitions are related to their emotional, social, and psychological well-being. Participants consisted of 220 (M = 14.98; 47.3% female) adolescents from two Spanish high schools who participated in the six-week Get to Know Me+ program. Adolescents’ time attitudes and well-being were measured via the Adolescents and Adult Time Inventory–Time Attitudes and the Mental Health Continuum–Short Form, respectively, at pre- and postintervention. Participants were clustered in different profiles through a latent profile analysis, and the transitions were analyzed using a latent transition analysis. Five profiles were identified (negative, present/future negative, past negative, optimistic, and positive), and results indicated that adolescents who participated in the intervention were more likely to transition to positive profiles (optimistic and positive) and generally reported higher well-being, especially those in the negative, present/future negative, and optimistic profiles. Preliminary evidence showed that school-based multicomponent positive psychology interventions can have a positive impact on adolescents’ feelings towards time and well-being
dc.description.sponsorship
Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature
dc.format.mimetype
application/pdf
dc.language.iso
eng
dc.publisher
Springer
dc.relation.isformatof
Reproducció digital del document publicat a: https://doi.org/10.1007/s10964-021-01562-5
dc.relation.ispartof
Journal of Youth and Adolescence, 2022, vol. 51, p. 1002-1016
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Articles publicats (D-PS)
dc.rights
Attribution 4.0 International
dc.rights.uri
dc.title
Impact of a School-Based Multicomponent Positive Psychology Intervention on Adolescents’ Time Attitudes: A Latent Transition Analysis
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.type.version
info:eu-repo/semantics/publishedVersion
dc.identifier.doi
dc.identifier.idgrec
035382
dc.type.peerreviewed
peer-reviewed
dc.identifier.eissn
1573-6601