NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856201
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0734-2829
The Incremental Validity of Positive Emotions in Predicting School Functioning
Lewis, Ashley D.; Huebner, E. Scott; Reschly, Amy L.; Valois, Robert F.
Journal of Psychoeducational Assessment, v27 n5 p397-408 2009
Proponents of positive psychology have argued for more comprehensive assessments incorporating positive measures (e.g., student strengths) as well as negative measures (e.g., psychological symptoms). However, few variable-centered studies have addressed the incremental validity of positive assessment data. The authors investigated the incremental validity of positive emotions relative to negative emotions in predicting adolescents' adaptive school functioning. Positive emotions demonstrated significant incremental validity in predicting school satisfaction, adaptive coping, and student engagement, but not self-reported GPA. The findings offer some support for the utility of positive measures in psychoeducational assessments. (Contains 4 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 7; Grade 8; Grade 9; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A