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.
Highlights
Over the last two decades and with the emergence of positive psychology, the study of mental health has gained attention, as reflected by an exponential growth in research and an increased focus on this topic in practice
Having positive feeling towards time has been related to increased levels of well-being in adolescent samples, there is a lack of evidence supporting the impact that school-based multicomponent positive psychology interventions have on adolescents’ transitions among time attitude profiles and, the influence of these changes on the participants’ emotional, social, and psychological well-being
The present study investigated the previous assumptions through the implementation of the Get to Know Me+ intervention program in the school setting and the use of a personcentered approach in order to examine the data
Summary
Given the evidence and the lack of research on the impact of multicomponent positive psychology interventions on adolescents’ time attitude profiles, the goal of the present study was to investigate to which extent a multicomponent positive psychology intervention (Get to Know Me+) can influence the probability of adolescents’ transitions towards more adaptive time attitude profiles and the impact of these transitions on well-being. The second goal of the study was to test how changes in time attitude profiles following a multicomponent positive psychology intervention influenced adolescents’ emotional, social, and psychological well-being
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