Abstract
The main purpose of this study was to analyze the relationships of positive affect with dimensions of resilience and perceived self-efficacy in life skills in a sample of 147 Italian healthy adolescents. We used the Positive and Negative Affect Schedule (PANAS), the Resiliency Attitudes and Skills Profile (RASP), and the Perceived Self-Efficacy Scales in Life Skills. Statistical analyses indicated that adolescents with high positive affect reported higher levels of perceived self-efficacy in life skills than those with low positive affect; in addition, adolescents with high positive affect reached higher levels of resilience (that is, adaptability and engagement) than those with low positive affect. Given the relationship of positive affect both with dimensions of resilience and perceived self-efficacy in life skills, future investigations could better understand the functioning of protective factors actively engaged in facing up to the transition from childhood to adolescence, in line with the flourishing approach in supporting the promotion of psychological well-being and the increasing of individual’s bio-psycho-social skills.
Highlights
The main purpose of this paper was to study how positive affect can be in relation to the dimensions of resilience and perceived self-efficacy in life skills during the period of adolescence
Statistical analyses indicated that adolescents with high positive affect reported higher levels of perceived self-efficacy in life skills than those with low positive affect; in addition, adolescents with high positive affect reached higher levels of resilience than those with low positive affect
The results showed that life satisfaction was higher in Italian adolescents compared to Swedish adolescents: life satisfaction was more strongly related to psychological well-being among Swedish adolescents
Summary
The main purpose of this paper was to study how positive affect can be in relation to the dimensions of resilience and perceived self-efficacy in life skills during the period of adolescence. In Italian context, Di Fabio & Bucci (2015) analyzed the differences among the affective profiles of Italian students in relation with life satisfaction and psychological well-being, noticing that students with self-fulfilling profile had greater life satisfaction and psychological well-being than those with high affective, low affective and self-destructive profiles; in addition, they analyzed the differences among affective profiles in relation with optimism and self-esteem, showing that students with self-fulfilling profile obtained higher scores on optimism and self-esteem than those with the other affective profiles In another recent study, Garcia et al (2017) examined differences in subjective well-being and psychological well-being between Swedish and Italian adolescents and investigated if the relationships between the three constructs of subjective well-being (life satisfaction, positive affect and negative affect) and psychological well-being were influenced by the adolescents’ nationality. In both countries, no significant differences in the relationship between the three constructs of subjective well-being and psychological
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