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Full-Text Articles in Psychology
Time Doesn’T Change Everything: The Longitudinal Course Of Distress Tolerance And Its Relationship With Internalizing And Externalizing Symptoms During Early Adolescence, Jenna R. Cummings, Marina Bornovalova, Tiina Ojanen, Elizabeth Hunt, Laura Macpherson, Carl W. Lejuez
Time Doesn’T Change Everything: The Longitudinal Course Of Distress Tolerance And Its Relationship With Internalizing And Externalizing Symptoms During Early Adolescence, Jenna R. Cummings, Marina Bornovalova, Tiina Ojanen, Elizabeth Hunt, Laura Macpherson, Carl W. Lejuez
Psychology Faculty Publications
Although distress tolerance is an emerging construct of empirical interest, we know little about its temporal change, developmental trajectory, and prospective relationships with maladaptive behaviors. The current study examined the developmental trajectory (mean- and individual-level change, and rank-order stability) of distress tolerance in an adolescent sample of boys and girls (N = 277) followed over a four-year period. Next we examined if distress tolerance influenced change in Externalizing (EXT) and Internalizing (INT) symptoms, and if EXT and INT symptoms in turn influenced change in distress tolerance. Finally, we examined if any of these trends differed by gender. Results indicated …
The Relationship Between Gratitude And Psychological, Social, And Academic Functioning In Middle Adolescence, Michelle Denise Hasemeyer
The Relationship Between Gratitude And Psychological, Social, And Academic Functioning In Middle Adolescence, Michelle Denise Hasemeyer
USF Tampa Graduate Theses and Dissertations
Guided by positive psychology and broaden-and-build theoretical frameworks, this study utilized a correlational research design to explore the relationships between gratitude and adolescents' psychological, social, and academic well-being in a diverse sample of 499 high school students. Results of multiple regression analyses that controlled for potential effects of student demographic features on outcomes showed that higher levels of gratitude predicted more life satisfaction (β=.63, sr2=.40) , less internalizing symptoms (β= -.44, sr2= .19), more social support from parents (β=.50, sr2=.25), teachers (β=.28, sr2=.08), and peers (β=.34, sr2=.12), higher grades (β=.12, sr2=.014), and better academic self-perceptions (β=.30, sr2=.09). These relationships were …