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Personal and Environmental Resources Mediate the Positivity-Emotional Dysfunction Relationship
H Matthew Lehrer1, Katherine C Janus, Christian T Gloria
1The University of Texas, Austin, TX, USA.
American Journal of Health Behavior
|April 29, 2017
Summary
Positivity significantly impacts adolescent girls' emotional well-being, primarily by strengthening their personal and environmental resources. Enhancing positive emotions and resources can reduce emotional dysfunction in schools.
Area of Science:
- Psychology
- Adolescent Health
- Mental Well-being
Background:
- Emotional dysfunction, including depressive symptoms and perceived stress, is a concern in adolescent girls.
- Positivity and perceived resources are potential protective factors against emotional dysfunction.
Purpose of the Study:
- To investigate the mediating role of perceived personal and environmental resources in the relationship between positivity and emotional dysfunction among adolescent girls.
- To test the hypothesis that perceived resources mediate the link between positivity and emotional dysfunction.
Main Methods:
- A survey was administered to 510 adolescent girls assessing emotional dysfunction, positivity, and various personal/environmental resources (resilience, hope, coping, connectedness, support).
- Structural equation modeling was employed to analyze the mediating effect of a latent variable representing perceived resources on the positivity-emotional dysfunction relationship.
Main Results:
- The proposed model explained 63% of the variance in emotional dysfunction.
- Positivity had a significant direct negative effect on emotional dysfunction, but its primary impact was indirect, mediated by perceived resources.
- The indirect effect of positivity on emotional dysfunction through perceived resources was highly significant (β = -.43, p < .001).
Conclusions:
- Perceived personal and environmental resources substantially mediate the impact of positivity on emotional dysfunction in adolescent girls.
- Schools should implement strategies to foster positive emotions and develop students' resources to mitigate emotional dysfunction.
- Interventions should focus on both increasing positive emotional experiences and enhancing students' awareness and utilization of their resources.
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