Resumo
Objetivo. Poner a prueba un modelo predictivo de la identificación de propósito vital (PV) a partir de las experiencias de disfrute, la realización personal y la claridad en el autoconcepto. Método. Participaron 511 adolescentes (13 a 19 años y de ambos sexos) escolarizados del Área Metropolitana Bonaerense. Se utilizaron cuestionarios de autoinforme para medir las variables estudiadas. Además, se realizó un Modelo de Ecuaciones Estructurales con el método de estimación de Mínimos Cuadrados Generalizados. Resultados. El afecto positivo y el involucramiento en la actividad favorita presentan un efecto indirecto sobre el PV, mediado por la realización personal. La claridad en el autoconcepto y el sentido de realización personal tienen un efecto directo sobre el PV.
Referências
Abramoski, K., Pierce, J., Hauck, C., & Stoddard, A. (2018). Variations in adolescent purpose in life and their association with lifetime substance use. Journal of School Nursing, 34(2), 114-120. https://doi.org/10.1177/1059840517696964
Alarcón, R., & Rodríguez, T. C. (2015). Relaciones entre gratitud y felicidad en estudiantes universitarios de Lima metropolitana. Psychologia, 9(1), 59-69. https://www.redalyc.org/pdf/2972/297233780004.pdf
Blau, I., Goldberg, S., & Benolol, N. (2019). Purpose and life satisfaction during adolescence: The role of meaning in life, social support, and problematic digital use. Journal of Youth Studies, 22(7), 907-925. https://doi.org/10.1080/13676261.2018.1551614
Blythe, M., & Monk, A. (2018). Funology 2: Critique, ideation and directions. In Funology 2. From Usability to Enjoyment (pp. 3-13). Springer. https://doi.org/10.1007/978-3-319-68213-6_1
Bronk, K. C. (2014). Purpose in life. A critical componente of optimal youth development (1st ed.). Springer. https://doi.org/10.1007/978-94-007-7491-9
Bronk, K. C., Riches, B. R., & Mangan, S. A. (2018). Claremont Purpose Scale: A measure that assesses the three dimensions of purpose among adolescents. Research in Human Development, 15(2), 101-117. https://doi.org/10.1080/15427609.2018.1441577
Burkhard, B. M., Robinson, K. M., Murray, E. D., & Lerner, R. M. (2020). Positive youth development: Theory and perspective. In E. Hupp & J. Jewell (Eds.), The Enciclopedia of Child and Adolescent Development (pp. 1-12). Wiley. https://onlinelibrary.wiley.com/doi/10.1002/9781119171492.wecad310
Burrow, A. L., & Hill, P. L. (2020). The ecology of purposeful living across the lifespan. In A. L. Burrow & P. L. Hill (Eds.), The Ecology of Purposeful Living Across the Lifespan. Springer International Publishing. https://doi.org/10.1007/978-3-030-52078-6
Burrow, A. L., Hill, P. L., Ratner, K., & Sumner, R. (2018). A better tomorrow: Toward a stronger science of youth purpose. Research in Human Development, 15(2), 167-180. https://doi.org/10.1080/15427609.2018.1445926
Campbell, J. D., Trapnell, P. D., Heine, S. J., Katz, I. M., Lavallee, L. F., & Lehman, D. R. (1996). Self-concept clarity: Measurement, personality correlates, and cultural boundaries. Journal of Personality and Social Psychology, 70(1), 141-156. https://doi.org/10.1037/0022-3514.70.1.141
Chen, H.-Y., & Cheng, C.-L. (2020). Developmental trajectory of purpose identification during adolescence: Links to life satisfaction and depressive symptoms. Journal of Adolescence, 80(1), 10-18. https://doi.org/10.1016/j.adolescence.2020.01.013
Crocetti, E., & Van Dijk, M. P. (2016). Self-concept clarity. In B. B. Brown & M. J. Prinstein (Eds.), Encyclopedia of Adolescence (Vols. 1-3, pp. 1-5). Springer, Chams. https://doi.org/10.1016/C2009-1-03841-6
Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7(3), 119-128. https://web.stanford.edu/group/adolescence/cgi-bin/coa/sites/default/files/devofpurpose_0.pdf
Delle, A., Massimini, F., & Bassi, M. (2011). The Phenomenology of optimal experience in daily life. In Psychological Selection and optimal experience across cultures. Social empowerment through personal growth (pp. 89-110). Springer.
D’Souza, J. A., Adams, K. & Fuss, B. (2015). A Pilot Study of Self-Actualization Activity Measurement.Journal of the Indian Academy of Applied Psychology, 41(3), 28-33. https://www.researchgate.net/publication/273447443
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59(4), 865-889. https://doi.org/10.1046/j.0022-4537.2003.00095.x
Efron, B., & Tibshirani, R. J. (1993). An Introduction to the Bootstrap. Chapman and Hall.
Furman, H. (2021). Propósito, satisfacción y proyecto de vida: una relación dialéctica. Revista Subjetividad y Procesos Cognitivos, 25(1), 73-83. https://publicacionescientificas.uces.edu.ar/index.php/subyprocog/article/view/1165
González-Hernández, J., Gómez-López, M., Pérez-Turpin, J. A., Muñoz-Villena, A., & Andreu-Cabrera, E. (2019). Perfectly active teenagers. When does physical exercise help psychological well-being in adolescents? International Journal of Environmental Research and Public Health, 16(22), 4525. https://doi.org/10.3390/ijerph16224525
Hernández-Sampieri, R., & Mendoza Torres, C. P. (2018). Metodología de la Investigación: Las rutas cuantitativa, cualitativa y mixta. Mc Graw Hill.
Hill, N. E., Liang, B., Price, M., Polk, W., Perella, J., & Savitz-Romer, M. (2018). Envisioning a meaningful future and academic engagement: The role of parenting practices and school-based relationships. Psychology in the Schools, 55(6), 595-608. https://doi.org/10.1002/pits.22146
Hill, P. L., Burrow, A. L., & Bronk, K. C. (2016). Persevering with positivity and purpose: An examination of purpose commitment and positive affect as predictors of grit. Journal of Happiness Studies, 17(1), 257-269. https://doi.org/10.1007/s10902-014-9593-5
Hill, P. L., Burrow, A. L., & Sumner, R. (2013). Addressing important questions in the field of adolescent purpose. Child Development Perspectives, 7(4), 232-236. https://doi.org/10.1111/cdep.12048
Hoenig, J. M., & Heisey, D. M. (2001). The abuse of power: The pervasive fallacy of power calculations for data analysis. The American Statistician, 55(1), 19-24. https://doi.org/10.1198/000313001300339897
Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Keyes, C. L. M. (2011). Authentic purpose: The spiritual infrastructure of life. Journal of Management, Spirituality & Religion, 8(4), 281-297. https://doi.org/10.1080/14766086.2011.630133
Kiang, L., Malin, H., & Sandoz, A. (2020). Discovering identity and purpose in the classroom: Theoretical, empirical, and applied perspectives. In A. L. Burrow & P. L. Hill (Eds.), The Ecology of Purposeful Living Across the Lifespan. Springer. https://doi.org/10.1007/978-3-030-52078-6_6
Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (4th ed.). The Guilford Press.
Ley 23.849(22 de octubre de 1990). Convención sobre los Derechos del niño. Congreso de la Nación Argentina. D.O No. 26993. https://www.argentina.gob.ar/normativa/nacional/ley-23849-249/texto
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149. https://doi.org/10.1037/1082-989X.1.2.130
Malin, H., Liauw, I., & Damon, W. (2017). Purpose and character development in early adolescence. Journal of Youth and Adolescence, 46(6), 1200-1215. https://doi.org/10.1007/s10964-017-0642-3
Mariano, J. M., Damiani, T., & Boyer, M. (2021). Self- and other-reported virtues of young purpose exemplars. Youth and Society, 53(3), 466-485. https://doi.org/10.1177/0044118X19859022
Medrano, L. A., & Muñoz-Navarro, R. (2017). Aproximación conceptual y práctica a los modelos de ecuaciones estructurales. Revista Digital de Investigación en Docencia Universitaria, 11(1), 219-239. https://doi.org/10.19083/ridu.11.486
Molina, M. F., Celsi, I., & Schmidt, V. (2020). Escala de Claridad en el Autoconcepto: adaptación y validación para su uso con adolescentes de Argentina. Acción Psicológica, 17(2), 43-56. https://doi.org/10.5944/ap.17.2.27773
Molina, M. F.. Celsi, I., Pérez, M., & Schmidt, V. (en prensa). Búsqueda e identificación del propósito vital en la adolescencia: Desarrollo y validación de una escala para su evaluación. Revista CES Psicología.
Molina, M. F., Raimundi, M. J., & Bugallo, L. (2017). La percepción de los estilos de crianza y su relación con las autopercepciones de los niños de Buenos Aires: Diferencias en función del género. Universitas Psychologica. Advance Online Publication, 16(1), 1-12. https://doi.org/10.11144/Javeriana.upsy16-1.pecr
Nakagawa, S., & Foster, T. M. (2004). The case against retrospective statistical power analyses with an introduction to power analysis. Acta Ethologica, 7(2), 103-108. https://doi.org/10.1007/s10211-004-0095-z
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder & S. S. López (Eds.), Handbokk of Positive Psychology (pp. 89-105). Oxford UniversityPress.
Núñez, J. C., Gázquez, J. C., Pérez-Fuentes, M. C., Molero, M. M., Martos, Á., Barragán, A. B., & Simón, M. M. (2017). Psicología y Educación para la Salud. Scinfoper.
Pfund, G. N., & Hill, P. L. (2018). The multifaceted benefits of purpose in life. The International Forum for Logotherapy, 41(1), 27-37. https://www.researchgate.net/publication/330565076_The_Multifaceted_Benefits_of_Purpose_in_Life
Picco, D. (2018). Las políticas recreativas orientadas a la población adolescente en la Argentina. Debate Público. Reflexión de Trabajo Social, 8(15), 83-94. http://trabajosocial.sociales.uba.ar/wp-content/uploads/sites/13/2018/12/12_Picco.pdf
Preacher, K. J., & Coffman, D. L. (2006). Computing power and minimum sample size for RMSEA [Computer software]. Quantpsy. http://quantpsy.org/
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717-731. https://doi.org/10.3758/BF03206553
Reilly, T. S., & Mariano, J. M. (2021). Fostering mature purpose beyond the classroom: Considering family and other institutions in agentic purpose commitment. Estudos de Psicologia (Campinas), 38, 1-13. https://doi.org/10.1590/1982-0275202138e210115
Rhodes, R. E., & Kates, A. (2015). Can the affective response to exercise predict future motives and physical activity behavior? A systematic review of published evidence. Annals of Behavior Medicine, 49(5), 715-731. https://doi.org/10.1007/s12160-015-9704-5
Ryan, R., & Deci, E. (2017). Self-Determination Theory: Basic psychological needs in motivation, development and wellness. The Guilford Press. https://www.guilford.com/books/Self-Determination-Theory/Ryan-Deci/9781462538966
Schmidt, V., Molina, M. F., Celsi, I., & Corti, J. F. (2022). La experiencia de disfrute en estudiantes secundarios y universitarios. Su contribución a la realización personal. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(2), 59-78. https://doi.org/10.6018/reifop.517201
Smith, J. L., Harrison, P. R., Kurtz, J. L., & Bryant, F. B. (2014). Nurturing the capacity to savor: Interventions to enhance the enjoyment of positive experiences. In A. C. Parks & S. M. Schueller (Eds.), Positive psychological interventions (pp. 42-65). The Wiley Blackwell handbook of positive psychological interventions. https://doi.org/10.1002/9781118315927.ch3
Summers, J. J., & Falco, L. D. (2020). The development and validation of a new measure of adolescent purpose. Journal of Experimental Education, 88(1), 47-71. https://www.researchgate.net/publication/332751139_Development_and_Validation_of_a_New_Measure_of_Adolescent_Purpose
Vandell, D. L., Larson, R. W., Mahoney, J. L., & Watts, T. W. (2015). Children’s organized activities. In W. F. Overton, P. C. Molenaar, M. H. Bornstein & T. Leventhal (Eds.), Handbook of Child Psichology and Developmental Science: Vol. IV (7th ed., pp. 305-344). John Wiley & Sons. https://doi.org/10.1002/9781118963418
Wang, A. Y. (2023). How to Conduct Power Analysis for Structural Equation Models: A Practical Primer. PsyArXiv. https://doi.org/10.31234/osf.io/4n3uk
Weber, M. C., Furman, H., & Schulenberg, S. E. (2022). A spanish adaptation and validation of the Purpose in Life Test - Short Form (PIL-SF). Psocial, 8(1), 48-66. https://pesquisa.bvsalud.org/portal/resource/pt/biblio-1406446
Yaccarini, C., & Furman, H. (2017). Materialismo, espiritualidad y propósito de vida. Psocial, 3(1), 31-38. https://publicaciones.sociales.uba.ar/index.php/psicologiasocial/article/viewFile/2614/2276
Zhang, Y., Hedo, R., Rivera, A., Rull, R., Richardson, S., & Tu, X. M. (2019). Post hoc power analysis: Is it an informative and meaningful analysis? General Psychiatry, 32(4), 3-6. https://doi.org/10.1136/gpsych-2019-100069
Comentários
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 María Fernanda Molina, Ignacio Celsi, Vanina Schmidt