Giovanni B. Moneta

Changes in Adolescents: Daily Interactions with Their Families from Ages 10 to 18: Disengagement and Transformation.

In a cross-sequential study spanning 5th-12th grade, 220 White working-and middle-class youth provided reports on their experience at 16,477 random moments in their lives. Amount of time spent with family was found to decrease from 35% to 14% ofwaking hours across this age period. indicating disengagement. However, transformation and continued connection were evident in stability across age in time talking and alone with parents; an age increase in family conversation about interpersonal issues, particularly for girls; and with age, adolescents more frequent perception of themselves as leading interactions. After a decrease in early adolescence, older teens reported more favorable affect in themselves and others during family interactions. Last, the age decline in family time was found to be mediated not by internal family conflict but by opportunities and pulls an adolescent experiences from outside the family.

Differing profiles of developmental experiences across types of organized youth activities.

This study inventoried the types of developmental and negative experiences that youth encounter in different categories of extracurricular and community-based organized activities. A representative sample of 2,280 11th graders from 19 diverse high schools responded to a computer-administered protocol. Youth in faith-based activities reported higher rates of experiences related to identity, emotional regulation, and interpersonal development in comparison with other activities. Sports and arts programs stood out as providing more experiences related to development of initiative, although sports were also related to high stress. Service activities were associated with experiences related to development of teamwork, positive relationships, and social capital. Youth reported all of these positive developmental experiences to occur significantly more often in youth programs than during school classes.

Continuity, stability, and change in daily emotional experience across adolescence.

This longitudinal study examined change in adolescents daily range of emotional states between early and late adolescence. A sample of 220 youth provided reports on their daily emotions at random times during two 1-week periods. At Time 1 they were in the fifth through eighth grades; 4 years later, at Time 2, they were in the ninth through twelfth grades. Results showed that average emotional states became less positive across early adolescence, but that this downward change in average emotions ceased in grade 10. The results also showed greatest relative instability between youth in the early adolescent years--correlations over time were lower--with stability increasing in late adolescence. Lastly, the study found that adolescents average emotions had relatively stable relations to life stress and psychological adjustment between early and late adolescence. As a whole, the findings suggest that late adolescence is associated with a slowing of the emotional changes of early adolescence.

On the Measurement and Conceptualization of Flow

This chapter introduces in chronological order the three main measurement methods–the flow questionnaire, the experience sampling method, and the standardized scales of the componential approach–that researchers developed and used in conducting research on the flow state. Each measurement method and underlying conceptualization is explained, and its strengths and limitations are then discussed in relation to the other measurement methods and associated conceptualizations. The analysis reveals that, although the concept of flow remained stable since its inception, the models of flow that researchers developed in conjunction with the measurement methods changed substantially over time. Moreover, the findings obtained by applying the various measurement methods led to corroborations and disconfirmations of the underlying models and hence provided indications on how to interpret and possibly modify flow theory. The final section outlines new directions for developing more valid and useful measurement methods that can help to advance the understanding of flow, its antecedents, and its consequences.

E-Learning in Hong Kong: Comparing Learning Outcomes in Online Multimedia and Lecture Versions of an Introductory Computing Course.

This paper evaluates the effectiveness of Web-based, highly interactive, and multimedia-rich e-learning materials by comparing students’ learning outcomes in the lecture and online versions of an introductory computing course. The course versions differed only in that face-to-face lectures were replaced with e-learning modules in the online course; the other course elements (laboratory sessions, use of computer-mediated communications, examinations) were the same. The e-learning trial took place at the Hong Kong University of Science and Technology, where the first author taught the lecture course to 105 students, and the online course to 180 and 129 students in the following semesters. The lecture and online students achieved comparable factual learning outcomes and the online students outperformed the lecture students in appliedconceptual learning. Findings suggest that the use of carefully designed interactive e-learning modules fosters higher-order learning outcomes.

The role of metacognitions in problematic Internet use

Research has suggested that negative emotions are associated with problematic Internet use. This study investigated the role of metacognitions as a mediator of the relationship between negative emotions and problematic Internet use. A sample of 97 university students completed the following questionnaires: Hospital Anxiety and Depression Scale, Boredom Proneness Scale, Metacognitions Questionnaire 30, and Internet Addiction Test. All dimensions of metacognition were found to be positively and significantly correlated with problematic Internet use. Positive and significant correlations were also observed between problematic Internet use and negative emotions (anxiety, depression and boredom). Structural equation modeling was used to test a mediation model in which negative emotions predicted metacognitions which in turn predicted problematic Internet use. The results supported the hypothesis that the relationship between negative emotions and problematic Internet use is fully mediated by metacognitions, suggesting that metacognitive theory may be relevant to understanding problematic Internet use. The implications of these findings are discussed.

Think Positively and Feel Positively: Optimism and Life Satisfaction in Late Life.

This study developed a dispositional path model of life satisfaction for community dwelling Chinese elderly living in Hong Kong. A sample of 117 elderly completed scales measuring life satisfaction, optimism, self-esteem, relationship harmony, self-construals, and perceived/expected health and financial status. Modeling revealed that life satisfaction was predicted by self-esteem and relationship harmony, which in turn were predicted by independent and interdependent self-construals, respectively. In addition, optimism predicted life satisfaction directly and indirectly through self-esteem and relationship harmony. Financial status mediated entirely the effect of optimism on life satisfaction. Health status was predicted by optimism but did not predict life satisfaction. Optimism is a key contributor to subjective well being because it fosters self-esteem, relationship harmony, and positive perceptions of financial conditions.

Metacognition as a mediator of the effect of test anxiety on a surface approach to studying

This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant correlations were also found between four of the five dimensions of metacognition and a surface approach to studying. Structural equation modelling was used to test a mediational model in which test anxiety predicted metacognition which in turn predicted a surface approach to studying. The results supported the hypothesis that the effect of test anxiety on a surface approach to studying is entirely mediated by metacognition. The practical implications of these findings are outlined.

Multirater assessment of creative contributions to team projects in organizations

This study examined the convergent and construct validity of ratings of individual creative contributions in a team context. A sample of 201 employees and supervisors, working on 26 team projects, completed the NEO-Five Factor Inventory and rated themselves and their teammates monthly on a single item measuring creative contributions to the project. The convergent validity of the ratings was supported because there was consistency among other ratings of the same targets and among different types of ratings (peer, supervisor, and self ratings) of the same targets. The construct validity of the ratings was partly supported because there were positive associations between individuals peer-rated creativity and their Extraversion, and between individuals self-rated and supervisor-rated creativity and their Openness to Experience. From peers and the self, women had lower creativity ratings than men, but other ratings were not influenced by the gender of the judge or the difference in gender of the target–judge dyad. The implications of these findings are discussed.

The Interplay of Autonomy and Relatedness in Hong Kong Chinese Single Mothers.

The mediating effects of autonomy and relatedness on the relationship between self-esteem and life satisfaction were investigated among 49 single mothers. Among all tested variables in the dimension of relatedness, only network orientation (propensity to utilize ones available social support) was a mediator of the positive relationship between self-esteem and life satisfaction. No variable in the dimension of autonomy was a mediator. Three components of self-actualization contributed to the model: self-regard mediated the relationship between self-esteem and network orientation, spontaneity contributed to network orientation, self-acceptance contributed to life satisfaction directly and indirectly by contributing to self-regard. Findings suggest that Chinese single mothers psychological adjustment can be enhanced by fostering their self-regard, self-acceptance, and readiness to seek help from trusted others.