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Найдено 8 публикаций
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Статья
Boniwell I., Osin Evgeny N., Linley P. A. et al. The Journal of Positive Psychology. 2010. Vol. 5. No. 1. P. 24-40.

Two studies were conducted investigating the relationship between the Zimbardo Time Perspective Inventory (ZTPI) scales and well-being measures in British (N¼179) and Russian (N¼289) student samples. On the basis of person-oriented approach, a cluster-analysis operationalization of Balanced Time Perspective (BTP) using ZTPI was proposed and validated, demonstrating more evidence for its validity than the previously suggested cut-off-point approach. Four distinct time perspective patterns were discovered in both samples: future-oriented, present-oriented, balanced and negative. The clusters revealed significant differences in well-being, with members of the BTP cluster demonstrating the highest scores in both samples. The relationship between ZTPI and Temporal Life Satisfaction Scale in the British sample was found to be non-uniform for past, present and future. Based on these findings, a distinction between three aspects of time perspective is theoretically proposed, and its implications for the future development of the ZTPI are discussed.

Добавлено: 11 марта 2013
Статья
Leontiev D., Linley P. A. The Journal of Positive Psychology. 2009. Vol. 4. No. 4 SPEC. ISS.. P. 257-259.
Добавлено: 6 июня 2013
Статья
Leontiev D. The Journal of Positive Psychology. 2013. Vol. 8. No. 6. P. 457-458.
Добавлено: 16 ноября 2013
Статья
Boniwell I., Osin E. N., Martinez C. The Journal of Positive Psychology. 2016. Vol. 11. No. 1. P. 85-98.

The paper presents an educational initiative to develop a separate well-being curriculum for a federation of schools in south-east London. A mixed-methods study was undertaken to evaluate the feasibility of the curriculum run bi-weekly in Year 7 (age 11–12, N=96). The study utilised a non-randomised repeated measures design with a control group (N=68) using general life satisfaction, domain life satisfaction, and affect balance as outcome variables. In addition, semi-structured interviews were conducted with four students, two teachers, and the principal of the intervention school. The results indicated significant buffering effect of the intervention in protecting students against the decline of satisfaction with self, satisfaction with friends, positive affect, and the increase of negative affect throughout the first year of middle school. The qualitative data shed light on explicit learning, psychological outcomes, and challenges associated with the programme. Overall, the data indicate a positive impact of the well-being curriculum.

Добавлено: 24 декабря 2014
Статья
Sheldon K. M., Corcoran M., Trent J. The Journal of Positive Psychology. 2020.
Добавлено: 28 октября 2020
Статья
Ferguson Y., Sheldon K. M. The Journal of Positive Psychology. 2013. No. 8. P. 23-33.
Добавлено: 11 сентября 2014
Статья
Titova L., Sheldon K. M. The Journal of Positive Psychology. 2019. Vol. 14. No. 5. P. 549-562.
Добавлено: 10 декабря 2019
Статья
Sheldon K. M., Titova L. The Journal of Positive Psychology. 2019. Vol. 14. No. 5. P. 549-562.
Добавлено: 28 августа 2019