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An exploratory study of students' positivity in Singapore
Author
Lim, Felix Meng Hoong
Supervisor
Tan, Ai-Girl
Abstract
This dissertation was embarked on to explore students’ perception of their own affective states in the present moment, and their self-report change of affective levels before and after a workshop. It was conducted within the field of positive psychology and with the use of the discipline’s measures of emotions. The research had the aim of helping students to benefit from a better management of subjective emotions through awareness of the need for the regulation of emotions. The current research extended beyond the exploration of positive and negative state affects and the psychology of positive subjective experiences, by describing concepts of emotions-cognition and emotions-creativity as a source of human strength, within the context of positivity and the regulation of affect.
A total of 253 students formed the convenience sample group which comprised of adolescents in their late teens. The four exploratory studies involved these students in Singapore generating data based on their subjective responses, from the use of the identified self-report measures of emotionality consisting of affective descriptors. The two instruments selected, namely the Positive and Negative Affect Schedule (PANAS) and the Intensity and Time Affect Scale (ITAS), were use to ascertain state or momentary affect. Generally participants rated positive and negative affects moderately low but a significant difference between the two dimensions of affect was noted. The students’ mean positive affect was significantly higher than the mean negative affect. Responses obtained from the PANAS before and after an hour of positive intervention on stress and coping on a relatively challenging situation such as before a major examination, showed significant results on the change of ratings on the positive and negative dimensions of affect. Comparatively, from the findings it was apparent that PANAS was a more sensitive instrument to measure affect in the here and now compared to ITAS. No significant changes in the positive dimension of affect on the ITAS were noted; however there was a significant decrease in the ratings of some negative affect items on the ITAS instead. Based on the original development of ITAS, its relation to the various facets of effective experiences such as frequency and duration renders its relatedness to the personality structure of the individual. In addition, data from the control group (without exposure to the workshop) revealed no significant changes in the two relatively independent dimensions of affect.
The studies confirmed the significance of a positive and creative workshop in regulating the affects of individuals within a short duration of time. The raising of positive affectivity, the lowering of negative affectivity, and the coexistence and separable dimensions of positive and negative affects were all confirmed through the results obtained. Discussion included the choices of the two instruments, the underlying processes and mechanistic pathways in the initiation and regulation of affectivity and the complexity of affects. It was considered that the common element between the various constructs such as the interdependence of emotionality with cognition, and emotionality with creativity hinges on the element of motives or motivation which is recommended for future studies.
A total of 253 students formed the convenience sample group which comprised of adolescents in their late teens. The four exploratory studies involved these students in Singapore generating data based on their subjective responses, from the use of the identified self-report measures of emotionality consisting of affective descriptors. The two instruments selected, namely the Positive and Negative Affect Schedule (PANAS) and the Intensity and Time Affect Scale (ITAS), were use to ascertain state or momentary affect. Generally participants rated positive and negative affects moderately low but a significant difference between the two dimensions of affect was noted. The students’ mean positive affect was significantly higher than the mean negative affect. Responses obtained from the PANAS before and after an hour of positive intervention on stress and coping on a relatively challenging situation such as before a major examination, showed significant results on the change of ratings on the positive and negative dimensions of affect. Comparatively, from the findings it was apparent that PANAS was a more sensitive instrument to measure affect in the here and now compared to ITAS. No significant changes in the positive dimension of affect on the ITAS were noted; however there was a significant decrease in the ratings of some negative affect items on the ITAS instead. Based on the original development of ITAS, its relation to the various facets of effective experiences such as frequency and duration renders its relatedness to the personality structure of the individual. In addition, data from the control group (without exposure to the workshop) revealed no significant changes in the two relatively independent dimensions of affect.
The studies confirmed the significance of a positive and creative workshop in regulating the affects of individuals within a short duration of time. The raising of positive affectivity, the lowering of negative affectivity, and the coexistence and separable dimensions of positive and negative affects were all confirmed through the results obtained. Discussion included the choices of the two instruments, the underlying processes and mechanistic pathways in the initiation and regulation of affectivity and the complexity of affects. It was considered that the common element between the various constructs such as the interdependence of emotionality with cognition, and emotionality with creativity hinges on the element of motives or motivation which is recommended for future studies.
Date Issued
2007
Call Number
BF204.6 Lim
Date Submitted
2007