Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils' academic achievement.

Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff's Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils' mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils' academic achievement and well-being-assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement.

Influence of affective personality on cognition-mediated emotional processing: Need for empowerment

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Background and Objectives: The notion that both positive and negative affect contribute not only to affective personality profiles but also to self-report estimations of both psychological and physical well-being or discomfort. Method: Two studies are described, based upon applications of psychometric and clinical instruments, including the Positive Affective and Negative Affect Scale (PANAS), Stress and Energy (SE), Dispositional optimism (LOT), Locus of Control, Beck Depression Inventory(BDI), Perfectionism, Hospital Anxirty and Depression (HAD) and the Uppsala Sleep Inventory (USI). In Study 1, one hundred and twenty-two high school students (Gothenburg, Sweden), aged 17-19 years participated, whereas in Study 2, two hundred and eight professional office employees from a number of government agencies and corporations (Borås, Sweden), aged 27-61 years participated. Measures for HAD-anxiety and HAD-depression from five other studies of affective personality profiles were included also. Results: The results indicated marked differences in both psychological and physical well-being or discomfort due to affective personality profiles, whereby “Self-fulfilling” individuals, expressing high positive affect and low negative affect, presented markedly better health profiles than the other three types of affective personality, i.e. “Low affective”,“ High affective” and “Self-destructive”. Conclusions: In this regard the notion of “empowerment” as a vehicle for putative reinforcements of cognitive abilities that modulate emotional systems is discussed (AU)