Abstract
Background: The affective profiles model, operationalized as the combination of individuals’ high/low positive/negative affective experience, is a well-established method for providing insights into adolescents’ affective functioning and self-regulation: self-fulfilling (high positive affect, low negative affect), high affective (high positive affect, high negative affect), low affective (low positive affect, low negative affect), and self-destructive (low positive affect, high negative affect). However, there is lack of longitudinal studies investigating profile stability and change during adolescence.
Objective: We aimed to investigate if having a specific affective profile at one point in time predicted adolescents’ affective profile 2 and 6 years later.
Methods: Two cohorts of adolescents (Nwave 1 = 4054), each one assessed over a 2-year period (Nwave 2 = 2646), participated in our study by responding to the Portuguese version of the Positive Affect Negative Affect Schedule (PANAS). Cohort 1 included adolescents who were at their 7th grade in the first wave and in their 8th grade in the second wave. The adolescents in cohort 2 were at their 10th grade in wave 1 and in their 11th grade in wave 2. Finally, a subsample from cohort 1 (n = 677) were also tested about 6 years later (i.e., at the 7th grade and at the 12th grade).
Results: For adolescents in both cohorts, the affective profiles assessed at the beginning of the study predicted the affective profiles assessed about 2 years later. Specifically, self-reporting a self-fulfilling profile in wave 1 increased the odds of having a self-fulfilling profile in wave 2. Conversely, reporting any other type of affective profile in wave 1 increased the odds of having either a high affective or a self-destructive profile in wave 2. Adolescents with a low affective profile had the most fluctuations between profiles. This trend was also found among adolescents who were assessed 6 years later.
Conclusion: At a general level, the results suggest that having a self-fulfilling profile at the 7th grade might protect well-being through adolescence. Moreover, the fact that individuals with certain profiles are at more risk of keeping low levels of positive emotions or high levels of negative emotions has important implications for the promotion of adaptive and functional affective regulation during adolescence. Knowing when and which students are at risk of maintaining or changing to a dysfunctional and non-adaptive profile, from one year to the next, may allow the implementation of interventions that meet the emotional and affective characteristics of each adolescent.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Allen, J. P., Grande, L., Tan, J., & Loeb, E. (2017). Parent and peer predictors of change in attachment security from adolescence to adulthood. Child Development, 89(4), 1120–1132. https://doi.org/10.1111/cdev.12840
Andersson-Arntén, A., Jansson, B., & Archer, T. (2008). Influence of affective personality type and gender upon coping behavior, mood, and stress. Individual Differences Research, 6(3), 139–168.
Archer, T., Adrianson, L., Plancak, A., & Karlsson, E. (2007). Influence of affective personality on cognition-mediated emotional processing: Need for empowerment. The European Journal of Psychiatry, 21(4), 248–262. https://doi.org/10.4321/S0213-61632007000400002
Bernaras, E., Jaureguizar, J., & Garaigordobil, M. (2019). Child and adolescent depression: A review of theories, evaluation instruments, prevention programs, and treatments. Frontiers in Psychology, 10, 543. https://doi.org/10.3389/fpsyg.2019.00543
Bleazby, J. (2013). Social reconstruction learning: Dualism, Dewey and philosophy in schools. Routledge.
Bood, S. Å., Archer, T., & Norlander, T. (2004). Affective personality in relation to general personality, self-reported stress, coping and optimism. Individual Differences Research, 2, 26–37.
Bronstein, M. H., Hahn, C., Suwalsky, J. T., & Haynes, O. M. (2012). Socioeconomic status, parenting, and child development: The Hollingshead four-factor index of social status and the socioeconomic index of occupations. In M. H. Bernstein & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 29–82). Routledge.
Chaplin, T. M. (2015). Gender and emotion expression: A developmental contextual perspective. Emotion Review, 7, 14–21. https://doi.org/10.1177/1754073914544408
Ciarrochi, J., Heaven, P. C., & Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41(6), 1161–1178. https://doi.org/10.1016/j.jrp.2007.02.001
Comer, J. P. (1984). Home-school relationships as they affect the academic success of children. Education and Urban Society, 16(3), 323–337.
Csikszentmihalyi, M., & Hunter, J. (2003). Happiness in everyday life: The uses of experience sampling. Journal of Happiness Studies, 4, 185–199. https://doi.org/10.1023/A:1024409732742
De Caroli, M. E., & Sagone, E. (2016). Resilience and psychological well-being: Differences for affective profiles in Italian middle and late adolescents. Revista INFAD de Psicologia, 1, 149–160. https://doi.org/10.17060/ijodaep.2016.n1.v1.237
Di Fabio, A., & Bucci, O. (2015). Affective profiles in Italian high school students: Life satisfaction, psychological well-being, self-esteem, and optimism. Frontiers in Psychology, 6, 1310. https://doi.org/10.3389/fpsyg.2015.01310
Diener, E., & Emmons, R. A. (1985). The independence of positive and negative affect. Journal of Personality and Social Psychology, 7(5), 1105–1117.
Diener, E., Larsen, R. J., Levine, S., & Emmons, R. A. (1985). Intensity and frequency: Dimensions underlying positive and negative affect. Journal of Personality and Social Psychology, 48(5), 1253–1265.
Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125, 276–302. https://doi.org/10.1037/0033-2909.125.2.276
Flook, L. (2011). Gender differences in adolescents’ daily interpersonal events and well-being. Child Development, 82(2), 454–461. https://doi.org/10.1111/j.1467-8624.2010.01521.x
Forbes, E. E., Ryan, N. D., Phillips, M. L., Manuck, S. B., Worthman, C. M., Moyles, D. L., et al. (2010). Healthy adolescents’ neural response to reward: Associations with puberty, positive affect, and depressive symptoms. Journal of the American Academy of Child and Adolescent Psychiatry, 49(2), 162–172. https://doi.org/10.1016/j.jaac.2009.11.006
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. The American Psychologist, 56(3), 218–226. https://doi.org/10.1037//0003-066x.56.3.218
Fredrickson, B. L. (2005). The broaden-and-build theory of positive emotions. In F. A. Huppert, N. Baylis, & B. Keverne (Eds.), The science of well-being (pp. 217–238). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198567523.003.0008
Frost, A., Hoyt, L. T., Chung, A. L., & Adam, E. K. (2015). Daily life with depressive symptoms: Gender differences in adolescents’ everyday emotional experiences. Journal of Adolescence, 43, 132–141. https://doi.org/10.1016/j.adolescence.2015.06.001
Galinha, I., & Ribeiro, J. (2005). Contributions for the study of the Portuguese version of positive and negative affect schedule (PANAS): II – Psychometric study. Análise Psicológica, 23, 219–227.
Garcia, D. (2009). Interpretation and recognition for words in a short story [database record]. Retrieved from the American Psychological Association’s PsycTESTS. https://doi.org/10.1037/t00401-000.
Garcia, D. (2011). Adolescents’ happiness: The role of the affective temperament model on memory and apprehension of events, subjective well-being, and psychological well-being (Doctoral Dissertation). University of Gothenburg, Department of Psychology.
Garcia, D. (2012). The affective temperaments and self-acceptance: Adolescents’ life satisfaction and psychological well-being. In M. Vassar (Ed.), The psychology of life satisfaction. Nova Science Publishers.
Garcia, D. (2018). Affective profiles model. In V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of personality and individual differences. Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2303-1
Garcia, D., & Archer, T. (2012). Adolescent life satisfaction and well-being. Journal of Alternative Medicine Research, 4, 271–279.
Garcia, D., & Moradi, S. (2013). The affective temperaments and well-being: Swedish and Iranian adolescents’ life satisfaction and psychological well-being. Journal of Happiness Studies, 14(2), 689–707. https://doi.org/10.1007/s10902-012-9349-z
Garcia, D., & Siddiqui, A. (2009a). Adolescents’ affective temperaments: Life satisfaction, interpretation and memory of events. The Journal of Positive Psychology, 4(2), 155–167. https://doi.org/10.1080/17439760802399349
Garcia, D., & Siddiqui, A. (2009b). Adolescents’ psychological well-being and memory for life events: Influences on life satisfaction with respect to temperamental dispositions. Journal of Happiness Studies, 10(2), 387–503. https://doi.org/10.1007/s10902-008-9096-3
Garcia, D., Rosenberg, P., Erlandsson, A., & Siddiqui, A. (2010). On lions and adolescents: Affective temperaments and the influence of negative stimuli on memory. Journal of Happiness Studies, 11, 477–495. https://doi.org/10.1007/s10902-009-9153-6
Garcia, D., Kerekes, N., Andersson-Arntén, A., & Archer, T. (2012). Temperament, character, and adolescents’ depressive symptoms: Focusing on affect. Depression research and treatment, 2012(1), e925372. https://doi.org/10.1155/2012/925372
Garcia, D., Nima, A. A., & Kjell, O. N. (2014). The affective profiles, psychological Well-being, and harmony: Environmental mastery and self-acceptance predict the sense of a harmonious life. PeerJ, 2, e259. https://doi.org/10.7717/peerj.259
Garcia, D., MacDonald, S., & Archer, T. (2015). Two different approaches to the affective profiles model: Median splits (variable-oriented) and cluster analysis (person-oriented). PeerJ, 3, e1380. https://doi.org/10.7717/peerj.1380
Garcia, D., Cloninger, K. M., & Cloninger, C. R. (2023). Coherence of Temperament and Character Drives Personality Change Toward Well-Being in Person-Centered Therapy. Current Opinion in Psychiatry, 36, 60–66. https://doi.org/10.1097/YCO.0000000000000833
Goldbeck, L., Schmitz, T. G., Besier, T., Herschbach, P., & Henrich, G. (2007). Life satisfaction decreases during adolescence. Quality of Life Research, 16(6), 969–979. https://doi.org/10.1007/s11136-007-9205-5
González-Carrasco, M., Casas, F., Viñas, F., Malo, S., Gras, M. E., & Bedin, L. (2017). What leads subjective well-being to change through adolescence? An exploration of potential factors. Child Indicators Research, 10(1), 33–56. https://doi.org/10.1007/s12187-015-9359-6
Heller, A. S., & Casey, B. J. (2016). The neurodynamics of emotion: Delineating typical and atypical emotional processes during adolescence. Developmental Science, 19(1), 3–18. https://doi.org/10.1111/desc.12373
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools from programs to strategies. Social Policy Report, 26(4), 3–22. https://doi.org/10.1002/J.2379-3988.2012.TB00073.X
Larson, R., & Asmussen, L. (1991). Anger, worry, and hurt in early adolescence: An enlarging world of negative emotions. In M. E. Colten & S. Gore (Eds.), Adolescent stress: Causes and consequences (pp. 21–41). Aldine de Gruyter.
Larson, R., & Lampman-Petraitis, C. (1989). Daily emotional states as reported by children and adolescents. Child Development, 60(5), 1250–1260. https://doi.org/10.1111/j.1467-8624.1989.tb03555.x
Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability, and change in daily emotional experience across adolescence. Child Development, 73(4), 1151–1165. http://www.jstor.org/stable/3696277
Lewis, M., & Michalson, L. (1983). Children’s emotions and moods: Developmental theory and measurement. Plenum Press.
Meininger, J., Liehr, P., Chan, W., Smith, G., & Mueller, W. (2004). Developmental, gender, and ethnic group differences in moods and ambulatory blood pressure in adolescents. Annals of Behavioral Medicine, 28(1), 10–19. https://doi.org/10.1207/s15324796abm2801_3
Moneta, G. B., Schneider, B., & Csíkszentmihályi, M. (2001). A longitudinal study of the self-concepts and experiential components of self-worth and affect across adolescence. Applied Developmental Science, 5, 407–435. https://doi.org/10.1007/978-94-017-9094-9_21
Moreira, P. A. S., & Garcia, D. (2019). Person-centered schools. In D. Garcia, T. Archer, & R. M. Kostrzewa (Eds.), Personality and brain disorders: Associations and interventions (Contemporary clinical neuroscience) (pp. 183–228). Springer. https://doi.org/10.1007/978-3-319-90065-0_9
Moreira, P. A. S., & Lee, V. E. (2020). School social organization influences adolescents’ cognitive engagement with school: The role of school support for learning and of autonomy support. Learning and Individual Differences, 80, 101885. https://doi.org/10.1016/j.lindif.2020.101885
Moreira, P. A. S., Cloninger, C. R., Dinis, L., Sá, L., Oliveira, J. T., Dias, A., & Oliveira, J. (2015). Personality and well-being in adolescents. Frontiers in Psychology, 5(1494). https://doi.org/10.3389/fpsyg.2014.01494
Moreira, P. A. S., Inman, R. A., & Cloninger, C. R. (2021). Virtues in action are related to the integration of both temperament and Character: Comparing the VIA classification of virtues and Cloninger’s biopsychosocial model of personality. The Journal of Positive Psychology. https://doi.org/10.1080/17439760.2021.1975158
Moretti, M., & Peled, M. (2004). Adolescent-parent attachment: Bonds that support healthy development. Pediatrics Child Health, 9(8), 551–555. https://doi.org/10.1093/pch/9.8.551
Nima, A. A. (2022). The measurement of subjective well-being: item response theory, classical test theory, and multidimensional item response theory (Doctoral dissertation). https://gupea.ub.gu.se/handle/2077/71426
Norlander, T., Bood, S. Å., & Archer, T. (2002). Performance during stress: Affective personality, age, and regularity of physical exercise. Social Behavior and Personality: An International Journal, 30, 495–508. https://doi.org/10.2224/sbp.2002.30.5.495
Norlander, T., Johansson, A., & Bood, S. A. (2005). The affective personality: Its relation to quality of sleep, well-being and stress. Social Behavior and Personality: An International Journal, 33(7), 709–722. https://doi.org/10.2224/sbp.2005.33.7.709
Ravens-Sieberer, U., Gortler, E., & Bullinger, M. (2000). Subjective health and health behavior of children and adolescents: A survey of Hamburg students within the scope of school medical examination. Gesundheitswesen, 62, 148–155. https://doi.org/10.1055/s-2000-10487
Raver, C. C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report, 16(3), 1–20. https://doi.org/10.1002/j.2379-3988.2002.tb00041.x
Rosenblum, G. D., & Lewis, M. (2006). Emotional development in adolescence. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence. Blackwell Publishing Ltd. https://doi.org/10.1002/9780470756607.ch13
Schültz, E. (2015). The affective profile model: Illbeing and well-being (Ph.D. Thesis). Retrieved from GUPEA. ISBN: 978-91-628-9401-6.
Schütz, E., Sailer, U., Al Nima, A., Rosenberg, P., Arntén, A. C. A., Archer, T., & Garcia, D. (2013). The affective profiles in the USA: Happiness, depression, life satisfaction, and happiness-increasing strategies. PeerJ, 1, e156. https://doi.org/10.7717/peerj.156
Schütz, E., Garcia, D., & Archer, T. (2014). Affective state, stress, and type a-personality as a function of gender and affective profiles. International Journal of Research Studies in Psychology, 3(1), 51–64. https://doi.org/10.5861/ijrsp.2013.450
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9, 69–74. https://doi.org/10.1016/j.tics.2004.12.005
Steiner, C. (2003). Emotional literacy: Intelligence with a heart. Personhood Press.
Theisen, J. C., Fraley, R. C., Hankin, B. L., Young, J. F., & Chopik, W. J. (2018). How do attachment styles change from childhood through adolescence? Findings from an accelerated longitudinal cohort study. Journal of Research in Personality, 74, 141–146. https://doi.org/10.1016/j.jrp.2018.04.001
Watson, D., & Pennebaker, J. W. (1989). Health complaints, stress, and distress: Exploring the central role of negative affectivity. Psychological Review, 96(2), 234–254. https://doi.org/10.1037/0033-295X.96.2.234
Watson, D., Clark, L., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scale. Journal of Personality and Social Psychology, 54, 1063–1070.
Weinstein, S., Mermelstein, R., Hankin, B., Hedeker, D., & Flay, B. (2007). Longitudinal patterns of daily affect and global mood during adolescence. Journal of Research on Adolescence, 17(3), 587–600. https://doi.org/10.1111/j.1532-7795.2007.00536.x
Funding
This work was supported by Portuguese Funds from the Fundação para a Ciência e Tecnologia (FCT) [grant numbers PTDC/CPE-CED/122257/2010; PTDC/MHC-CED/ 2224/2014; UIDB/04375/2020].
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Pedras, S., Rocha, M., Garcia, D., Faria, S., Moreira, P.A.S. (2023). Stability and Change in Portuguese Adolescents’ Affective Profiles over a 2-Year and a 6-Year Period. In: Garcia, D. (eds) The Affective Profiles Model. Springer, Cham. https://doi.org/10.1007/978-3-031-24220-5_16
Download citation
DOI: https://doi.org/10.1007/978-3-031-24220-5_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-24219-9
Online ISBN: 978-3-031-24220-5
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)