Personality and group influences on self-reported delinquent behaviour

The results of two data sets (n=217 and n=209) are reported in which the links between the Eysenckian personality factors (psychoticism, extraversion, and neuroticism), identification with delinquent peers, and self-reported delinquency among high school students are examined. The factor structure of a delinquent identity measure is reported in Study 1 and partly confirmed in Study 2, suggesting at least two stable components: delinquent companionship and delinquent behavioural norms. Both of these measures were found to possess concurrent validity. Results from both samples showed that these factors, as well as psychoticism, made significant contributions to explaining self-reported delinquency. The results are discussed with reference to social identity theory and the nature of (Eysenckian) psychoticism.     

Construction and validation of a measure of authoritarian personality

This paper reports the results of a series of studies in which the construction and validation of a behavioral measure of authoritarianism is reported. Factor analysis of already established behavioral scales (e,g., Ray's (1976) Directiveness scale; the Buss-Durkee (1957) Hostility inventory, etc.) and items especially written for the study resulted in a Revised F scale with a reliability (Cronbach's alpha) of .79 and a rpN of -.45. The items loaded significantly on four factors, namely, Dominance/Leadership, Achievement motivation. Interpersonal conflict and Verbal hostility. Furthermore, validity studies revealed the scale to possess satisfactory validity. It is suggested that this measure be seriously considered as an alternative indicator of levels of authoritarianism.     

The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study

We examined the distinctiveness of three “positive thinking” variables (self-esteem, trait hope, and positive attributional style) in predicting future high school grades, teacher-rated adjustment, and students’ reports of their affective states. Seven hundred eighty-four high school students (382 males and 394 females; 8 did not indicate their gender) completed Time 1 measures of verbal and numerical ability, positive thinking, and indices of emotional well-being (positive affect, sadness, fear, and hostility), and Time 2 measures of hope, self-esteem, and emotional well-being. Multi-level random coefficient modelling revealed that each positive thinking variable was distinctive in some contexts but not others. Hope was a predictor of positive affect and the best predictor of grades, negative attributional style was the best predictor of increases in hostility and fear, and low self-esteem was the best predictor of increases in sadness. We also found that sadness at Time 1 predicted decreases in self-esteem at Time 2. The results are discussed with reference to the importance of positive thinking for building resilience.     

Is Belief in God Related to Differences in Adolescents’ Psychological Functioning?

Many studies have documented links between positive psychological functioning and religiousness during the adolescent years, but very few have contrasted religious and nonreligious youth. The purpose of the present study was to examine differences in psychological functioning among adolescent atheists, agnostics, and believers using a profile analysis approach. The authors conducted a survey of Grade 8 students (N = 1,925) enrolled in Catholic schools in two Australian states. The survey included 10 measures of psychological functioning, broadly divided into three categories (positive adjustment, social well‐being, and negative outcomes). Results indicated that belief in God was related to distinct profiles of psychological adjustment. The implications of these findings for understanding how differing value systems are related to particular developmental stages are discussed.