Este estudo buscou investigar os níveis de materialismo e sua relação com os níveis de satisfação de vida em adolescentes de escola públicas e privadas da cidade de Porto Alegre. Os instrumentos utilizados foram: (a) Ficha de Dados Sóciodemográficos; (b) Escala de Valores Materiais (EVM); (c) Questionário de Valores Psicossociais (QVP-24); e (d) Escala Multidimensional de Satisfação de Vida para Adolescentes (EMSVA). Foram testadas as seguintes hipóteses: (a) há diferença nos níveis de materialismo entre os sexos, sendo que os meninos tendem a ser mais materialistas que as meninas, (b) há diferença nos níveis de materialismo nas diferentes idades estudadas: quanto maior a idade, menores os níveis de materialismo, (c) os níveis de materialismo não diferem entre os adolescentes que frequentam escolas públicas e aqueles que frequentam escolas privadas, e (d) há uma correlação inversamente proporcional entre os níveis de materialismo e de satisfação de vida na amostra investigada. Nos resultados, não se encontrou diferenças nos níveis de materialismo entre os sexos e entre os grupos etários dos participantes, não confirmando as duas primeiras hipóteses. Conforme esperado, os resultados não indicaram diferenças significativas entre os tipos de escola investigados, confirmando a terceira hipótese. Em relação à quarta hipótese, os dados apontam para uma correlação inversamente proporcional significativa entre os níveis de materialismo e satisfação com a vida. A presente dissertação destaca a importância do desenvolvimento de valores ao longo do desenvolvimento como forma a minimizar os efeitos de um materialismo extremo. / This study sought to investigate the levels of materialism and its relation to life satisfaction levels in teenagers from public and private school in the city of Porto Alegre. The instruments used were: (a) Demographic data sheet; (b) Materialism Value Scale (MVS); (c) Psychosocial Values Questionnaire (QVP-24); and (d) Multi-dimensional Life Satisfaction Scale for Adolescents (EMSVA). The following hypotheses were tested: (a) there is a difference in the levels of materialism between sexes, being that boys tend to be more materialistic than the girls, (b) there is a difference in the levels of materialism in different ages studied: the higher the age, the lower the levels of materialism, (c) levels of materialism does not differ among teenagers who attend public schools and those who attend private schools and (d) there is an inversely proportional correlation between levels of materialism and of life satisfaction in the sample investigated. In the results, we not found differences in levels of materialism between genders and between age groups of participants, not confirming the first two hypotheses. As expected, the results did not indicate significant differences between types of school investigated, confirming the third hypothesis. Regarding the fourth hypothesis, the data point to a significant inverse correlation between levels of materialism and satisfaction with life. This paper highlights the importance of developing values along the development as a way to minimize the effects of an extreme materialism.

O objetivo do presente estudo foi determinar as características sóciodemográficas, cognitivas (memória, atenção, funções executivas, linguagem), satisfação de vida e perfil da atividade física (tipo e duração) de idosos praticantes de exercício. Além disso, o desempenho cognitivo e avaliação da satisfação de vida de indivíduos idosos fisicamente ativos foram comparados com os idosos não-ativos. Métodos: Uma avaliação observacional transversal foi realizado com idosos com idade acima de 60 anos, divididos em ativos fisicamente (n = 42) e fisicamente não-ativos (n = 33), de acordo com a escala Centro Espacial Johnson. Dados demográficos, estado cognitivo (MMSE), sintomas depressivos (GDS-15), a satisfação de vida (SWLS), fluência verbal categórico (FAS e Animal), tarefa Dígitos (direto e inverso), habilidades linguísticas (Boston Naming Test), e memória episódica (memoria, lembrança e reconhecimento da Lista de palavras - CERAD) foram avaliados em ambos os grupos. Análise descritiva (média e desvio padrão) foi calculada para os dados sociodemográficos, MSSE, GDS-15, SWLS, e todos os testes cognitivos. ANOVA de uma via com correção de Bonferroni foi utilizado para as análises entre os grupos e para controlar as variáveis de confusão (escolaridade e idade). Uma análise do sub-conjunto foi realizado com grupos pareados pelo educação (n = 33, cada), já que a educação foi significativamente diferente entre os grupos e afetando fortemente os resultados. Resultados: o desempenho no teste de fluência verbal (FAS-F, p <0,005; FAS-S, p <0,005), teste de nomeação de Boston (p <0,005), e reconhecimento de lista de palavra do CERAD (p <0,001) do grupo fisicamente ativo foi maior do que o grupo nãoativo. Não foi observada diferença significativa entre os grupos em outras avaliações de funções cognitivas e de satisfação com a vida. Nas análises com a formação de grupos pareados, desempenho no teste de reconhecimento de lista de palavras do CERAD (p <0,001) foi estatisticamente diferente entre os grupos. Aqueles que eram fisicamente ativos apresentaram escores mais elevados (p <0,000). Conclusão: Os idosos que eram fisicamente mais ativos na vida mostraram desempenho melhor no reconhecimento de memória do que os não-ativos indivíduos. Não houve relação com a satisfação com a vida presente nessa amostra. / The objective of the present study was to determine sociodemographic characteristics, cognitive (memory, attention, executive functions, language) and life satisfaction of elderly practitioners of exercise. Additionally, cognitive performance and satisfaction with life of physically active elderly individuals were compared with non-active elderly subjects. Methods: An observational cross-sectional evaluation was carried out with elderly individuals aged 60 years subdivided into physically active (n = 42) and physically non-active (n = 33), according to the Johnson Center Space scale. Demographic data, cognitive status (MMSE), depressive symptoms (GDS-15), satisfaction with life (SWLS), categorical verbal fluency (FAS and Animal), Digit Span task (forward and backward), language skills (Boston Naming test), and episodic memory (CERAD Word List - recall and recognition) were evaluated in both groups. Descriptive analysis (mean and standard deviation) was calculated for sociodemographic data, MSSE, GDS-15, SWLS, and all cognitive tests. Oneway ANOVA with Bonferroni correction was used for the analyses between groups and to control for the confounding variables (education and age). A subset analysis was carried out with education-matched groups (n = 33, each) since education was significantly different between groups and strongly affected results. Results: The performance in the verbal fluency test (FAS-F, p <0.005; FAS-S, p <0.005), Boston Naming test (p <0.005), and CERAD word list recognition (p <0.001) of the physically active group was higher than the nonactive group. No other cognitive or satisfaction with life significant difference was observed between groups. In the analyses with the education-matched groups, performance in the CERAD word recognition test (p <0.001) was statistically different between groups. Those who were physically active showed higher scores (p <0.000). Conclusion: Elderly individuals who were physically active longer in life showed better memory recognition performance than nonactive individuals. No relation with satisfaction with life was present in this sample.

The main goal of this study is to develop a brief scale to assess perceived well being in adolescentpopulation. Besides verifying psychometric properties, we identified individual differences between genders, context and age. Participants were adolescent students recruited in three different areas of Argentina (Metropolitan area -Buenos Aires-, Norwest area- Tucuman- and Southwest area­ Patagonia- ). aged 13 Th. 18. Instruments administered consisted of BIEPS (well being scale) other classics instruments to assess life satisfaction (SWLS and D-T) anda symptom check list (SLC- 90). Results show that classic instruments to assess well being resulted in less reliable instruments to assess perceived life satisfaction considering other theories. Gender, age and context don't seem to affect subjective perception of psychological well being. / El objetivo de este estudio es el desarrollo de una escala breve para la evaluación del bienestar psicológico en adolescentes, la revisión de sus características psicométricas. En el mismo sentido se intentó verificar la presencia de diferencias individuales entre el sexo, la edad y el lugar de residencia de los sujetos evaluados. Los participantes son adolescentes entre las edades de 13 a 18 años (N= 1270) de tres regiones de la Argentina (Región Metropolitana, Noroeste y Patagonia). Los instrumentos administrados son la escala de bienestar (BIEPS-J), otras escalas tradicionales para la evaluación de la satisfacción (Escala SWLS y D-T) y un listado de síntomas psicopatológicos  (SCL-90). Los resultados señalan que las escalas clásicas que evalúan satisfacción con la vida resultan indicadores poco válidos para una evaluación del bienestar psicológico autopercibido, considerando las dimensiones teóricas comentadas. Las variables género, edad y contexto sociocultural no parecen afectar la percepción subjetiva del bienestar psicológico.

abstract: ABSTRACT The present study examined the relationship between the experience of trauma during childhood (ages birth -12 years) and life satisfaction in adulthood (ages of 30-45) in a sample of convenience consisting of eight (8) adults, six (6) women and two (2) men, who volunteered to participate in this qualitative study, and self-identified as having experienced trauma between birth and age 12 years. Participants were asked to describe the trauma(s) they experienced in childhood and to discuss their thoughts and feelings about present circumstances in their lives, and how their lives have been impacted by the trauma they experienced. Data were collected via in-person interviews that were audio-taped and transcribed. The data were analyzed using a process of thematic coding. Nine (9) emotional themes were identified: aggression, anger, fear, frustration, helplessness, insecurity, irritability, loneliness and sadness. Participants reported a variety of traumas experienced, and their responses to difficult experiences were varied. Participants reported being impacted differently in eight domains of life that were examined in the study: mood related problems, self-care, social support, primary partner relationship, career, decision to have children, parenting and adult life satisfaction. All participants stated they had been impacted by early life trauma, and all stated that early-experienced trauma(s) had an impact on their life satisfaction in adulthood. Inter-coder reliability for emotional thematic codes and domains of life impacted by early trauma was .82. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Judith K. Hughey / Adolescence is a time when many experience challenges in life to which they have not been previously exposed. Complicating the transition to adolescence is the perception that they are “on stage” and everyone is watching and evaluating their transition through puberty (Woolfolk, 2019). Youth face the challenge of separating themselves from their parents, gaining more independence, and growing into their own identity (Erikson, 1968; Woolfolk, 2019). With this independence arises more reliance on peers, friends, and outside influences. They are faced with decisions to make about their postsecondary choice, career path, goal setting, body image issues, identity, sexual selves, and peer relationships. Gender differences in self-esteem have also been shown to emerge during adolescence, with girls displaying lower levels of self-esteem than their male peers (Impett, Sorsoli, Schooler, Henson, & Tolman, 2008). The emphasis on fitness, thinness, and outward beauty, increases the pressure on adolescents, specifically for this study, females to have the “perfect” body to fit with society ideals (Hartocollis, 2013). The study explored self-esteem, self-efficacy, life satisfaction, social comparison, and body image in 8th and 12th grade girls from a rural middle school and a rural high school in a mid-size Midwestern city. The study population included 97 participants among the two schools and utilized a cross-sectional design, causal-comparative. Survey results indicated 12th grade girls do not have higher self-esteem, life satisfaction, or self-efficacy and reported lower “how I look” and “how I feel” body image than 8th grade girls. However, 12th grade girls reported engaging in social comparison less than 8th grade girls. It is significant that girls in the study who reported school-based curriculum exposure to nutrition, goal setting, and respecting their sexual selves reported higher life satisfaction, self-esteem, and self-efficacy. The girls also reported engaging in less social comparison. The results from this study indicated the need and strong support for intentional school-based curricula. Self-esteem, self-efficacy, body image and social comparison are factors in life satisfaction and should be addressed as part of a comprehensive, standards based social-emotional curriculum.

O objetivo do presente estudo foi determinar as características sóciodemográficas, cognitivas (memória, atenção, funções executivas, linguagem), satisfação de vida e perfil da atividade física (tipo e duração) de idosos praticantes de exercício. Além disso, o desempenho cognitivo e avaliação da satisfação de vida de indivíduos idosos fisicamente ativos foram comparados com os idosos não-ativos. Métodos: Uma avaliação observacional transversal foi realizado com idosos com idade acima de 60 anos, divididos em ativos fisicamente (n = 42) e fisicamente não-ativos (n = 33), de acordo com a escala Centro Espacial Johnson. Dados demográficos, estado cognitivo (MMSE), sintomas depressivos (GDS-15), a satisfação de vida (SWLS), fluência verbal categórico (FAS e Animal), tarefa Dígitos (direto e inverso), habilidades linguísticas (Boston Naming Test), e memória episódica (memoria, lembrança e reconhecimento da Lista de palavras - CERAD) foram avaliados em ambos os grupos. Análise descritiva (média e desvio padrão) foi calculada para os dados sociodemográficos, MSSE, GDS-15, SWLS, e todos os testes cognitivos. ANOVA de uma via com correção de Bonferroni foi utilizado para as análises entre os grupos e para controlar as variáveis de confusão (escolaridade e idade). Uma análise do sub-conjunto foi realizado com grupos pareados pelo educação (n = 33, cada), já que a educação foi significativamente diferente entre os grupos e afetando fortemente os resultados. Resultados: o desempenho no teste de fluência verbal (FAS-F, p <0,005; FAS-S, p <0,005), teste de nomeação de Boston (p <0,005), e reconhecimento de lista de palavra do CERAD (p <0,001) do grupo fisicamente ativo foi maior do que o grupo nãoativo. Não foi observada diferença significativa entre os grupos em outras avaliações de funções cognitivas e de satisfação com a vida. Nas análises com a formação de grupos pareados, desempenho no teste de reconhecimento de lista de palavras do CERAD (p <0,001) foi estatisticamente diferente entre os grupos. Aqueles que eram fisicamente ativos apresentaram escores mais elevados (p <0,000). Conclusão: Os idosos que eram fisicamente mais ativos na vida mostraram desempenho melhor no reconhecimento de memória do que os não-ativos indivíduos. Não houve relação com a satisfação com a vida presente nessa amostra. / The objective of the present study was to determine sociodemographic characteristics, cognitive (memory, attention, executive functions, language) and life satisfaction of elderly practitioners of exercise. Additionally, cognitive performance and satisfaction with life of physically active elderly individuals were compared with non-active elderly subjects. Methods: An observational cross-sectional evaluation was carried out with elderly individuals aged 60 years subdivided into physically active (n = 42) and physically non-active (n = 33), according to the Johnson Center Space scale. Demographic data, cognitive status (MMSE), depressive symptoms (GDS-15), satisfaction with life (SWLS), categorical verbal fluency (FAS and Animal), Digit Span task (forward and backward), language skills (Boston Naming test), and episodic memory (CERAD Word List - recall and recognition) were evaluated in both groups. Descriptive analysis (mean and standard deviation) was calculated for sociodemographic data, MSSE, GDS-15, SWLS, and all cognitive tests. Oneway ANOVA with Bonferroni correction was used for the analyses between groups and to control for the confounding variables (education and age). A subset analysis was carried out with education-matched groups (n = 33, each) since education was significantly different between groups and strongly affected results. Results: The performance in the verbal fluency test (FAS-F, p <0.005; FAS-S, p <0.005), Boston Naming test (p <0.005), and CERAD word list recognition (p <0.001) of the physically active group was higher than the nonactive group. No other cognitive or satisfaction with life significant difference was observed between groups. In the analyses with the education-matched groups, performance in the CERAD word recognition test (p <0.001) was statistically different between groups. Those who were physically active showed higher scores (p <0.000). Conclusion: Elderly individuals who were physically active longer in life showed better memory recognition performance than nonactive individuals. No relation with satisfaction with life was present in this sample.

This dissertation combines three contributions to the literature on the determinants of well-being and the social nature of preferences. Departures from self-centred, consumption-oriented decision making are increasingly common in economic theory and are empirically well motivated by a wide range of behavioural data from experiments, surveys, and econometric inference. The first two contributions are focused on the idea that reference levels set by others’ consumption may figure prominently in both experienced well-being and in decision making. In the first paper, the well-being question is addressed empirically through the use of self-reported life satisfaction and high-resolution census and survey data in Canada. Strong income externalities are found at multiple spatial scales after controlling for various confounding factors. The second paper explores the general equilibrium consequences of a utility function having an explicit comparison with neighbours’ consumption. The question is investigated in a model in which decision makers knowingly choose their neighbours — and hence their consumption reference level — as well as their own consumption expenditure, thereby helping to set the reference level for nearby others. For both discrete and continuous distributions of types in an economy with a heterogeneous population undergoing such endogenous formation of consumption reference groups, there exist general equilibria in which differentiation of neighbourhoods occurs endogenously. The novel welfare implications of growth in such economies are described. The final paper addresses econometric reservations about the use of subjective reports as dependent variables. The date and location of survey interviews are combined with weather and climate records to construct the random component of weather conditions experienced by respondents on the day of their interview. Standard inferences about the determinants of life satisfaction remain robust after taking into account this significant source of affective bias. / Arts, Faculty of / Vancouver School of Economics / Graduate

The aim of the present research was threefold: to investigate the fears of parents of children with chronic conditions; to evaluate the effectiveness of their treatment with either mindfulness-based therapy or cognitive behavioural therapy (CBT); and to assess treatment outcome in terms of health-related quality of life (HRQoL). Long-term stress can lead to some form of chronic stress reaction. In study one, fears of future cancer recurrence and of late effects of treatment were most prominent among parents of CNS tumour patients. Study two investigated the effectiveness of two group-based interventions on stress and burnout among parents of children with chronic conditions. Parents were offered either a CBT or a mindfulness programme. Both interventions significantly decreased stress and burnout. Study three focused on the HRQoL and life satisfaction of the parents in study two. The results indicate improvements for participants in both treatment groups regarding certain areas of HRQoL and life satisfaction. To conclude, fears concerning future cancer recurrence and late effects of treatment are most prominent among parents of children with cancer. Another conclusion is that CBT and mindfulness decrease stress and burnout and may have a positive effect on areas of HRQoL and life satisfaction. / The aim of the present research was threefold: to investigate the fears of parents of children with chronic conditions who suffer from fears, stress and burnout; to evaluate the effectiveness of their treatment with either mindfulness-based therapy or cognitive behavioural therapy (CBT); and to assess treatment outcome in terms of health-related quality of life (HRQoL). Research on parents of children with chronic conditions has shown that this parent group frequently suffers from psychological problems. Long-term stress can lead to some form of chronic stress reaction. In study one, parents of children with brain tumours were asked to rate the extent to which they experienced a set of specific fears related to their child’s brain tumour and its treatment. Fears of future cancer recurrence and of late effects of treatment were most prominent among parents of CNS tumour patients. Study two investigated the effectiveness of two group-based interventions on stress and burnout among parents of children with chronic conditions. After a waiting list control period, parents were offered either a CBT or a mindfulness programme. After eight group therapy sessions, both interventions significantly decreased stress and burnout. Study three focused on the HRQoL and life satisfaction of the parents in study two. The results indicate improvements for participants in both treatment groups regarding certain areas of HRQoL and life satisfaction. To conclude, many parents of children with chronic conditions suffer from stress-related mental illness and need targeted interventions for their own problems. The present research concludes that fears concerning future cancer recurrence and concerning late effects of treatment are most prominent among parents of children with cancer. Another conclusion is that CBT and mindfulness decrease stress and burnout and may have a positive effect on areas of HRQoL and life satisfaction in parents of children with chronic conditions.

Doctor of Philosophy / Department of Family Studies and Human Services / Farrell J. Webb / The purpose of this study was to explore the relationship between chronic stressors-believed to be a condition present by race, sex, and social class and Well-being when mediated by individual resources and perceptions. Additionally, this study examined the utility of the proposed ABC-WB Model of Well-Being adapted from the ABC-X Model. The data used in this dissertation were gleaned from the 2004 General Social Survey which contained a weighted sample of 3,260 respondents. Several observed indicators were used to define each of the latent constructs corresponding to theoretical variables of the ABC-WB model. Each of these constructs contributed to the overall model in some way despite some inconsistent findings. The utility of the model was examined with multiple indicators for Stressor. None of the four research hypotheses were supported by the tested models. The data models were then respecified. This process did not produce any working structural models as well. Nevertheless, the findings revealed that well-being was an important factor to consider in the ABC-WB model. Despite the shortcomings of the model the stressor measurement revealed a direct but mild relationship with well-being. In all the models, Stressor was tempered by Resources and Perceptions both of which had a strong relationship with well-being. The selected models suggested that despite the lack of fit, largely to do with data restrictions rather than model specificity, the overall ABC-WB model has research potential.

Youth psychological well-being has become increasingly acknowledged as not merely the absence of psychological distress, but the presence of positive indicators of optimal functioning. Students with complete mental health (i.e., low psychopathology and high well-being) demonstrate the best academic, social, and physical health outcomes. As such, there remains a need to address children’s well-being through a holistic approach emphasizing the prevention of mental health problems and promotion of flourishing. Positive psychology interventions (PPIs) have emerged as a promising method of enhancing students’ complete mental health. Previous investigations support the utility of multitarget PPIs with middle school students and single-target PPIs (e.g., character strengths, hope) with younger elementary students, though the extent to which comprehensive multitarget, multicomponent PPIs enhance classes of elementary students’ outcomes relative to a control has not been examined. This study compared levels of subjective well-being, mental health problems, classroom social support, and classroom engagement between students in 6 classrooms randomly assigned to participate in a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with parent and teacher components, and students in 7 classrooms randomly assigned to a delayed intervention control group. Follow-up analyses examined levels of outcomes of the immediate intervention group relative to the control group at post-intervention, as well as levels of outcomes in the intervention group three months after program completion. At post-intervention, classes of students participating in the immediate intervention group did not have significantly improved student-reported life satisfaction, positive affect or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the control classes. However, several trends were found: (a) students in the immediate intervention group had lower negative affect relative to the delayed intervention control among students with greater baseline negative affect levels, (b) students in the immediate intervention group had lower teacher-reported levels of instrumental help relative to the control among students with greater baseline instrumental help levels, and (c) students in the immediate intervention group reported lower levels of behavioral engagement relative to the delayed intervention control. Because of the lack of improvement in immediate intervention group outcomes relative to the control group at post-intervention, continuation of those anticipated improvements from post-intervention to 3-month follow-up could not be detected. However, there was a significant increase in teacher-reported internalizing symptoms from post-intervention to follow-up among the immediate intervention group (without comparison to a control). Overall, findings from this study do not provide empirical support for the efficacy of a multitarget, multicomponent PPI when delivered universally to classes of elementary students. Nevertheless, high levels of treatment acceptability and feasibility from students and teachers as well as limitations to the study design support the need for educational scholars and practitioners to continue exploring the impact of multitarget PPIs delivered to students in multiple formats and various age levels in order to promote complete mental health across tiers of support and thus optimize success for all students.