Relations Between Media,Perceived Social Support and Personal Well-Being in Adolescence

This paper’s main objective is to show relations between interest in media, perceived social support and adolescents’ personal well-being. For this purpose, 1,589 Brazilian adolescents answered a questionnaire containing Cummins’ Personal Well-Being, Vaux’s Social Support Appraisals and Casas’ interest in media scales. The media in study are: The Internet, computer games, video games, computer, cell phone and television. For the data analysis this research used Structural Equation Modeling, a statistical methodology based on the confirmation of hypotheses previously established by theoretical frameworks on data. A final model of relations between media, support and well-being was obtained with a fit considered satisfactory by the literature. Implications of media on adolescents’ well-being based on this model are considered.     

Conformance and performance roles of bank boards: The connection between non-performing loans and non-performing directorships

This study evaluates how non-performing loans and different types of board turnover—which we link to performing directorship (natural turnover) and non-performing directorship (forced turnover)—impact the economic performance (ROA) of banks. The proposed model and hypotheses, based on the conformance and performance roles of boards, are tested on a rich sample that includes all banking firms operating in Costa Rica between 2000 and 2012. The results indicate that the negative effect of non-performing loans on ROA is significantly greater in banks with non-performing directorship associated with high rates of unexpected changes in the board. The findings of the study highlight that the competence of boards matters. The results also give evidence of the importance of balancing financial and non-financial goals if superior governance and economic performance are the objectives pursued by organisations.     

Cooperative learning: we can also do it without task structure

The present study focuses on the use of a cooperative methodology with university students during the last year of their degree programme. The task structure could be freely chosen, and there were no restraints on group decisions to deal with the classroom work. All the elements of cooperation were based on a reward structure. The results show that internal group cohesion can be achieved through an inter‐group competitive reward system and positive interdependence can be reached with an extreme cooperative reward structure, grounded on individual assessments of the students. The results also point to the importance of a reward structure, based on grades, when using a cooperative methodology in the university classroom.

Este estudio supone la utilización de una metodología cooperativa con alumnos universitarios en el último curso de la carrera. La estructura de tarea es siempre libre y no hay ninguna restricción a las decisiones del grupo para abordar el trabajo de aula. Todos los elementos de la cooperación se abordan desde la estructura de recompensa: la cohesión interna de los grupos se consigue mediante un sistema de recompensa competitiva intergrupal y la interdependencia positiva se logra mediante una estructura de recompensa cooperativa extrema, basada en las evaluaciones individuales de los alumnos. Los resultados demuestran la importancia que tiene una estructura de recompensa, basada en las calificaciones, para la aplicación de una metodología cooperativa al aula universitaria.     

A Non-stationary Cox Model

The purpose of this paper is to consider the problem of statistical inference about a hazard rate function that is specified as the product of a parametric regression part and a non-parametric baseline hazard. Unlike Cox's proportional hazard model, the baseline hazard not only depends on the duration variable, but also on the starting date of the phenomenon of interest. We propose a new estimator of the regression parameter which allows for non-stationarity in the hazard rate. We show that it is asymptotically normal at root- n and that its asymptotic variance attains the information bound for estimation of the regression coefficient. We also consider an estimator of the integrated baseline hazard, and determine its asymptotic properties. The finite sample performance of our estimators are studied.     

A Complexity Approach to Psychological Well-Being in Adolescence: Major Strengths and Methodological Issues

Psychological well-being in adolescence is an increasing field of study. Deepening in its knowledge during this period of life can be of a lot of help to the designing of more adjusted prevention programs aimed to avoid or reduce the problems adolescents might be experiencing. Complexity theories can be a productive alternative to the important limitations explanations about psychological well-being in adolescence have nowadays. Answers to a questionnaire have been obtained from a sample of 968 Catalan adolescents from 12 to 16 years old including 29 psychological well-being indicators measuring 8 dimensions related to satisfaction with specific life domains, self-esteem, perceived social support, perception of control and values.A structural equation modelling approach to complexity that focuses on the non-linearity property has been followed. Given the large number of dimensions, the model has been estimated in two steps. First, a confirmatory factor analysis model has been fitted to the 29 indicators and appropriate factor scores have been saved. Then all possible products and squared terms of the factor scores have been computed and have been used as predictors of the dependent variable using an ordered logit model.The results show that a non-linear model including interaction effects among the 8 dimensions, age and gender, has a higher explanatory power to predict satisfaction with life as a whole, compared to a linear model estimated from those same indicators.This work must be understood as a first step, basically a methodological one, to the future elaboration of new models of psychological well-being in adolescence to be based on the principles defended by complexity theories.     

The Well-Being of 12 - to 16-Year-Old Adolescents and their Parents: Results from 1999 to 2003 Spanish Samples

This study adopts satisfaction with life as a whole and satisfaction with specific life domains as indicators to analyse the relationships between the well-being of 12 to 16-year-old adolescents and some related constructs such as self-esteem, perceived control and perceived social support. Well-being indicators from a 2003 Spanish sample using an 11-point scale (N = 1,634) are compared with an equivalent 1999 Spanish sample using a 5-point scale (N = 1,618). The different results obtained from the 2003 sample with a Principal Component Analysis (PCA) using a shorter and a longer list of life domains are also discussed. A sub-sample of the adolescents’ results from the 2003 sample are compared with their parents’ answers, using the same well-being indicators. Using a list of 8 life domains, and despite the change of scale used, overall results show no relevant changes in adolescents’ satisfaction with life domains between 1999 and 2003 in Spain and are in agreement with normative data expected from western societies [Cummins: 1998, Social Indicators Research 43, pp. 307–334; Cummins et al.: 2001, Australian Unity Well-being Index (Australian Centre on Quality of Life, Deakin University, Melbourne)]. Adolescents’ overall life satisfaction has been shown to correlate consistently with the other well-being related constructs. However, it clearly decreases with age over the period studied. The results also show that increasing the list of life domains has a major impact on the structure of the results obtained. When we compare results from parents with those from their own child, outstanding differences in well-being appear between generations: few domain satisfaction dimensions show significant correlation between parents and children and more than 20% of the population studied shows high discrepancies in the answers in four domains.     

Relationships Between Parents’ And Children’s Salient Values For Future And Children’s Overall Life Satisfaction. A Comparison Across Countries

In this paper, a model is set forth relating (a) overall life satisfaction of children to children’s values and (b) children’s values to parents’ values. Using confirmatory factor analysis models three dimensions of values (materialistic values, capacities and knowledge values and interpersonal relationship values) consistently emerged in 5 countries (Brazil, South Africa, Norway, Spain and India) for both parents and children. There was a considerable amount of missing data, mainly because the parent’s questionnaire was often not returned. Full information maximum likelihood estimators with missing data were thus used.Multiple-group analyses were next performed to assess factor invariance of the three value dimensions across the five countries for both parents and children. This implies testing the equality of factor loadings and intercepts across groups. This equality is required to ensure that factors have the same interpretation in all groups, which is necessary when comparing any aspect of the factor distribution across groups.The only two countries for which the interpretation of value dimensions was invariant for both parents and children were Brazil and Spain. The results of other countries could thus not be compared. Multiple-group structural equation models revealed that both parents and children scored higher on most values in Brazil than in Spain. In both countries, each child value dimension was only significantly predicted by the same value dimension of the parents. R-squares were in the 4–12% range and slightly higher in Brazil. The only value dimension that had some effect on overall life satisfaction was capacities and knowledge, which was so in both countries.Acknowledgements are due to the country project directors and their associates Per Egil Mjaavatn (Norwegian University of Science and Technology, Trondheim, Norway), Usha Nayar (Tata Institute of Social Sciences, India), Irene Rizzini (Pontifícia Universidade Católica do Rio de Janeiro, Brazil), Rose September (Western Cape University, South Africa) and Ferran Casas (Catalan Network of Child Researchers – XCIII – in co-operation with the University of Girona, Spain) for permitting us to use part of their project and to Childwatch International, Oslo, for sponsorship.