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Changes in Emotions from Childhood to Young Adulthood

Author

Listed:
  • C. Martin-Krumm

    (APEMAC EA 4360 Lorraine University
    Institut de Recherche Biomédicale des Armées (IRBA)
    IFEPS Angers Les Ponts de Cé)

  • F. Fenouillet

    (University of Paris Ouest Nanterre)

  • A. Csillik

    (University of Paris Ouest Nanterre)

  • L. Kern

    (University of Paris Ouest Nanterre)

  • M. Besancon

    (University of Paris Ouest Nanterre)

  • J. Heutte

    (University of Lille)

  • Y. Paquet

    (DIMPS - EA 4075 - Université de la Réunion)

  • Y. Delas

    (CREAD - EA 3875 – UEB)

  • M. Trousselard

    (Institut de Recherche Biomédicale des Armées (IRBA))

  • B. Lecorre

    (IFEPS Angers Les Ponts de Cé)

  • E. Diener

    (University of Virginia
    University of Utah
    The Gallup Organization)

Abstract

Emotional well-being is particularly important in teenagers and young adults. Childhood and adolescence provide opportunities to develop the foundations for mental health and the school is an important mean that can enable it. It seems important to examine the evolution and differences in positive and negative emotions and experiences in adolescents and young adults in educational settings, which have received less interest in the literature. The main goal of this article (studies 2 and 3), is to explore the evolution and age and gender differences in children, adolescents and young adults and to assess on the short-term positive affects in the French school system. A second goal of this article is to assess the validity and reliability of the Scale of Positive and Negative Experience (SPANE, Diener et al. 2010) in French in order to reach our main goal. The SPANE was translated and then evaluated in a sample of 1999 students. Results show adequate psychometric properties of the French version. The results of the second and third studies show that positive emotions decline and negative emotions increase and that women experience on average more negative emotions and less positive emotions than men. The overall results highlight the importance of promoting well-being during adolescence.

Suggested Citation

  • C. Martin-Krumm & F. Fenouillet & A. Csillik & L. Kern & M. Besancon & J. Heutte & Y. Paquet & Y. Delas & M. Trousselard & B. Lecorre & E. Diener, 2018. "Changes in Emotions from Childhood to Young Adulthood," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(2), pages 541-561, April.
    • Handle: RePEc:spr:chinre:v:11:y:2018:i:2:d:10.1007_s12187-016-9440-9
    DOI: 10.1007/s12187-016-9440-9
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    References listed on IDEAS

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    1. John Horn, 1965. "A rationale and test for the number of factors in factor analysis," Psychometrika, Springer;The Psychometric Society, vol. 30(2), pages 179-185, June.
    2. Sonja Lyubomirsky & Heidi Lepper, 1999. "A Measure of Subjective Happiness: Preliminary Reliability and Construct Validation," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 46(2), pages 137-155, February.
    3. Ed Diener & Derrick Wirtz & William Tov & Chu Kim-Prieto & Dong-won Choi & Shigehiro Oishi & Robert Biswas-Diener, 2010. "New Well-being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 97(2), pages 143-156, June.
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    Cited by:

    1. Maria Aymerich & Ramon Cladellas & Antoni Castelló & Ferran Casas & Mònica Cunill, 2021. "The Evolution of Life Satisfaction Throughout Childhood and Adolescence: Differences in Young People’s Evaluations According to Age and Gender," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(6), pages 2347-2369, December.
    2. Ana María Casino-García & Josefa García-Pérez & Lucía Inmaculada Llinares-Insa, 2019. "Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model," IJERPH, MDPI, vol. 16(18), pages 1-18, September.
    3. Lucía I. Llinares-Insa & Ana M. Casino-García & Josefa García-Pérez, 2020. "Subjective Well-Being, Emotional Intelligence, and Mood of Parents: A Model of Relationships. Impact of Giftedness," Sustainability, MDPI, vol. 12(21), pages 1-22, October.
    4. Ferran Casas & Mònica González-Carrasco, 2020. "The Evolution of Positive and Negative Affect in a Longitudinal Sample of Children and Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1503-1521, October.

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