Eudaimonic Behaviors And Emotional Competence In Young Adulthood

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The Journal article reviewed this week is located in the Journal of Happiness Studies with the title, “Association between Adolescent Eudaimonic Behaviors and Emotional Competence in Young Adulthood. In this study eudaimonic is used synonymous with moral values. The purpose of this study was to evaluate two hypotheses, “1) The eudaimonic behavior in late adolescence (19-20 years old) would predict greater emotional competence in young adulthood (23-24 years old); and 2) that emotional competence in young adulthood (23-24 years old) would reduce risk for anxious-depressive symptoms at the same age after controlling for prior emotional distress in adolescence” (Hallam et al, 2013, para. 1). This study involves the premise that the good life …show more content…
The Centres were located in 67 of a total of 78 Victorian local Government areas, urban and rural, providing a representative sample of the Victorian population. All participants have been involved in a longitudinal study from infancy to adulthood starting from 1983. This longitudinal study involved the participants to fill out questionnaires in late adolescence and early adulthood. The missing data ranged from 0 to 24.6%, and was imputed using full information maximum likelihood (FIML). Questions on fundraising, conservation, helping (volunteering) and social change behaviors (involvement in political or lobby groups) were selected to form the latent variables of adolescent eudaimonic behaviors at 19-20 years. Questions on emotional competence, responsibility, self-control, autonomy and planfulness were selected to form the variables to assess the emotional competency of young adulthood at 23-24 years. Stress, anxiety and depressive symptoms were assessed in both age groups using the Depression Anxiety Stress Scales, which involves seven items relating to depressive symptoms. All questions were assessed using a 4 point scale rated from 1=never to 5 =always or a yes …show more content…
That estimates conducted were not accurate of those members who did not turn complete the survey. Participants filled out questionnaire with inaccurate information. Moreover, the people conducting the study were bias in analyzing the results. There are also three limitation of this model of evaluation. First, there is a lack of baseline data on emotional competence in adolescence and of data on eudaimonic behaviors in young adults. This means that the age-related adjustments could not be modeled. Second, there is a lack of standardize psychometrics for eudaimonic research. Lastly, there is also a lack of direct information on underlying motivations for prosocial behaviors. It is possible that motivation in prosocial behavior is not eudaimonic (moral) but done for emotional

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