Study Steca et al. (2004): study IT 1990

Public

Elementary school students followed 10 years, Italy,199?

Sample

Respondents

N = 306

Non Response

76/114

Assessment

Questionnaire: Paper & Pencil Interview (PAPI)
T1, T2: Prosocial behavior scale in self report and teacher rating, Emotional instability scale in self report and teacher rating, Physical and verbal aggression scale in self report and teacher rating, and peer nomination relative to popularity and refuse in the class T3. T4: Prosocial behavior scale in self report, Emotional instability scale in self report, Physical and verbal aggression scale in self report, peer nomination relative to popularity and refuse in the class, academic achievement, social and academic self-efficacy beliefs T5, T6: Satisfaction with life scale, Rosenberg self-esteem scale, Life-orientation test, and positive and negative affect scale

Correlate

Authors's Label

Developmental pathways

Our Classification

Remarks

Adapted clusters are measured by Prosocial behavior scale in self report and teacher rating, Emotional instability scale in self report and teacher rating, Physical and verbal aggression scale in self report and teacher rating, and social efficacy with peer nomination relative to popularity and refuse in the class

Distribution

T1: N(male, female) 1=93(37,56), 2=22(21,1), 3=54(23,31), 4=84(59,25), irregular=53
T2: N(male, female) 1=75(27,48), 2=12(only male), 3=40(17,23), 4=61(42,19)
T3: N(male, female) 1=64(21,43), 2=9(only male), 3=29(14,15), 4=54(36,18)

Operationalization

Development since T1
A.Positive-stable
  from well-adapted to well-adapted  
B Negative-stable:
  passing from ill-adapted to ill-adapted  
C Worsening:
  from well-adapted clusters to ill-adapted
D Improvement:
  from ill-adapted clusters to well-adapted

Observed Relation with Happiness