The Longitudinal Stability and Dynamics of Group Membership in the Dual-Factor Model of Mental Health: Psychosocial Predictors of Mental Health

<p>This study examines the longitudinal stability and dynamics of group membership within the dual factor model of mental health as proposed by Greenspoon and Saklofske (2000). This new, empirically supported model of mental health incorporates information about subjective well-being (SWB), in addition to psychopathological symptoms, to better identify the mental health status and current functioning of youths. Results of longitudinal stability of group membership revealed moderate to high stability for all groups except for "vulnerable" students (i.e., low SWB and low psychopathology). Dynamics of group change are presented in Table 3. Results from logistic multiple regression models and multiple logistic bivariate models revealed meaningful predictors of group change over time (i.e., family support for learning, peer support for learning, teacher-student relationships, seeking social support). Findings show that (1) "flourishing" students (i.e., high SWB, low psychopathology) who have good relationships with their teachers or receive family support for learning are more likely to continue flourishing, (2) vulnerable students with increases in social support for learning from family or peers were more likely to later flourish, (3) vulnerable students with good teacher-student relationships were more likely to make a positive or negative group change, (4) "symptomatic but content" students (i.e., high SWB, high psychopathology) with good teacher-student relationships were more likely to improve in mental health, (5) symptomatic but content students who often seek out social support were less likely to make a positive group change and (6) "troubled" students (i.e., low SWB, high psychopathology) with high family support for learning were less likely to improve in mental health. Implications and future directions are also discussed.</p>

Name thesis:degree_name

M.A.

Level thesis:degree_level

Campus Access Thesis

Discipline thesis:degree_discipline

Educational Studies

Year

2012

Author dc:creator

• Kelly, Ryan Michael

Contributors dc:contributor

• Kimberley Kills

• Education
• Educational Psychology
• coping
• dual factor model
• mental health
• psychopathology
• social support
• subjective well-being

Statement dc:rights

• © 2012, Ryan Michael Kelly

Repository record dc:identifier

https://scholarcommons.sc.edu/etd/1879

OAI identifier oai:identifier

oai:scholarcommons.sc.edu:etd-2880