Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

The Diabetes Educator

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Clinical Nursing Research
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Mahon, N. E.
Right arrow Articles by Yarcheski, A.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Mahon, N. E.
Right arrow Articles by Yarcheski, A.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Alternative Theories of Happiness in Early Adolescents

Noreen E. Mahon

Adela Yarcheski

Rutgers, The State University of New Jersey

The purpose of this study was to examine a set of variables representing enabling mechanisms vis-à-vis a set of variables representing personality characteristics in relation to happiness in early adolescents; these two theoretical perspectives were assessed using hierarchical analyses of sets that determined which of the two has greater explanatory power in relation to happiness. The fi nal sample consisted of 127 early adolescents, ages 12 to 14, who responded to instruments measuring happiness, self-esteem, future time perspective, optimism, vigor, change, and social support in classrooms. Using hierarchical analy ses of sets, the results indicated that the enabling mechanisms set explained more variance in happiness when entered first (65%) or second (22%) than did the personality characteristics set when entered first (50%) or second (7%) in the analyses. Implications for nursing are addressed.

Clinical Nursing Research, Vol. 11, No. 3, 306-323 (2002)
DOI: 10.1177/10573802011003006
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Clin Nurs ResHome page
N. E. Mahon, A. Yarcheski, T. J. Yarcheski, and M. M. Hanks
Mediational Models of Health Practices in Early Adolescents
Clin Nurs Res, November 1, 2007; 16(4): 302 - 316.
[Abstract] [PDF]

Home page
 Clin Nurs ResHome page
N. E. Mahon, A. Yarcheski, and T. J. Yarcheski
Happiness as Related to Gender and Health in Early Adolescents
Clin Nurs Res, May 1, 2005; 14(2): 175 - 190.
[Abstract] [PDF]