The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study
Follows links between hope, self-esteem, attributional style, grades and emotional well-being.
Adolescence involves changes in relationships, identity, school demands and emotional life. This collection studies how those changes unfold over time, rather than treating a single assessment as the whole story.
Recurring themes include hope and self-esteem, parenting and autonomy support, friendships and social support, and the ways young people respond to difficult emotions. Several papers use longitudinal designs to examine patterns across years or school transitions.
A linked measurement strand asks how to assess children’s emotional awareness. The LEAS-C uses descriptions of feelings in everyday situations rather than only asking children how emotionally skilled they think they are.
The papers below are a starting selection, not a claim that any one factor determines development. Read their designs and limitations alongside the findings, particularly when considering implications for schools, families or support services.
Key papers: a reading path
Hope and emotional well-being: A six-year study to distinguish antecedents, correlates, and consequences
Examines hope and well-being in the context of adolescent friendship networks.
The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions.
Studies parental autonomy support across educational transitions.
Perceived Parenting Styles and Values Development: A Longitudinal Study of Adolescents and Emerging Adults
Follows parenting styles and values development into emerging adulthood.
Connected or Cutoff? A 4-Year Longitudinal Study of the Links Between Adolescents’ Compulsive Internet Use and Social Support
Examines the links between compulsive internet use and social support over time.
Development of the Levels of Emotional Awareness Scale for Children (LEAS‐C)
Introduces a performance-based measure of children’s emotional awareness.
Self-compassion protects against the negative effects of low self-esteem: A longitudinal study in a large adolescent sample
Examines self-compassion alongside adolescent self-esteem and mental health.
Measures and tools
Collaborators in these papers
Coauthors in this selection include Patrick C.L. Heaven, Philip D. Parker, Fiona Davies, Todd B. Kashdan, Emma Barkus, Jasper J. Duineveld. Full author lists appear on the linked paper pages.
How to cite the core work
Cite the specific paper that supports the point you are making, rather than this reading guide. Starting references:
Ciarrochi, J., Heaven, P. C. L., & Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41(6), 1161–1178. https://doi.org/10.1016/j.jrp.2007.02.001
Ciarrochi, J., Parker, P., Kashdan, T. B., Heaven, P. C. L., & Barkus, E. (2015). Hope and emotional well-being: A six-year study to distinguish antecedents, correlates, and consequences. The Journal of Positive Psychology, 10(6), 520–532. https://doi.org/10.1080/17439760.2015.1015154
Duineveld, J. J., Parker, P. D., Ryan, R. M., Ciarrochi, J., & Salmela-Aro, K. (2017). The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology, 53(10), 1978–1994. https://doi.org/10.1037/dev0000364