American Journal of Applied Psychology
ISSN (Print): 2333-472X ISSN (Online): 2333-4738 Website: http://www.sciepub.com/journal/ajap Editor-in-chief: Apply for this position
Open Access
Journal Browser
Go
American Journal of Applied Psychology. 2014, 2(2), 53-58
DOI: 10.12691/ajap-2-2-4
Open AccessArticle

Resilient Profile and Creative Personality in Middle and Late Adolescents: A Validation Study of the Italian-RASP

Maria Elvira De Caroli1, and Elisabetta Sagone1

1Department of Educational Sciences, University of Catania, Sicily, Italy

Pub. Date: July 24, 2014

Cite this paper:
Maria Elvira De Caroli and Elisabetta Sagone. Resilient Profile and Creative Personality in Middle and Late Adolescents: A Validation Study of the Italian-RASP. American Journal of Applied Psychology. 2014; 2(2):53-58. doi: 10.12691/ajap-2-2-4

Abstract

This study analyzed the relationship between resilient profile and creative personality in a large sample of 749 Italian middle and late adolescents recruited from six Public High Schools in East Sicily (Italy). As corollary, it was investigated the validity of the Resiliency Attitudes and Skills Profile (Italian-RASP) by means of principal components factorial analysis (PCA) and its reliability by calculating Cronbach’s alpha. We administered, in a small group setting, the following measures: 1) the RASP (Hurtes & Allen, 2001) to explore the characteristics of resilient profile; 2) the Test of Creative Personality (Williams, 1994) to analyze the four factors of personality named curiosity, preference for complexity, willingness to risk taking, and imagination. The PCA revealed the five-components solution of Italian-RASP as the better one than the others (with the 41,67% of total explained variance), obtaining the following components: engagement (21,14% of variance), adaptability (6,26%), control (5,30%), competence (4,71%), and sense of humor (4,28%). Results indicated that the more the adolescents were engaged, adapted, and competent in front of adversity, the more they were likely to be curious, complexity-loving, willing to risk taking, and to use mental images; in addition, the more the adolescents practiced their control on surroundings and used their sense of humor, the more they were likely to be curious and complexity-loving, and prone to risk taking. Implications for future projects centered on the effects of creative resilience on the positive youth development will be discussed.

Keywords:
resilience creativity personality middle and late adolescents

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Sagone, E., & De Caroli, M.E. (2014), A correlational study on dispositional resilience, psychological well-being, and coping strategies in university students, American Journal of Educational Research, 2 (7), 463-471.
 
[2]  Luthar, S., Cicchetti, D., & Becker, B. (2000), The construct of resilience: A critical evaluation and guidelines for future work, Child Development, 71 (3), 543-562.
 
[3]  Prince-Embury, S. (2010), Introduction to the special issue: Assessing resiliency in children and adolescents, Journal of Psycho-educational Assessment, 28 (4), 287-290.
 
[4]  Campbell-Sills, L., Cohan, S.L., & Stein, M.B. (2006), Relationship of resilience to personality, coping, and psychiatric symptoms in young adults, Behaviour Research and Therapy, 44 (4), 585-599.
 
[5]  Nakaya, M., Oshio, A., & Kaneko, H. (2006), Correlations for Adolescent Resilience Scale with Big Five Personality Traits, Psychological Reports, 98, 927-930.
 
[6]  Fayombo, G. (2010), The relationship between personality traits and psychological resilience among the Caribbean adolescents, International Journal of Psychological Studies, 2 (2), 105-116.
 
[7]  Kelley, T. M. (2003), Health Realization: A Principle-Based Psychology of Positive Youth Development, Child & Youth Care Forum, 32 (1), 47-72.
 
[8]  Lerner, R.M., & Steinberg, L. (Eds.). Handbook of Adolescent Psychology (2009). Hoboken, NJ: John Wiley & Sons Inc.
 
[9]  Leipold, B., & Greve, W. (2009), Resilience: A conceptual bridge between coping and development, European Psychologist, 14 (1), 40-50.
 
[10]  Afzal, A., Malik Najma, I., & Atta, M. (2014), The moderating role of positive and negative emotions in relationship between positive psychological capital and subjective well-being among adolescents, International Journal of Research Studies in Psychology, 3 (3), 29-42.
 
[11]  Lerner, R.M. et al. (2005), Positive Youth Development, Participation in Community Youth Development Programs and Community Contributions of Fifth-Grade Adolescents, The Journal of Early Adolescence, 25 (1), 17-71.
 
[12]  Metzl, E.S., & Morrell, M.A. (2008), The role of creativity in models of resilience: theoretical exploration and practical applications, Journal of Creativity in Mental Health, 3 (3), 303-318.
 
[13]  Metzl, E.S. (2009), The role of creative thinking in resilience after hurricane Katrina, Psychology of Aesthetics, Creativity, and the Arts, 3 (2), 112-123.
 
[14]  Wolin, J. & Wolin, S. (1993), The resilient self: How survivors of troubled families rise above adversity. New York: Villard Books.
 
[15]  Hurtes, K.P., & Allen, L.R. (2001), Measuring resiliency in Youth: The Resiliency Attitudes and Skills Profile, Therapeutic Recreation Journal, 35 (4), 333-347.
 
[16]  Ryff, C.D., & Singer, B. (2003), Flourishing under fire: Resilience as a prototype of challenged thriving. In C.L.M. Keyes & Haidt J. (Ed.), Flourishing: Positive psychology and the life well-lived (pp.15-36). Washington, DC: APA.
 
[17]  Wagnild, G.M., & Young, H.M. (1993), Development and psychometric evaluation of the Resilience Scale, Journal of Nursing Measurement, 1, 165-178.
 
[18]  Smith, B.W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008), The Brief Resilience Scale: Assessing the ability to bounce back, International Journal of Behavioral Medicine, 15 (3), 194-200.
 
[19]  Masten, A.S., Hubbard, J.J., Gest, S.D., Tellegen, A., Garmezy, N., & Ramirez, M. (1999), Competence in the context of adversity: pathways to resilience and maladaptation from childhood to late adolescence, Development and Psychopathology, 11 (1), 143-169.
 
[20]  Gartland, D., Bond, L., Olsson, C.A., Buzwell, S., & Sawyer, S.M. (2011), Development of a multi-dimensional measure of resilience in adolescents: the Adolescent Questionnaire, BMC-Medical Research Methodology, 11, 134-144.
 
[21]  Prince-Embury, S. (2008), The Resiliency Scales for Children and Adolescents, Psychological Symptoms, and Clinical Status in Adolescents, Canadian Journal of School Psychology, 23 (1), 41-56.
 
[22]  Von Soest, T., Mossige, S., Stefansen, K., & Hjemdal O. (2010), A validation study of the Resilience Scale for Adolescents (READ), Journal of Psychopathology and Behavioral Assessment, 32 (2), 215-225.
 
[23]  Şahin Baltaci, H., & Karataş, Z. (2014), Validity and reliability of the Resilience Scale for Early Adolescents, Procedia – Social and Behavioral Sciences, 131, 458-464.
 
[24]  Laudadio, A., Mazzocchetti, L., & Perez F.J.F. (2011), Valutare la resilienza. Teorie, modelli e strumenti. Roma (Italy): Carocci.
 
[25]  Williams, T., Gomez, E., Hill, E., Milliken, T., Goff, J., & Gregory, N. (2013), The Resiliency and Attitudes Skills Profile: An Assessment of Factor Structure, Illuminare: A Student Journal in Recreation, Parks, and Leisure Studies, 11 (1), 16-30.
 
[26]  McCrae, R. R. (1993), Moderated analyses of longitudinal personality stability, Journal of Personality and Social Psychology, 65, 577-585.
 
[27]  Harris, J.A. (2004), Measured intelligence, achievement, openness to experience, and creativity, Personality and Individual Differences, 36, 913-929.
 
[28]  King, L. A., McKee Walker, L., & Broyles, S. J. (1996), Creativity and the Five-Factor Model, Journal of Research in Personality, 30, 189-203
 
[29]  Barron, F. (1969), Creative person and creative process. New York: Holt, Rinehart and Winston.
 
[30]  Lee, K.W. (2005), The relationship between creative thinking ability and creative personality of preschoolers, International Education Journal, 6, 194-199.
 
[31]  Feist, G.J. (1999), Autonomy and independence. In M.A. Runco & S. Pritzker (Eds.), Encyclopedia of Creativity (pp.157-163). San Diego, CA: Academic Press.
 
[32]  Dacey, J.S., & Lennon, K.M. (1998), Understanding creativity: the interplay of biological, psychological, and social factors. Hardcover: Jossey-Bass.
 
[33]  Cskszentmihalyi, M. (1999), Implications of a system perspective for the study of creativity. In R.J. Sternberg (Ed.), Handbook of creativity (pp.313-335). Cambridge, MA: Cambridge University Press.
 
[34]  Williams, F.E. (1969), Classroom ideas for encouraging thinking and feeling. New York: Wiley.
 
[35]  Williams, F.E. (1994), Test della creatività e del pensiero divergente. It. Ed., Trento (Italy): Erickson.
 
[36]  Runco, M.A. (1999), Tactics and strategies for creativity. In M.A. Runco & S. Pritzker (Eds.), Encyclopedia of Creativity (pp.611-615). San Diego, CA: Academic Press.
 
[37]  Forgeard, M. J.C. (2013), Perceiving benefits after adversity: The relationship between self-reported posttraumatic growth and creativity, Psychology of Aesthetics, Creativity, and the Arts, 7 (3), 245-264.
 
[38]  Feldman, G.C. (2002), Taking Advantage of Adversity: How to Move from Crisis to Creativity. New York: Time Warner Trade Publishing.
 
[39]  Sagone, E., & De Caroli, M.E. (2014), The influence of creative personality factors on interpersonal adjustment in adolescents: what’s the relationship? Procedia – Social and Behavioral Sciences, 82, 131-136.
 
[40]  Ziegler, A., & Stoeger, H. (2010), Research on a modified framework of implicit personality theories, Learning and Individual Differences, 20, 318-326.
 
[41]  Ogoemeka, O. H. (2011), Correlates of social problem-solving and adjustment among secondary school students in Ondo State, Nigeria, Procedia - Social and Behavioral Sciences, 30, 1598-1602.
 
[42]  Lopez, V., & Sotillo, M. (2009). Giftedness and social adjustment: evidence supporting the resilience approach in Spanish speaking children and adolescents, High Ability Students, 20, 39-53.
 
[43]  Jovanovic, V., & Brdaric, D. (2012), Did curiosity kill the cat? Evidence from subjective well-being in adolescents, Personality and Individual Differences, 52, 380-384.
 
[44]  Field, A. (2009), Discovering Statistics using SPSS. Sage: London.
 
[45]  Tabachnick, B.G., & Fidell, L.S. (2001), Using Multivariate Statistics (5th ed.). Pearson: Needham Heights, MA.
 
[46]  Sun, J., & Stewart, D. (2007), Age and gender effects on resilience in children and adolescents, International Journal of Mental Health Promotion, 9 (4), 16-25.