Brief Version of the Ryff Psychological Well-Being Scales for Children and Adolescents: Evidence of Validity.

BACKGROUND: Well-being has become a core concept in the study of positive child health, however, previous instruments for well-being evaluation have been centered mainly on the hedonic component. Therefore, the objective of this study was to adapt the Psychological Well-being Scales for assessing eudaimonic well-being in children and adolescents using a single-item per dimension approach. METHOD: A total of 312 participants (52.9% girls; ages 10-18) from Spain completed the Psychological Well-Being Scales Short Form, the WHO-5 Well-Being Index, and their psychological well-being was evaluated via a semi-structured interview by a developmental psychologist who was an expert in positive psychology. RESULTS: Parallel analysis and exploratory factor analysis suggested a unidimensional structure that showed an excellent fit to the data. The new measure also demonstrated scalar invariance across gender and age. Moreover, the new scale significantly correlated with both WHO-5 and the expert´s ratings of psychological well-being, indicating adequate criterion validity. CONCLUSIONS: The Psychological Well-Being Scales Short Form is a useful, brief measuring instrument that reduces children cognitive fatigue during evaluation.

Brief Version of the Ryff Psychological Well-Being Scales for Childrenand Adolescents: Evidence of Validity / Versión Reducida de las Escalas de Bienestar Psicológico de Ryff ParaNiños y Adolescentes: Evidencias de Validez

Background: Well-being has become a core concept in the study of positivechild health, however, previous instruments for well-being evaluation havebeen centered mainly on the hedonic component. Therefore, the objectiveof this study was to adapt the Psychological Well-being Scales for assessingeudaimonic well-being in children and adolescents using a single-item perdimension approach. Method: A total of 312 participants (52.9% girls;ages 10-18) from Spain completed the Psychological Well-Being ScalesShort Form, the WHO-5 Well-Being Index, and their psychological well-being was evaluated via a semi-structured interview by a developmentalpsychologist who was an expert in positive psychology. Results: Parallelanalysis and exploratory factor analysis suggested a unidimensionalstructure that showed an excellent fit to the data. The new measure alsodemonstrated scalar invariance across gender and age. Moreover, thenew scale significantly correlated with both WHO-5 and the expert’sratings of psychological well-being, indicating adequate criterion validity.Conclusions: The Psychological Well-Being Scales Short Form is a useful,brief measuring instrument that reduces children cognitive fatigue duringevaluation.

Antecedentes: el bienestarse ha convertido en un concepto central para el estudio de la salud infantil,aunque los instrumentos previos para su evaluación se han centrado en sucomponente hedónico. Por ello, nuestro objetivo fue adaptar las Escalasde Bienestar Psicológico para su uso con niños y adolescentes utilizandoun enfoque de un único ítem por dimensión. Método: un total de 312participantes (52,9% mujeres; edades 10-18) españoles completaron lanueva versión reducida de las escalas de bienestar psicológico, el índicede bienestar de la OMS-5, y su bienestar fue evaluado mediante unaentrevista semiestructurada. Resultados: el análisis paralelo y el análisisfactorial exploratorio sugirieron una estructura unidimensional quemostró un ajuste excelente a los datos. Además, la nueva medida presentóinvariancia escalar para el género y la edad. La nueva escala correlacionósignificativamente con la escala de OMS-5, así como con la evaluacióndel experto externo sobre la satisfacción con la vida global, indicando unaadecuada validez de criterio. Conclusiones: la versión reducida de lasEscalas de Bienestar Psicológico para jóvenes ha mostrado unas excelentespropiedades psicométricas, siendo un instrumento de medición breve quereduce la fatiga cognitiva de los jóvenes durante la evaluación.

Assessing the Growth of Ethical Banking: Some Evidence from Spanish Customers.

Aristotle, who, having predated Adam Smith by 2000 years, deserves to be recognized as the world's first economist (Solomon, 1995), distinguished between two different senses of what we call economics: oikonomikos, or household trading, which he approved of and considered essential to the working of any even slightly complex society, and chrematisike, or trade for profit, which he considered selfish and utterly devoid of virtue, calling those who engaged in such practices "parasites". Of course, consumers do not purchase and invest for solely economic reasons (Polanyi, 1944). Interest in ethics in economics has been the subject of continuous study. In this regard, the recent financial crisis has had not only economic, but also social, psychological, political, and ethical consequences, which have impacted the financial and banking system. Consumers are no longer drawn only by the economic return but also by ethical factors. Ethical banking is on the rise. This paper aims to explain the reasons for the growth in ethical banking and to answer the following questions: can banking consumers-investors change the characterization of the banking system? Can ethical banking gain ground on traditional banking? And is ethical banking really effective? To this end, it will examine the Spanish case, using econometric causal regression models to identify the reasons why consumers decide to invest in ethical banking and determine its role in the Spanish economy.

Emotional Effects on University Choice Behavior: The Influence of Experienced Narrators and Their Characteristics.

This study analyzes the influence that experienced users of university resources might have as narrative sources of information for other students in the process of choosing their schools. Informative videos about the benefits of studying at the university provide a reference model. In these videos, a group of young people present their views and explain their reasons for choosing the university in which they are pursuing their degrees; the various narrators detail all the resources available. This study investigates whether the individual identifiers of these narrators (e.g., gender, age, physical appearance, nonverbal gestures such as smiling, posture) influence perceptions of the credibility of the information they provide. Among a sample of 150 students in their last year of pre-university training, the results demonstrate that the students' ability to identify with the narrators provides information and arouses emotions that inform their perceptions of reliability and therefore their consumption choices. None of these predictors appear to serve as determinants that can be generalized, but if emotional attitudes in response to narratives about the topic (i.e., the university) are positive, then they prompt a change in attitude toward that reference topic too.