Turning points : meaning-making and its association with psychological well-being, academic achievement and parental relationship quality among adolescents

There is substantial research linking meaning-making ability and psychological well-being in the context of turning point events. Still, an important research question remains: whether individuals who report meaning-making and psychological well-being were already better adjusted psychologically, prior to the experience of their turning point. In addition, the role of meaning-making on academic achievement and parental relationship quality has received little empirical attention although both variables have been shown to be positively associated with positive adjustment among adolescents. This longitudinal study examined differences in psychological well-being, academic achievement, and parental relationship quality between adolescents who reported meaning-making (lessons or insights) and those who reported no meaning-making within their turning point narratives. Participants were 803 (52% female) grade 12 adolescents, 26% (N = 209) of whom had reported experiencing a turning point. Participants also completed measures on the outcome variables (psychological well-being, academic achievement, and parental relationship quality) 3 years prior, when they were in grade 9. MANOVA results indicated that, of the participants who experienced a turning point, adolescents who reported meaning-making reported significantly higher psychological wellbeing and more positive parental relationship quality than adolescents who reported no meaningmaking. Importantly, these two groups did not differ on the outcome variables prior to their experience of a turning point event when they were in grade 9. Academic achievement scores did not differ significantly between adolescents who reported meaning-making and those who reported no meaning-making. These findings highlight the importance of meaning-making in relation to positive adjustment subsequent to a turning point among adolescents.

Expansion Sod Turning

Pictured here from left to right are Jack Miller, Department of Chemistry, R. Misener, Chancellor, R. A. Macleod, Board of Trustees, and actors from the Department of Fine Arts during the sod turning ceremonies in 1982 for the Science Complex expansion to the Mackenzie Chown Complex.

Key Turning

As part of the Official Opening of Brock University, General Vanier unlocked the main doors to the Glenridge Campus with a golden key. It is interesting to note that the Governor General did not proceed to push open the doors, citing "that [it] was not in the script". Instead Madame Vanier instictively pushed open the doors herself moments later. The man just visible in the right edge of the photo is E. R. Davey, chairman of the property and building committee of the Brock University Founders' Committee. The Governor General can be seen turning the key.

Tower Sod Turning Programme

Programme made for the 1965 Sod Turning Ceremony.

Tower Sod Turning

Pictured here from left to right are D. G. Willmot, James Allan, and Dr. James Gibson as they turn the sod at the Tower groundbreaking ceremony in June of 1965.

The wonders of Niagara : a visit to America's greatest cataract with a description of the points of interest in a region of scenic grandeur and beauty.

Cover title.

The Falls of Niagara : being a complete guide to all the points of interest around and in the immediate neighbourhood of the great cataract with views taken from sketches by Washington Friend, and from photographs. --

Includes index.