The Development of Multiple Self-Concept Dimensions During Adolescence.

The purpose of this research was to analyze the development of self-concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle-class families in the Basque Country region of Spain (Mage  = 14.99, SD = 1.81 in Time 1 and Mage  = 15.64, SD = 1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same-sex relationships) reported a linear trend with a decreasing monotonic pattern; self-esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self-esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.

Revisiting the academic self-concept transcultural measurement model: The case of Spain and China.

BACKGROUND: Modelling academic self-concept through second-order factors or bifactor structures is an important issue with substantive and practical implications; besides, the bifactor model has not been analysed with a Chinese sample and cross-cultural studies in the academic self-concept are scarce. Likewise, latent structure validity evidence using network psychometrics has not been carried out. AIMS: The aim of this study is twofold: to analyse (1) the internal structure of ASC through the Self-Description Questionnaire II-Short (SDQII-S) in Chinese and Spanish samples using two approaches, structural equation modelling and network psychometrics conducting an exploratory graph analysis; and (2) the measurement invariance of the best model across countries and investigate the cross-cultural differences in ASC. SAMPLE: The sample was composed by 651 adolescents. Seven models of ASC were tested. RESULTS: Results supported the multi-dimensional nature of the data as well as the reliability. The best-fitted model for the two subsamples was the three-factor ESEM model, but only the configural invariance of this model was supported across countries. The graph function shows that the school dimension appears more related to the verbal factor in the Spanish subsample and to the math dimension in the Chinese subsample. Likewise, the relationship between verbal and math factors in Spanish students is non-existent, but this connection is more relevant for Chinese students. CONCLUSION: These two differences may be behind the difficulty in finding invariance using SEM models. It is a question of the construct's nature, less related to analytical phenomena, and deserves deeper discussion.

How Does Social Support and Emotional Intelligence Enhance Life Satisfaction Among Adolescents? A Mediational Analysis Study.

Introduction: The decline in life satisfaction throughout adolescence has led research to focus on variables that facilitate life satisfaction, such as social support and trait emotional intelligence. However, the relationship dynamics between the main sources of social support (family, friends and teachers), trait emotional intelligence (emotional attention, clarity and repair), and life satisfaction have yet to be elucidated. Objective: Therefore, the aim of this study is to test and compare a set of structural models that integrate these three variables. Methods: A sample of 1397 middle school students (48% males, 52% females) with age range 12-16 years (M = 13.88, SD = 1.27) was selected. Results: The data showed that trait emotional intelligence significantly mediated the effect of the social support network on life satisfaction, highlighting the greater contribution of family support, emotional clarity, and emotional repair as enabling factors of adolescent well-being. Discussion: Psychoeducational and social implications of these results are discussed.