Perceived academic performance explained by school climate, positive psychological variables and life satisfaction.

BACKGROUND: Adolescents spend a large percentage of their time at school, where learning and achievement are important activities that are vital to their future educational success and subsequent career opportunities. However, studies reveal a significant drop in satisfaction and performance during the teenage years. AIM: Based on the ecological model, this study aims to explore the relationship dynamics between contextual (school climate) and psychological (emotional intelligence and resilience) variables, life satisfaction and perceived academic performance, analysing, to this end, four theoretical models grounded in previous research. SAMPLE: The sample comprised a total of 1397 adolescents aged between 12 and 16 years from the Autonomous Community of the Basque Country (northern Spain). ANALYSIS: The Equations 6.2 program was used to estimate the measurement model and the structural models, using the robust maximum likelihood procedure. RESULTS: School climate and life satisfaction were found to directly influence perceived academic performance, whereas emotional intelligence and resilience did so indirectly, with the full mediation of life satisfaction. CONCLUSIONS: These results have important educational implications, since they reveal existing relationship dynamics, which should serve as a basis for the effective implementation of school programs. They also indicate how important it is for adolescents to be psychologically well-adjusted and satisfied with their lives, in order for them to perform optimally at school.

Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence.

The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context.

The role of social support in school adjustment during secondary education / El papel del apoyo social en el ajuste escolar en Educación Secundaria

BACKGROUND: During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. METHOD: Participants were 1,468 students (51% girls; 49% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS -teacher support subscale, AFA-R -family support and peer support subscales, SEM -School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. RESULTS: The first-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. CONCLUSIONS: Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-efficacy and school engagement

ANTECEDENTES: durante la Educación Secundaria, etapa con riesgo de fracaso y abandono escolar, el apoyo social representa una variable contextual relevante para prevenir el desajuste escolar. El objetivo de este trabajo es examinar un modelo teórico sobre la capacidad explicativa del apoyo social sobre el ajuste escolar -implicación escolar y rendimiento académico percibido-. MÉTODO: participan 1.468 estudiantes (51% chicas; 49% chicos) con edades entre 12 y 17 años (M=14.03; DT=1.36) del País Vasco. Es un estudio con diseño ex post facto transversal. Las medidas empleadas son: TCMS -subescala apoyo profesorado-, AFA-R -subescalas apoyo familiar y apoyo amistades-, SEM -escala implicación escolar- y EBAE-10 -subescala rendimiento académico percibido-. Se comprueban varios modelos estructurales. RESULTADOS: el modelo de primera elección es el de predicción del apoyo social sobre la implicación escolar con el rendimiento académico percibido como variable mediadora: predicen conjuntamente un 73% de la implicación y prevalece el efecto del apoyo del profesorado, seguido del apoyo familiar, frente a la ausencia de efecto directo de amistades sobre las variables de ajuste escolar. CONCLUSIONES: el profesorado y la familia deben ofrecer apoyo social al alumnado para reforzar la percepción de autoeficacia académica y la implicación escolar

The role of social support in school adjustment during Secondary Education.

BACKGROUND: During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. METHOD: Participants were 1,468 students (51% girls; 49% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS -teacher support subscale, AFA-R -family support and peer support subscales, SEM -School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. RESULTS: The first-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. CONCLUSIONS: Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-efficacy and school engagement.

Parental Socialization Styles: The Contribution of Paternal and Maternal Affect/Communication and Strictness to Family Socialization Style.

The aim of this study is two-fold: (a) to determine the general degree of family affect/communication and strictness by examining the combination of the two classical dimensions of mother parenting style: affect/communication and strictness, and (b) to analyze the impact of both parents' affect and strictness on the family style, thereby exploring the specific contribution made by each parent's style and dimension. Participants were 1190 Spanish students, 47.1% boys and 52.3% girls (M = 14.68; SD = 1.76). The Affect Scale (EA-H) and the Rules and Demandingness Scale (ENE-H) (both by Fuentes, Motrico, and Bersabé, 1999) were used. Structural equation models (SEMs) were extracted using the EQS program. The results reveal that it is not the father's and the mother's parenting style combined, but rather the combination of maternal and paternal affect/communication, and maternal and paternal strictness which generates one perception of family affect and another of family strictness. The results also indicated that the weight of both dimensions varies in accordance with the parent's gender, with maternal dimensions playing a more important role in family socialization style.

El autoconcepto y el bienestar subjetivo en función del sexo y del nivel educativo en la adolescencia / Self-concept and subjective well-being based on gender and educational level in adolescence

Este estudio analiza las relaciones entre el autoconcepto y el bienestar subjetivo (satisfacción con la vida, afecto positivo y afecto negativo). Participaron 1.250 estudiantes de Educación Secundaria Obligatoria (media de edad=13.72, DT=1.09) seleccionados aleatoriamente. Se administraron los siguientes instrumentos de evaluación: el Cuestionario de Autoconcepto Dimensional (AUDIM), la Escala de Satisfacción con la Vida (SWLS) y la Escala de Balance Afectivo (EBA). Los resultados indican que los adolescentes con autoconcepto alto presentan puntuaciones significativamente más altas que sus iguales con autoconcepto bajo en satisfacción con la vida y afecto positivo y puntuaciones más bajas en afecto negativo. Este patrón de resultados es el mismo tanto para la muestra total como para las muestras en función del sexo y el nivel educativo

This study analyzes the relationships between self-concept and subjective well-being (satisfaction with life, positive affect, and negative affect). Participants were 1,250 students of secondary education (mean age=13.72, SD=1.09) randomly selected. Three assessment instruments were administered: the Dimensional Self-concept Questionnaire (AUDIM), the Satisfaction With Life Scale (SWL), and the Affect-Balance Scale (ABS). The results indicated that adolescents with high self-concept showed significantly higher scores in satisfaction with life and positive affect and lower scores in negative affect. This pattern of results was the same for the total sample and for gender and educational level groups

Diferencias de sexo y edad en el autoconcepto social / Sex and age differences in social self-concept

Resumen Este estudio tiene por objeto identificar diferencias asociadas a la edad y al sexo en el autoconcepto social medido con el Cuestionario de Autoconcepto Social (AUSO), de Fernández-Zabala (2011), que consta de las escalas de responsabilidad social y de competencia social. Participaron en la investigación 767 estudiantes, 318 hombres (41.5 %) y 449 mujeres (58.5 %), de entre 16 y 25 años (M = 19.97; DT = 1.86) divididos en dos grupos de edad (menores de 20 años y mayores de 20). Tras comprobar la invarianza factorial del cuestionario por sexo y edad, se verifican diferencias en la escala de responsabilidad social, y no en la de competencia social, a favor de las mujeres y del grupo de más edad. Estos resultados suponen un avance respecto de anteriores conocimientos sobre el desarrollo del autoconcepto social a la par que refrendan la calidad psicométrica del AUSO.

Abstract The aim of this study is to identify differences associated with age and sex in the social self-concept measured by the Social Self-Concept Questionnaire (AUSO), by Fernández-Zabala (2011), made up for two scales: social responsibility and social competence. In the research participated a total of 767 students, 318 men (41.5 %) and 449 women (58.5 %), between 16 and 25 years (M = 19.97, SD = 1.86) divided into two age groups (under 20 years and older than 20). After checking the factorial invariance of the questionnaire by sex and age, differences in the scale of social responsibility are verified, but not on social competence, in favor of women and older group. These results represent an advance over previous knowledge on the development of social self-concept and at the same time endorse AUSO psychometric quality.

Validation of the Spanish Version of the School Engagement Measure (SEM).

The scientific study of school engagement has recently been the subject of considerable interest in the field of educational psychology, and significant advances have been made in our knowledge of this construct. For instance, there is currently consensus in the scientific community that it is multifaceted, and has three dimensions: behavioral engagement, emotional engagement, and cognitive engagement. However, more advanced statistical analyses are needed to validate Spanish-language measures of school engagement, which this study proposes to do. The sample was comprised of 1,250 adolescents from Basque Country (49% boys, 51% girls) aged 12 to 15 years old (M = 13.72, SD = 1.09). The results of confirmatory factor analysis on the School Engagement Measure (Fredricks, Blumenfeld, Friedel, & Paris, 2005) supported a three-dimensional structure of school engagement (χ2 (100) = 676.93, p < .001; GFI = .931; CFI = .906; IFI = .907; SRMR = .058; RMSEA = .068). Reliability indexes were satisfactory, ranging from .83 to .94. Adequate evidence of concurrent validity was found for the variable perceived school performance (p < .01). The results are discussed from an educational perspective, and with an eye to future research.

Contextual and psychological variables in a descriptive model of subjective well-being and school engagement / Variables contextuales y psicológicas en un modelo explicativo del bienestar subjetivo y la implicación escolar

Background/Objective: The objective of this ex post facto study is to analyze both the direct relationships between perceived social support, self-concept, resilience, subjective well-being and school engagement.Method: To achieve this, a battery of instruments was applied to 1,250 Compulsory Secondary Education students from the Basque Country (49% boys and 51% girls), aged between 12 and 15 years (M = 13.72,SD =1.09), randomly selected. We used a structural equation model to analyze the effects of perceived social support, self-concept and resilience on subjective well-being and school engagement. Results: The results provide evidence for the influence of the support of family, peer support and teacher support on self-concept. In addition, self-concept is shown as a mediating variable associated with resilience, subjective well-being and school engagement. Conclusions: We discuss the results in the context of positive psychology and their practical implications in the school context (AU)

Antecedentes/Objetivo: El objetivo de este estudio ex post facto es analizar las relaciones entre apoyo social percibido, autoconcepto, resiliencia, bienestar subjetivo e implicación escolar. Método: Se aplicó una batería de instrumentos a 1.250 estudiantes de Educación Secundaria Obligatoria del País Vasco (49% chicos y 51% chicas), de entre 12 y 15 años (M = 13,72, DT =1,09), seleccionados aleatoriamente. Se sometió a prueba un modelo de ecuaciones estructurales para analizar los efectos del apoyo social percibido, el autoconcepto y la resiliencia sobre el bienestar subjetivo y la implicación escolar. Resultados: Los resultados aportan evidencias a favor de la influencia que ejercen el apoyo de la familia, el apoyo de los iguales y el apoyo del profesorado sobre el autoconcepto, que a su vez se muestra como variable mediadora asociada a la resiliencia, el bienestar subjetivo y la implicación escolar. Conclusiones: Se discuten los resultados obtenidos en el marco de la psicología positiva y sus implicaciones prácticas en el contexto escolar (AU)

The structure of the Social Self-Concept (SSC) Questionnaire / La estructura del Cuestionario de Autoconcepto Social (AUSO)

This study aims to analyze the factorial structure of the newly-created Cuestionario de Autoconcepto Social - AUSO (from here on the Social Self-concept Questionnaire, or AUSO), which consists of two scales measuring social responsibility and social competence. The theoretical proposal which posits that social self-concept is the result of the combination of two basic self-perceptions: competence in social relations and response to the demands of social functioning, is based on a review of human social development theories and previous attempts to measure social self-concept. Participants were 818 students aged between 17 and 52. The results obtained though confirmatory factor analyses support the hypothesis of a structure made up of two correlated factors. In addition to providing a new measurement instrument with appropriate psychometric characteristics and valid criteria that justify its use in both applied practice and research, this study also enhances our understanding of the internal nature of the social domain of self-concept

Este estudio tiene por objeto analizar la estructura factorial del Cuestionario de Autoconcepto Social (AUSO), de nueva creación, compuesto por las escalas de responsabilidad social y de competencia social. De la revisión tanto de las teorías del desarrollo social humano como de anteriores intentos de medida del autoconcepto social nació la propuesta teórica de que el autoconcepto social resulta de la conjunción de dos autopercepciones básicas: la competencia en las relaciones sociales y la respuesta a las exigencias del funcionamiento social. Participaron en la investigación 818 estudiantes con edades comprendidas entre 17 y 52 años. Los resultados obtenidos, mediante análisis factoriales confirmatorios, refrendan la estructura hipotetizada de dos factores correlacionados. Este trabajo, además de aportar un nuevo instrumento de medida con características psicométricas adecuadas y criterios válidos que justifican su uso tanto en la práctica aplicada como en el ámbito de la investigación, ayuda a comprender mejor la naturaleza interna del dominio social del autoconcepto

Bienestar subjetivo en la adolescencia: el papel de la resiliencia, el autoconcepto y el apoyo social percibido / Subjective well-being in adolescence: The role of resilience, self-concept and perceived social support

El objetivo del presente trabajo fue explorar las relaciones del bienestar subjetivo con resiliencia, autoconcepto y apoyo social, identificando variables predictoras del bienestar subjetivo. Se llevó a cabo un estudio ex post facto retrospectivo de tipo transversal. Se administraron la Escala de satisfacción con la vida (Diener, Emmon, Larsen, & Grifin, 1995), la Escala de balance afectivo (Bradburn, 1969), la Escala de resiliencia de Connor y Davidson (2003), el Cuestionario de autoconcepto multidimensional (Fernández-Zabala et al., 2015) y la Escala de apoyo familiar y de amigos (González & Landero, 2014). La muestra estaba configurada con 1250 adolescentes de 12 a 15 años (49% chicos y 51% chicas), seleccionados aleatoriamente. Los resultados confirmaron la existencia de relaciones entre bienestar subjetivo y las variables resiliencia, autoconcepto y apoyo social. Alto nivel de autoconcepto, resiliencia y apoyo familiar fueron predictores de satisfacción con la vida; alto nivel de resiliencia, autoconcepto y apoyo de las amistades, de afecto positivo; y bajo nivel de autoconcepto y apoyo familiar, de afecto negativo.

The purpose of this study was to examine the relationship of subjective well-being with resilience, self-concept and social support, determining variables that predict subjective well-being. The study used an ex post facto, observational and cross-sectional design, using the following scales: Satisfaction with Life (Diener, Emmon, Larsen, & Grifin, 1995), Affect-Balance (Bradburn, 1969), Connor-Davidson Resilience (Connor & Davidson, 2003), Perceived Social Support from Family and Friends Scale (González & Landero, 2014), as well as a Multidimensional Self-Concept Questionnaire (authors). The sample comprised 1250 adolescents aged 12 to 15 years old, randomly selected. The results confirmed that there were positive correlations between subjective well-being and resilience, self-concept and social support. A high level of self-concept, resilience and family support were predictors of satisfaction with life, a high level of resilience, self-concept and friends support of positive affect, and negative affect was predicted by low levels of self-concept and family support.

Contextual and psychological variables in a descriptive model of subjective well-being and school engagement.

Background/Objective: The objective of this ex post facto study is to analyze both the direct relationships between perceived social support, self-concept, resilience, subjective well-being and school engagement. Method: To achieve this, a battery of instruments was applied to 1,250 Compulsory Secondary Education students from the Basque Country (49% boys and 51% girls), aged between 12 and 15 years (M = 13.72, SD =1.09), randomly selected. We used a structural equation model to analyze the effects of perceived social support, self-concept and resilience on subjective well-being and school engagement. Results: The results provide evidence for the influence of the support of family, peer support and teacher support on self-concept. In addition, self-concept is shown as a mediating variable associated with resilience, subjective well-being and school engagement. Conclusions: We discuss the results in the context of positive psychology and their practical implications in the school context.

Antecedentes/Objetivo: El objetivo de este estudio ex post facto es analizar las relaciones entre apoyo social percibido, autoconcepto, resiliencia, bienestar subjetivo e implicación escolar. Método: Se aplicó una batería de instrumentos a 1.250 estudiantes de Educación Secundaria Obligatoria del País Vasco (49% chicos y 51% chicas), de entre 12 y 15 años (M = 13,72, DT =1,09), seleccionados aleatoriamente. Se sometió a prueba un modelo de ecuaciones estructurales para analizar los efectos del apoyo social percibido, el autoconcepto y la resiliencia sobre el bienestar subjetivo y la implicación escolar. Resultados: Los resultados aportan evidencias a favor de la influencia que ejercen el apoyo de la familia, el apoyo de los iguales y el apoyo del profesorado sobre el autoconcepto, que a su vez se muestra como variable mediadora asociada a la resiliencia, el bienestar subjetivo y la implicación escolar. Conclusiones: Se discuten los resultados obtenidos en el marco de la psicología positiva y sus implicaciones prácticas en el contexto escolar.

Validation of the Spanish Version of the School Engagement Measure (SEM)

The scientific study of school engagement has recently been the subject of considerable interest in the field of educational psychology, and significant advances have been made in our knowledge of this construct. For instance, there is currently consensus in the scientific community that it is multifaceted, and has three dimensions: behavioral engagement, emotional engagement, and cognitive engagement. However, more advanced statistical analyses are needed to validate Spanish-language measures of school engagement, which this study proposes to do. The sample was comprised of 1,250 adolescents from Basque Country (49% boys, 51% girls) aged 12 to 15 years old (M = 13.72, SD = 1.09). The results of confirmatory factor analysis on the School Engagement Measure (Fredricks, Blumenfeld, Friedel, & Paris, 2005) supported a three-dimensional structure of school engagement (χ2 (100) = 676.93, p < .001; GFI = .931; CFI = .906; IFI = .907; SRMR = .058; RMSEA = .068). Reliability indexes were satisfactory, ranging from .83 to .94. Adequate evidence of concurrent validity was found for the variable perceived school performance (p < .01). The results are discussed from an educational perspective, and with an eye to future research (AU)

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Psychometric properties of a shortened version of the Physical Self-Concept Questionnaire (PSQ-S).

INTRODUCTION: The four-dimensional model of physical self-concept which differentiates the physical self-perceptions of ability, condition, attractiveness and strength is widely accepted. In the last two decades much research has been done on the physical self-concept and its relations with the psychological well-being/distress, anxiety disorders or Eating Behavior Disorders (EBD). OBJECTIVE: To validate a shortened version of the Physical Self-Concept Questionnaire (PSQ-S) and verify its ability to discriminate between people with different levels of EBD. METHOD: Responses of 1478 subjects between 13 and 21 years old to the shortened version of the PSQ were analyzed in order to check indexes of reliability and validity. Furthermore, the scores of 96 women aged 14 to 23 years old diagnosed of EBD were compared to 96 others without clinical diagnosis. RESULTS: The results indicate a reliability of 0.93 and confirm the tetrafactorial structure of the physical selfconcept. The highest physical self-concept is that of those without a clinical diagnosis of EBD. CONCLUSIONS: The Shortened-PSQ is a simple, reliable and suitable screening tool both for educational and clinical settings. It also provides a sufficient measure of physical self-concept for research purposes.

Personal self-concept and satisfaction with life in adolescence, youth and adulthood / El autoconcepto personal y la satisfacción con la vida en la adolescencia, juventud y edad adulta

BACKGROUND: The main aim of this study was to explore the relationships between personal self-concept and satisfaction with life, with the latter as the key indicator for personal adjustment. The study tests a structural model which encompasses four dimensions of self-concept: self-fulfillment, autonomy, honesty and emotions. METHOD: The 801 participants in the study, all of whom were aged between 15 and 65 (M = 34.03, SD = 17.29), completed the Satisfaction with Life Scale (SWLS) and the Personal Self-Concept (APE) Questionnaire. RESULTS: Although the four dimensions of personal self-concept differ in their weight, the results show that, taken together, they explain 46% of the differences observed in satisfaction with life. This implies a weight that is as significant as that observed for general self-esteem in previous research studies. CONCLUSIONS: This issue should be dealt with early on, during secondary education, in order to help prevent psychological distress or maladjustment

ANTECEDENTES: el principal objetivo de esta investigación consiste en precisar las relaciones entre el autoconcepto personal y la satisfacción con la vida, asumida como el indicador central del ajuste personal, sometiendo a prueba un modelo estructural que contempla cuatro dimensiones del autoconcepto: la autorrealización, la autonomía, la honradez y las emociones. MÉTODO: los 801 participantes en el estudio, quienes tienen edades comprendidas entre 15 y 65 años (M = 34.03; DT = 17.29), respondieron a los cuestionarios Satisfaction with Life Scale (SWLS) y Autoconcepto Personal (APE). RESULTADOS: aunque el peso de cada una de las cuatro dimensiones del autoconcepto personal es diferente, los resultados muestran que en conjunto explican un 46% de la satisfacción con la vida. Ello supone un peso tan significativo como el de la autoestima general, según lo hallado en otras investigaciones previas. CONCLUSIONES: esta cuestión debiera abordarse ya desde la Educación Secundaria para trabajar de forma preventiva el malestar o desajuste psicológico

Personal self-concept and satisfaction with life in adolescence, youth and adulthood.

BACKGROUND: The main aim of this study was to explore the relationships between personal self-concept and satisfaction with life, with the latter as the key indicator for personal adjustment. The study tests a structural model which encompasses four dimensions of self-concept: self-fulfillment, autonomy, honesty and emotions. METHOD: The 801 participants in the study, all of whom were aged between 15 and 65 (M = 34.03, SD = 17.29), completed the Satisfaction with Life Scale (SWLS) and the Personal Self-Concept (APE) Questionnaire. RESULTS: Although the four dimensions of personal self-concept differ in their weight, the results show that, taken together, they explain 46% of the differences observed in satisfaction with life. This implies a weight that is as significant as that observed for general self-esteem in previous research studies. CONCLUSIONS: This issue should be dealt with early on, during secondary education, in order to help prevent psychological distress or maladjustment.

Sources of perceived sociocultural pressure on physical self-concept / Fuentes de la presión sociocultural percibida sobre el autoconcepto físico

The aim of this study is to analyze the four-factor structure (advertising, information, family environment and friendship setting) of the Cuestionario de Influjos Socioculturales sobre el Autoconcepto Físico (CIAF) [Sociocultural Influences on Physical Self-concept Questionnaire] and its invariance in relation to sex, age and physical activity. Method: Participants were 579 students (339 men and 240 women) aged between 12 and 23, divided into three groups (137 under 14 years, 338 aged between 15 and 18 and 104 over 18 years). All completed the CIAF. Results: Both the confirmatory factor analyses and the factor invariance tests support the four-factor structure of the CIAF and, therefore, the identification of four different types of sociocultural perceived influence. Conclusions: These results allow us to apply the abundant data found by previous studies on sociocultural pressure on body image to our understanding of physical selfconcept (AU)

Antecedentes: el objetivo de este trabajo es estudiar la estructura tetrafactorial (publicidad, información, entorno familiar y entorno de las amistades) del Cuestionario de Influjos Socioculturales sobre el Autoconcepto Físico (CIAF) y su invarianza en función del sexo, edad y de la actividad física. Método: participaron en la investigación un total de 579 estudiantes (339 hombres y 240 mujeres), de entre 12 y 23 años de edad, divididos en tres grupos (137 menores de 14 años, 338 de entre 15 y 18 años y 104 mayores de 18 años), quienes cumplimentaron el Cuestionario de Influjos Socioculturales sobre el Autoconcepto Físico (CIAF). Resultados: tanto los análisis factoriales confirmatorios como las pruebas de invarianza factorial refrendan la estructura tetrafactorial del CIAF y por tanto la diferenciación de cuatro tipos de influjos socioculturales autopercibidos. Conclusiones: estos resultados permiten aproximar a la comprensión del autoconcepto físico la abundante información previa acerca de la presión sociocultural sobre la imagen corporal (AU)

Sources of perceived sociocultural pressure on physical self-concept.

BACKGROUND: The aim of this study is to analyze the four-factor structure (advertising, information, family environment and friendship setting) of the Cuestionario de Influjos Socioculturales sobre el Autoconcepto Físico (CIAF) [Sociocultural Influences on Physical Self-concept Questionnaire] and its invariance in relation to sex, age and physical activity. METHOD: Participants were 579 students (339 men and 240 women) aged between 12 and 23, divided into three groups (137 under 14 years, 338 aged between 15 and 18 and 104 over 18 years). All completed the CIAF. RESULTS: Both the confirmatory factor analyses and the factor invariance tests support the four-factor structure of the CIAF and, therefore, the identification of four different types of sociocultural perceived influence. CONCLUSIONS: These results allow us to apply the abundant data found by previous studies on sociocultural pressure on body image to our understanding of physical self-concept.

La estructura tridimensional del bienestar subjetivo / The three-dimensional structure of subjective wellbeing

La temática del bienestar subjetivo viene despertando considerable interés en los estudios psicológicos de los últimos tiempos habiéndose producido notables avances en su conocimiento. Se echa en falta, sin embargo, corroboración empírica en apoyo de alguno de los distintos modelos que se proponen sobre su organización interna. En este trabajo se somete a comprobación un modelo teórico tridimensional del bienestar subjetivo compuesto por la satisfacción con la vida, el afecto positivo y el afecto negativo. Participaron en el estudio un total de 1178 estudiantes con edades comprendidas entre los 12 y los 23 años de edad, de los cuales 780 eran mujeres y 398 eran hombres. Los resultados de los análisis factoriales confirmatorios indican que ese modelo teórico de tres dimensiones independientes ajusta mejor los datos que otros modelos alternativos (AU)

The issue of subjective wellbeing has recently been attracting a considerable amount of interest in psychological studies, and important progress has been made in our knowledge of this phenomenon. Empirical corroboration is required, however, in order to support some of the different models which have been proposed in relation to its internal organization. This study aims to verify a three-dimensional theoretical model of subjective wellbeing, consisting of life satisfaction, positive affect and negative affect. A total of 1178 students aged between 12 and 23 participated in the study. Of these, 780 were female and 398 male. The results of the confirmatory factorial analyses indicate that this theoretical model, based on three independent dimensions, offers a better fit for the data than other alternative models (AU)

[Physical self-perceptions in adulthood and old age]. / Las autopercepciones físicas en la edad adulta y en la vejez.

The aim of this work is to confirm the tetra-factorial validity of the Cuestionario de Autoconcepto Físico (CAF [in English, the Physical Self-concept Questionnaire]) in adulthood and old age from the responses of 1,114 people (39.50% men and 60.50% women), divided into four age groups (24 to 34 years, n= 390; 35 to 49 years, n= 277; 50 to 64 years, n= 330; and over 65, n= 117). The correlations between scales (physical skills, physical fitness, physical attractiveness and strength) are lower than those obtained in previous studies, which supports their being different. However, confirmatory factor analysis supported the tetra-factorial structure primarily in the 24-34 age group.