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1.
An. psicol ; 39(3): 425-434, Oct-Dic, 2023. tab
Artigo em Espanhol | IBECS | ID: ibc-224944

RESUMO

La relación con los progenitores es un aspecto clave en el desa-rrollo adolescente, pues el sentimiento de aceptación o rechazo por parte de estos se ha visto relacionado con el ajuste psicológico de la descenden-cia. A su vez, la resiliencia, habitualmente conceptualizada como capacidad para gestionar o adaptarse a los retos y la adversidad, resultaría fundamental para el ajuste en dicho periodo, caracterizado por numerosos cambios y re-tos simultáneos en distintos aspectos vitales. Por ello, el objetivo de este trabajo es analizar la capacidad predictiva de las dimensiones de socializa-ción parental afecto-comunicacióny crítica-rechazosobre la resiliencia adolescen-te. Método:Participan 899 adolescentes (50.4% mujeres) de entre 12 y 19 años (M= 14.68; DT= 1.73). Mediante regresiones lineales se analiza la capacidad predictiva de las dimensiones de socialización parental sobre la resiliencia filial. Resultados:Se comprueba que las dimensiones paternas, es-pecialmente la crítica-rechazo, resultan más significativas a la hora de predecir las puntuaciones en resiliencia. Discusión: Los resultados apuntan a la rele-vancia de la crítica-rechazo sentida por los y las adolescentes, especialmente en el caso de proceder del padre. Se discute la posible interpretación dife-rencial de los y las adolescentes de las dimensiones en función del sexo de los progenitores.(AU)


Parent-child relations are a key aspect in adolescent develop-ment, since feelings of parental acceptance or rejection have been found to be associated with teenagers’ psychological adjustment. Resilience, usually conceptualised as the ability to manage or adapt to challenges and adversi-ty, is a fundamental factor in adjustment during adolescence, a period characterised by numerous simultaneous changes and challenges in differ-ent aspects of life. The aim of the present study is therefore to analyse the predictive capacity of different dimensions of parental socialisation (affec-tion-communication and criticism-rejection) on adolescent resilience. Meth-od:Participants were 899 adolescents (50.4% female), aged 12 to19 years (M= 14.68; SD= 1.73). Linear regressions were performed to analyse the predictive capacity of the different dimensions of parental socialisation on adolescent resilience. Results:Paternal dimensions, especially paternal criti-cism-rejection, were revealed as relevant factors for predicting resilience scores. Discussion:The results point to the important impact of the criti-cism-rejection felt by adolescents, especially if perceived from the father. Different possible interpretations of these dimensions are discussed, in ac-cordance with whether they are perceived from the mother or the fathe.(AU)


Assuntos
Humanos , Masculino , Feminino , Adolescente , Resiliência Psicológica , Psicologia do Adolescente , Poder Familiar , Relações Mãe-Filho , Relações Pai-Filho , Rejeição em Psicologia , Afeto , Comunicação , Psicologia Social , Psicologia Clínica , Comportamento do Adolescente
2.
Psychol Res Behav Manag ; 16: 2341-2351, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37396403

RESUMO

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.

3.
Br J Educ Psychol ; 93(1): 318-332, 2023 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-36308007

RESUMO

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.


Assuntos
Desempenho Acadêmico , Adolescente , Humanos , Criança , Instituições Acadêmicas , Logro , Inteligência Emocional , Satisfação Pessoal
4.
Front Psychol ; 11: 594007, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33324296

RESUMO

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.

5.
Artigo em Inglês | MEDLINE | ID: mdl-32635297

RESUMO

The school climate is one of the keys to the efficiency, quality and improvement of the school. For this reason, numerous studies have highlighted the importance of evaluating this construct. However, there is still no measure in Spanish that evaluates the most relevant aspects of school climate in a valid and reliable way. This paper has two main objectives that try to overcome this limitation: (1) to analyse the internal structure and internal consistency reliability of the Students' Perception of School Climate scale (escala Percepción del Alumnado sobre el Clima Escolar-PACE-33); and (2) examine its measurement and structural invariance across men and women. This study involved 1180 adolescents (mean age, Mage = 15.37 years; standard deviation, SD = 1.90) selected by means of incidental sampling. The results obtained show that, among the models tested, the one corresponding to nine correlated factors shows the best adjustment to the data; furthermore, they note that it presents adequate internal consistency indices. The results also prove that this model is equivalent in men and women. These data support that the PACE-33 is a valid and reliable measure to assess the adolescents' perception of the main aspects of the school climate.


Assuntos
Instituições Acadêmicas , Estudantes , Adolescente , Análise Fatorial , Feminino , Humanos , Masculino , Psicometria , Reprodutibilidade dos Testes , Fatores Sexuais
6.
Univ. psychol ; 16(2): 196-205, abr.-jun. 2017. tab, graf
Artigo em Espanhol | LILACS, COLNAL | ID: biblio-963260

RESUMO

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.


Assuntos
Humanos , Psicologia Social , Ajustamento Social
7.
Int. j. clin. health psychol. (Internet) ; 16(2): 166-174, mayo-ago. 2016. tab, graf
Artigo em Inglês | IBECS | ID: ibc-152093

RESUMO

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)


Assuntos
Humanos , Resiliência Psicológica , Apoio Social , Autoimagem , Psicometria/métodos , Comportamento Infantil/psicologia , Comportamento do Adolescente/psicologia , Baixo Rendimento Escolar
8.
Span J Psychol ; 19: E12, 2016 Mar 14.
Artigo em Inglês | MEDLINE | ID: mdl-26972848

RESUMO

The purpose of this study was to analyze the reliability and validity evidence of scores on the Spanish version of EQ-i: YV-S in Spanish adolescents. The total sample was comprised of 508 participants from Grades 7 to 12, 241 males (47.4%) and 267 females (52.6%), each of whom completed the questionnaires on two separate occasions. Three [intrapersonal (α = .83, CR = .86, and McDonald Omega = .86), stress management (α = .83, CR = .86, and McDonald Omega = .85) and adaptability (α = .82, CR = .85, and McDonald Omega = .85)] of the four scales had acceptable internal consistency. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used with FACTOR and EQS version 6.1 software to examine validity evidence based on internal structure drawn from the scores on the EQ-i: YV-S, supporting the multidimensionality of the questionnaire. Three models were tested; the best fit to the data was the hierarchical model (S-Bχ2 / df = 2.11, CFI = .93 and RMSEA = .047), which hypothesized that the four specific factors (interpersonal, intrapersonal, stress management, and adaptability) were explained with a second-order factor, Emotional-Social-Intelligence (ESI). Finally, significant positive correlations were found between general self-concept and EQ-i: YV-S [interpersonal (r = .153, p < .001), intrapersonal (r = .235, p < .001), stress management (r = .145, p < .001), adaptability (r = .311, p < .001) and ESI (r = .360, p < .001)]; ESI showed significant direct power prediction of the general self-concept (.52) as demonstrated through structural equation modeling.


Assuntos
Inteligência Emocional/fisiologia , Testes Psicológicos/normas , Psicometria/instrumentação , Autoimagem , Adolescente , Adulto , Criança , Análise Fatorial , Feminino , Humanos , Masculino , Reprodutibilidade dos Testes , Adulto Jovem
9.
Suma psicol ; 23(1): 60-69, ene.-jun. 2016. ilus, tab
Artigo em Espanhol | LILACS-Express | LILACS | ID: lil-791452

RESUMO

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.

10.
An. psicol ; 32(1): 199-205, ene. 2016. tab, graf
Artigo em Inglês | IBECS | ID: ibc-148201

RESUMO

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


Assuntos
Humanos , Masculino , Feminino , Adulto Jovem , Adulto , Pessoa de Meia-Idade , Desejabilidade Social , Autoimagem , Psicometria/instrumentação , Comportamento Social , Autorrelato , Reprodutibilidade dos Testes , Reprodutibilidade dos Testes , Pesquisa Comportamental/métodos , Análise Fatorial
11.
Int J Clin Health Psychol ; 16(2): 166-174, 2016.
Artigo em Inglês | MEDLINE | ID: mdl-30487860

RESUMO

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.

12.
Span. j. psychol ; 19: e12.1-e12.9, 2016. tab, ilus
Artigo em Inglês | IBECS | ID: ibc-149698

RESUMO

The purpose of this study was to analyze the reliability and validity evidence of scores on the Spanish version of EQ-i: YV-S in Spanish adolescents. The total sample was comprised of 508 participants from Grades 7 to 12, 241 males (47.4%) and 267 females (52.6%), each of whom completed the questionnaires on two separate occasions. Three [intrapersonal (α = .83, CR = .86, and McDonald Omega = .86), stress management (α = .83, CR = .86, and McDonald Omega = .85) and adaptability (α = .82, CR = .85, and McDonald Omega = .85)] of the four scales had acceptable internal consistency. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used with FACTOR and EQS version 6.1 software to examine validity evidence based on internal structure drawn from the scores on the EQ-i: YV-S, supporting the multidimensionality of the questionnaire. Three models were tested; the best fit to the data was the hierarchical model (S-Bχ2/ df = 2.11, CFI = .93 and RMSEA = .047), which hypothesized that the four specific factors (interpersonal, intrapersonal, stress management, and adaptability) were explained with a second-order factor, Emotional-Social-Intelligence (ESI). Finally, significant positive correlations were found between general self-concept and EQ-i: YV-S [interpersonal (r = .153, p < .001), intrapersonal (r = .235, p < .001), stress management (r = .145, p < .001), adaptability (r = .311, p < .001) and ESI (r = .360, p < .001)]; ESI showed significant direct power prediction of the general self-concept (.52) as demonstrated through structural equation modeling (AU)


No disponible


Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto , Criança , Adulto Jovem , Autoimagem , Testes Psicológicos/normas , Inteligência Emocional/fisiologia , Psicometria/instrumentação , Análise Fatorial , Reprodutibilidade dos Testes
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