Activos para el desarrollo, ajuste escolar y bienestar subjetivo de los adolescentes

• Autores: Melchor Gutiérrez Sanmartín, Tito-Olavo Gonçalves
• Localización: International journal of psychology and psychological therapy, ISSN 1577-7057, Vol. 13, Nº. 3, 2013, págs. 339-355
• Idioma: español
• Títulos paralelos:
  • Developmental assets, school adjustment, and adolescents subjective well-being
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 40 Citas
• Resumen
  • español

    En este estudio se han analizado las relaciones entre los activos para el desarrollo, el ajuste escolar y la percepción de bienestar subjetivo de los adolescentes. Han participado 1317 adolescentes (525 varones, 792 mujeres) de 14 a 18 años (M= 16,40; DT= 1,33).

    Mediante Modelos de Ecuaciones Estructurales se analizaron los efectos de la autoestima, el apoyo social y el control emocional sobre la satisfacción con la escuela y de ésta sobre la satisfacción con la vida de los adolescentes. Los resultados han mostrado efectos positivos y directos de la autoestima y el apoyo de la familia sobre la satisfacción con la vida de los adolescentes; y efectos indirectos significativos del apoyo social de la escuela y el apoyo social de la familia sobre la satisfacción con la vida, mediado por la satisfacción con la escuela. Se discuten los resultados en el marco del desarrollo positivo adolescente y de cara a su aplicación en el contexto escolar.

  • English

    Developmental assets, school adjustment, and adolescents’ subjective well-being. The aim of this study was to analyse the relationship among developmental assets, school adjustment, and adolescents’ subjective well-being. Participants were 1317 adolescents (525 males and 792 females) aged from 14 to 18 years old (M= 16.40; SD= 1.33). Structural Equation Modeling was carried out to examine de effects of self-esteem, regulation of emotion and social support on school satisfaction which, in turn, impacts on adolescents’ satisfaction with life. Results showed positive and direct effects of self-esteem and family support on adolescents’ life satisfaction; and significant indirect effects of school support, and family support on the satisfaction with life, mediated by satisfaction with school. Results are discussed in the positive youth development framework and in terms of contributing practical issues to adolescents’ school behavior.

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