dc.contributor.author | Rodríguez Fernández, Arantzazu | |
dc.contributor.author | Ramos Díaz, Estibaliz | |
dc.contributor.author | Fernández Zabala, Aranzazu | |
dc.contributor.author | Goñi Palacios, Eider | |
dc.contributor.author | Esnaola Echaniz, Igor | |
dc.contributor.author | Goñi Sarriguren, Alfredo | |
dc.date.accessioned | 2018-03-21T09:42:12Z | |
dc.date.available | 2018-03-21T09:42:12Z | |
dc.date.issued | 2016-05 | |
dc.identifier.citation | International Journal of Clinical and Health Psychology 16(2) : 166-174 (2016) | es_ES |
dc.identifier.issn | 1697-2600 | |
dc.identifier.issn | 1576-7329 | |
dc.identifier.uri | http://hdl.handle.net/10810/25829 | |
dc.description.abstract | 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. | es_ES |
dc.description.abstract | 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 a ̃ nos ( M = 13,72, DT =1,09), seleccionados aleatoriamente. Se sometió a prueba un modelo de ecuaciones estruc- turales 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. | es_ES |
dc.description.sponsorship | The authors of this study are part of the Consolidated Research Group IT701-13 of the Basque University System. The study was carried out as part of the research project EHUA 15/15 at the University of the Basque Country (UPV-EHU). | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Elsevier | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | * |
dc.subject | contextual variables | es_ES |
dc.subject | psychological variables | es_ES |
dc.subject | subjective well-being | es_ES |
dc.subject | school engagement | es_ES |
dc.subject | ex post facto study | es_ES |
dc.subject | Connor-Davison resilience | es_ES |
dc.subject | positive youth development | es_ES |
dc.subject | scale CD-RISC | es_ES |
dc.subject | social support | es_ES |
dc.subject | self-concept | es_ES |
dc.subject | life scale | es_ES |
dc.subject | satisfaction | es_ES |
dc.subject | adolescence | es_ES |
dc.subject | opportunities | es_ES |
dc.subject | validation | es_ES |
dc.subject | variables contextuales | es_ES |
dc.subject | variables psicológicas | es_ES |
dc.subject | bienestar subjetivo | es_ES |
dc.subject | implicación escolar | es_ES |
dc.subject | estudio ex post facto | es_ES |
dc.title | Contextual and psychological variables in a descriptive model of subjective well-being and school engagement | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | 2016 Asociación Española de Psicología Conductual. Publicado por Elsevier España, S.L.U. Este es un artículo Open Access bajo la CC BY-NC-ND licencia (http://creativecommons.org/licencias/by-nc-nd/4.0) | es_ES |
dc.rights.holder | Atribución-NoComercial-SinDerivadas 3.0 España | * |
dc.relation.publisherversion | https://www.sciencedirect.com/science/article/pii/S1697260016000053?via%3Dihub | es_ES |
dc.identifier.doi | 10.1016/j.ijchp.2016.01.003 | |
dc.departamentoes | Psicología evolutiva y de la educación | es_ES |
dc.departamentoeu | Bilakaeraren eta hezkuntzaren psikologia | es_ES |