Developmental assets, school adjustment, and adolescents' subjective well-being;Activos para el desarrollo, ajuste escolar y bienestar subjetivo de los adolescentes

International Journal of Psychology and Psychological Therapy

Volumn 13, Issue 3, 2013, Pages 339-355

  Gutiérrez, Melchor ^a   Gonçalves, Tito Olavo ^b  

^a UNIVERSITY OF VALENCIA   (Spain)

^b Universidade Jean Piaget   (Cape Verde)

Author keywords

Emotional intelligence; School satisfaction; Self esteem; Social support; youth development

Indexed keywords

EID: 84886857946     PISSN: 15777057     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (83)

1. Austin EJ, Saklofske DH y Egan V (2005). Personality, well-being and health correlates of trait emotional intelligence. Personality and Individual Differences, 38, 547-558.
2. Avanci JQ, Assis SG, Santos NC, y Oliveira RV (2007). Adaptação transcultural da Escala de Auto-Estima para adolescentes. Psicologia: Reflexâo e Crítica, 20, 397-405.
3. Baker JA, y Maupin AN (2009). School satisfaction and children's positive school adjustment. En R Gilman, ES Huebner, y MJ Furlong (Eds.), Handbook of positive psychology in the schools (pp. 189- 196). New York: Routledge.
4. Baker JE, Dilly LJ, Aupperlee JL, y Patil SA (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18, 206-221.
5. Ben-Ari A, y Gil S (2004). Well-being among minority students: The role of perceived social support. Journal of Social work, 4, 215-225.
6. Benson PL (2003). Developmental assets and asset-building communities: Conceptual and empirical foundations. En RM Lerner, y PL Benson (Eds.), Developmental assets and asset-building communities: Implications for research, policy, and practice (pp. 19-43). Norwell, MA: Kluwer.
7. Benson PL, y Scales PC (2009). The definition and preliminary measurement of thriving in adolescence. Journal of Positive Psychology, 4, 85-104.
8. Benson PL, Mannes M, Pittman K, y Ferber T (2004). Youth development, developmental assets and public policy. En RM Lerner, y L Steinberg (Eds.), Handbook of adolescent psychology, (2° ed.), (pp.781-814). Nueva York: John Wiley.
9. Benson PL, Scales PC, Hamilton SF, y Sesman AJr (2006). Positive youth development: Theory, research and applications. En RM Lerner (Ed.), Theoretical models of human development. Volume 1 of Handbook of Child Psychology, (6° ed.), (pp.894-941). Editors-in-chief: W Damon, y RM Lerner. Hoboken, NJ: Wiley.
10. Bentler PM (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238-246.
11. Bentler PM, y Wu EJC (1995). EQS for Macintosh user's guide. Encino, CA: Multivariate Software.
12. Bokhorst CL, Sumter SR, y Westenberg PM (2010). Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: Who is perceived as most supportive? Social Development, 19, 270-284.
13. Bollen KA (1989). Structural equation modelling with latent variables. New York: Wiley.
14. Bornstein HH, Davidson L, Keyes CM, Moore K, y The Center for Child Well-Being (Eds.). (2003). Well-being: Positive development across the life course. Mahwah, NJ: Lawrence Erlbaum Assoc., Inc.
15. Buelga S, Cava MJ, y Musitu G (2012). Reputación social, ajuste psicosocial, y victimización entre adolescentes en el contexto escolar. Anales de Psicología, 28, 180-187.
16. Chu PS, Saucier DA, y Hafner E (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29, 624-645.
17. Clara IP, Cox BJ, Enns MW, Murray LT, y Torgrudc LJ (2003). Confirmatory Factor Analysis of The Multidimensional Scale of Perceived Social Support in clinically distressed and student samples. Journal of Personality Assessment, 81, 265-270.
18. Cohen S (2004). Social relationships and health. American Psychologist, 59, 676-684.
19. Damon W (1990). The moral child. New York: Free Press.
20. Damon W (2004). What is positive youth development? Annals of the American Academy of Political and Social Science, 591, 13-24.
21. Demaray MK, y Malecki CK (2002).The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39, 305-316.
22. Diener E (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55, 34-43.
23. Diener E, y Diener M (2009). Cross-cultural correlates in life satisfaction and self-esteem. En E Diener (Ed.), Culture and Well-Being: The Collected Works of Ed Diener. Social Indicators Research Series 38, doi:10.1007/978-90-481-2352-04.
24. Downey LA, Johnston PJ, Hansen K, Birney J, y Stough C (2010). Investigating the mediating effects of emotional intelligence and coping on problem behaviours in adolescents. Australian Journal of Psychology, 62, 20-29.
25. Elmore GM, y Huebner ES (2010). Adolescents' satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47, 525-537.
26. Feitosa F, de Matos M, del Prette Z, y del Prette A (2005). Suporte social, nível socio-economico e o ajustamento social e escolar de adolescentes portugueses. Temas em Psicología, 13, 129-138.
27. Finney SJ, y DiStefano C (2006). Non-normal and categorical data in SEM. En GR Hancock, y RO Mueller (Eds.), Structural Equation Modeling: A second course (pp. 269-314). Greenwich, CO: Information Age Publishing.
28. Flanagan C, y Faison N (2001). Youth civic engagement: Implications of research for social policy and programs. Social Policy Reports, 15(1). Ann Arbor, MI: Society for Research in Child Development.
29. Gallagher EN, y Vella-Brodrick DA (2008). Social support and emotional intelligence as predictors of subjective well-being. Personality and Individual Differences, 44, 1551-1561.
30. Gilman R, y Huebner ES (2003). A review of life satisfaction research with children and adolescents. School Psychology Quarterly, 18, 192-205.
31. Gilman R, Huebner E, y Laughlin J (2000). A first study of the multidimensional students life satisfaction scale with adolescents. Social Indicators Research, 52, 135-160.
32. Gutiérrez M, y López E (2012). Motivación, comportamiento de los alumnos, y rendimiento académico. Infancia, y Aprendizaje, 35, 61-72.
33. Hu L, y Bentler PM (1999). Cut-off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
34. Huebner ES (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149-158.
35. Huebner ES, y Gilman R (2003). Toward a focus on positive psychology in school psychology. School Psychology Quarterly, 1, 99-102.
36. Huebner ES, y Gilman R (2006). Students who like and dislike school. Applied Research in Quality of Life, 1, 139-150.
37. Huebner ES, y McCullough G (2000). Correlates of school satisfaction among adolescents. Journal of Educational Research, 93, 331-335.
38. Huebner ES, Gilman R, Reschly A, y Hall R (2009). Positive schools. En SJ Lopez (Ed.), Handbook of positive psychology (2nd ed., pp. 445-455). New York: Plenun.
39. Kaplan D (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage.
40. Karatzias A, Power KG, Flemming J, Lennan F, y Swanson V (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction and research findings. Educational Psychology, 22, 33-50.
41. Kiuru N, Aunola K, Vuori J, y Nurmi JE (2007). The role of peer groups in adolescents' educational expectations and school adjustment. Journal of Youth and Adolescence, 36, 995-1009.
42. Kiuru N, Nurmi JE, Aunola K, y Salmela-Aro K (2009). Peer group homogeneity in adolescents' school adjustment varies according to peer group type and gender. International Journal of Behavioral Development, 33, 65-76.
43. Larson R (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170-183.
44. Lent RW, Taveira MC, Sheu HB, y Singley D (2009).Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. Journal of Vocational Behavior, 74, 190-198.
45. Lerner RM, y Benson PI (2003). Developmental assets and asset-building communities: Implications for research, policy, and practice. New York: Kluwer Academic-Plenum.
46. Lerner RM, Dowling EM, y Anderson PM (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7, 172-180.
47. Lerner RM, Fisher CB, y Weinberg RA (2000). Toward a science for and of the people: promoting civil society through the application of developmental science. Child Development, 71, 11-20.
48. Lerner RW, von Eye A, Lerner JV, Levin-Bizan S, y Bowers EP (2010). Special issue introduction: The meaning and measurement of thriving: A view of the issues. Journal of Youth and Adolescence, 39, 707-719.
49. Little RR (1993, October). What's working for today's youth: The issues, the programs, and the learnings. Paper presented at the ICYF Fellows Colloquium, Michigan State University, East Lansing, MI.
50. Lyubomirsky S, King L, y Diener E (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-855.
51. Mayer JD, Salovey P, y Caruso DR (2008). Emotional intelligence. New ability or eclectic traits? American Psychologist, 63, 503-517.
52. Moral MV, y Sirvent C (2011). Desórdenes afectivos, crisis de identidad e ideación suicida en adolescentes. International Journal of Psychology and Psychological Therapy, 11, 33-56.
53. Moreno D, Estévez E, Murgui S, y Musitu G (2009). Relación entre el clima familiar, y el clima escolar:El rol de la empatía, la actitud hacia la autoridad, y la conducta violenta en la adolescencia. International Journal of Psychology and Psychological Therapy, 9, 123-136.
54. Negru O, y Baban A (2009). Positive development in school settings: School environment influences on perceived school adjustment in a Romanian adolescent sample. Cognition, Brain, Behavior. An Interdisciplinary Journal, 13, 253-267.
55. Oberle E, Schonert-Reichl KA, y Zumbo BD (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal of Youth and Adolescence, 40, 889-901.
56. Oliva A, Ríos M, Antolín L, Parra A, Hernando A, y Pertegal MA (2010). Más allá del déficit: Construyendo un modelo de desarrollo positivo adolescente. Infancia, y Aprendizaje, 33, 223-234.
57. Oliver A, Sancho P, Galiana L, Tomás JM, y Gutiérrez M. (2012). Efecto de método asociado a los ítems en negativo en la versión en portugués de la escala de autoestima de Rosenberg. Revista Iberoamericana de Diagnóstico, y Evaluación Psicológica, 33, 75-91.
58. Pavot W, y Diener E (1993). Review of the Satisfaction with Life Scale. Psychological Assessment, 5, 164-172.
59. Pavot W, y Diener E (2008). The Satisfaction with Life Scale and the emerging construct of life satisfaction. The Journal of Positive Psychology, 3, 137-152.
60. Pertegal MA, Oliva A, y Hernando A (2010). Los programas escolares como promotores del desarrollo positivo adolescente. Cultura, y Educación, 22, 53-66.
61. Petrides KV, Frederickson N, y Furnham R (2004). The role of trait emotional intelligence in academic performance and deviant behaviour at school. Personality and Individual Differences, 36, 277-293.
62. Ramaswamy V, Aroian KJ, y Templin T (2009). Adaptation and psychometric evaluation of the Multidimensional Scale of Perceived Social Support for Arab American adolescents. American Journal of Community Psychology, 43, 49-56.
63. Rasmussen M (2004). HBSC Research Protocol for 2005/06 Survey. Section 2, Scientific rationales for focus areas: School Setting.
64. Rodríguez C, y Caño A (2012). Autoestima en la adolescencia: Análisis, y estrategias de intervención. International Journal of Psychology and Psychological Therapy, 12, 389-403.
65. Rosenberg M (1965). Society and the adolescent self-image. NJ, USA: Princeton University Press.
66. Samdal O, Dur W, y Freeman J (2004). Life circumstances of young people: School. En C Currie, C Roberts, A Morgan, R Smith, W Settertobulte, O Samdal, y VB Rasmussen (Eds). Young people's health in context. Health Behaviour in School-aged Children (HBSC) study: international report from the 2001/2002 survey (pp. 42-51). Copenhagen: World Health Organization Regional Office for Europe.
67. Scales P, Benson P, Leffert N, y Blyth DA (2000). The contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4, 27-46.
68. Scales PC, y Leffert N (1999). Developmental assets: A synthesis of the scientific research on adolescent development. Minneapolis, MN: Search Institute.
69. Schutte NS, Thorsteinsson EB, Hine DW, Foster R, Cauchi A, y Binns C (2010). Experiential and rational processing styles, emotional intelligence and wellbeing. Australian Journal of Psychology, 62, 14-19.
70. Seligman ME, y Csikszentmihalyi N (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
71. Sheldon KM, y King L (2001). Why positive psychology is necessary? American Psychologist, 56, 216-217.
72. Siu AF (2009). Trait emotional intelligence and its relationships with problem behavior in Hong Kong adolescents. Personality and Individual Differences, 47, 553-557.
73. Suldo SH, y Huebner ES (2004). Does life satisfaction moderate the effects of stressful life events on psychopathological behavior during adolescence? School Psychology Quarterly, 19, 93-105.
74. Suldo SM, Friedrich AA, White T, Farmer J, Minch D, y Michalowski J (2009). Teacher support and adolescents' subjective well-being: A mixed-methods investigation. School Psychology Review, 38, 67-85.
75. Sun RC, y Shek DT (2012). Positive youth development, life satisfaction and problem behaviour among Chinese adolescents in Hong Kong: A replication. Social Indicators Research, 105, 541-559.
76. Terry T, y Huebner S (1995). The relationship between self-concept and life satisfaction in children. Social Indicators Research, 35, 39-52.
77. Theokas C, Almerigi J, Lerner RM, Dowling EM, Benson PL, Scales PC, y Von Eye A (2005). Conceptualizing and modeling individual and ecological asset components of thriving in early adolescence. Journal of Early Adolescence, 25, 113-143.
78. Valois RE, Zullig KJ, Huebner ES, y Drane JW (2001). Relationship between life satisfaction and violent behaviours among adolescents. American Journal of Health Behavior, 25, 353-366.
79. Valois RF, Zullig KJ, Huebner ES, y Drane JW (2009). Youth developmental assets and perceived life satisfaction. Is there a relationship? Applied Research on Quality of Life, 4, 315-331.
80. Veselska Z, Geckova AM, Orosova O, Gajdosova B, van Dijk JP, y Reijneveld SA (2009). Self-esteem and resilience: The connection with risky behavior among adolescents. Addictive Behaviors, 34, 287-291.
81. Wong CS, y Law KS (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13, 243-274.
82. Zeidner M, y Olnick-Shemesh D (2010). Emotional intelligence and subjective well-being revisited. Personality and Individual Differences, 48, 431-435.
83. Zimet GD, Dahlem NW, Zimet SG, y Farley GK (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52, 30-41.