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

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• 作者：Arantzazu Rodr&iacute ; guez-Ferná ; ndez ; ^{arantzazu.rodriguez@ehu.eus" class="auth_mail" title="E-mail the corresponding author} ; Estibaliz Ramos-D&iacute ; az ; Arantza Ferná ; ndez-Zabala ; Eider Go&ntilde ; i ; Igor Esnaola ; Alfredo Go&ntilde ; i
• 关键词：Contextual variables ; Psychological variables ; Subjective well-being ; School engagement ; Ex post facto study
• 刊名：International Journal of Clinical and Health Psychology
• 出版年：2016
• 出版时间：May-August 2016
• 年：2016
• 卷：16
• 期：2
• 页码：166-174
• 全文大小：585 K

文摘

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.