Bienestar subjetivo en la adolescencia: el papel de la resiliencia, el autoconcepto y el apoyo social percibido

  1. Arantzazu Rodríguez-Fernández
  2. Estibaliz Ramos-Díaz
  3. Iker Ros
  4. Arantza Fernández-Zabala
  5. Lorena Revuelta
Revista:
Suma Psicológica

ISSN: 0121-4381

Año de publicación: 2016

Volumen: 23

Número: 1

Páginas: 60-69

Tipo: Artículo

DOI: 10.1016/J.SUMPSI.2016.02.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Suma Psicológica

Resumen

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 15años (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.

Referencias bibliográficas

  • Albuquerque, I., de Lima, M., Matos, M. & Figueiredo, C. (2012). Personality and subjective well-being: What hides behind global analyses? Social Indicators Research, 105(3), 447–460. http://dx.doi.org/10.1007/s11205-010-9780-7
  • Atienza, F., Pons, D., Balaguer, I. & García-Merita, M. (2000). Propiedades psicométricas de la escala de satisfacción con la vida en adolescentes. Psicothema, 12(2), 314–319.
  • Bobes, J., Bascaran, M. T., García-Portilla, M. P., Bousoño, M., Sáiz, P. A. & Wallance, D. H. (2001). Banco de instrumentos básicos de psiquiatría clínica. Barcelona, España: Psiquiatría ED.
  • Bokhorst, C. L., Sumter, S. R. & Westenberg, P. M. (2010). Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: Who is percived as most suportive? Social Development, 19(2), 417–426. http://dx.doi.org/10.1111/j. 1467-9507.2009.00540.x
  • Bradburn, N. (1969). The Structure of Psychological Well-Being. Chicago, IL: Aldine.
  • Brannan, D., Biswas-Diener, R., Mohr, C. D., Mortazavi, S. & Stein, N. (2013). Friends and family: A cross-cultural investigation of social support and subjective well-being among college students. The Journal of Positive Psychology, 8(1), 65–75. http://dx.doi.org/10.1080/17439760.2012.743573
  • Campbell, A., Converse, P. E. & Rodgers, W. L. (1976). The Quality of American Life: Perceptions, Evaluations, and Satisfactions. New York, NY: Russell Sage Foundation.
  • Campbell-Sills, L., Cohan, S. L. & Stein, M. B. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behaviour Research and Therapy, 44(4), 585–599. http://dx.doi.org/10.1016/j.brat.2005.05.001
  • Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4(4), 555–575. http://dx.doi.org/10.1007/s12187-010-9093-z
  • Chu, P., Saucier, D. A. & 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(6), 624–645. http://dx.doi.org/10.1521/ jscp.2010.29.6.624
  • Cohen, S. (2004). Social relationships and health. American Psychologist, 59(8), 676–684. http://dx.doi.org/10.1037/ 0003-066X.59.8.676
  • Connor, K. M. & Davidson, J. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. http://dx.doi.org/10.1002/da.10113
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542–575. http://dx.doi.org/10.1037/0033-2909.95.3.542
  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31(2), 103–157. http://dx.doi.org/10.1007/BF01207052
  • Diener, E. (2009). Subjective well-being. En E. Diener (Ed.), The Science of Well-Being: The Collected Works of Ed Diener (pp. 11–58). Dordrecht, The Netherlands: Springer Netherlands.
  • Diener, E., Emmons, R., Larsen, R. J. & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. http://dx.doi.org/10.1207//s1532775jpa4901 13
  • Diener, E. & Lucas, R. E. (1999). Personality and subjective well-being. En D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-Being: The Foundations of Hedonic Psychology (pp. 213–229). New York, NY: Russell Sage Foundation.
  • Diener, E. & Lucas, R. E. (2000). Explaining differences in societal levels of happiness: Relative standards, need fulfilment, culture and evaluation theory. Journal of Happiness Studies, 1(1), 41–78. http://dx.doi.org/10.1023/A:1010076127199
  • Diener, E., Suh, E. M., Lucas, R. E. & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302. http://dx.doi.org/10.1037/0033-2909.125.2.27
  • Edmans, A. (2012). The link between job satisfaction and firm value, with implications for corporate social responsibility. Academy Manage Perspectives, 26(4), 1–19. http://dx.doi.org/ 10.5465/amp.2012.0046
  • Eryilmaz, A. (2012). A model for subjective well-being in adolescence: Need satisfaction and reasons for living. Social Indicators Research, 107(3), 561–574. http://dx.doi.org/10.1007/ s11205-011-9863-0
  • Fergus, S. & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399–419. http://dx.doi.org/10.1146/annurev.pubhealth.26.021304.144357
  • Fernández-Zabala, A., Goñi, E., Rodríguez-Fernández, A. & Goñi, A. (2015). Un nuevo cuestionario en castellano con escalas de las dimensiones del autoconcepto. Revista Mexicana de Psicología, 32(2), 149–159.
  • Fuentes, M., García, F., Gracia, E. & Alarcón, A. (2015). Los estilos parentales de socialización y el ajuste psicológico. Un estudio con adolescentes españoles. Revista de Psicodidáctica, 20(1) http://dx.doi.org/10.1387/RevPsicodidact.10876
  • Fuentes, N., Medina, J., van Barneveld, H. & Escobar, S. (2012). Resiliencia y factores protectores en menores infractores y en situación de calle. Psicología y Salud, 22(1), 49–62.
  • Furnham, A. & Cheng, H. (2000). Lay theories of happiness. Journal of Happiness Studies, 1(2), 227–246. http://dx.doi.org/10.1023/ A:1010027611587
  • Galinha, I. C. & Pais-Ribeiro, J. (2012). Cognitive, affective and contextual predictors of subjective well-being. International Journal of Wellbeing, 2(1), 34–53. http://dx.doi.org/10.5502/ ijw.v2i1.3
  • Garaigordobil, M., Pérez, J. & Mozaz, M. (2008). Self-concept, self-esteem and psychopathological symptoms. Psicothema, 20(1), 114–123.
  • Godoy-Izquierdo, D., Martínez, A. & Godoy, J. F. (2008). La «Escala de Balance Afectivo»: Propiedades psicométricas de un instrumento para la medida del afecto positivo y negativo en población española. Clínica y Salud, 19(2), 157–189.
  • Goldbeck, L., Schmitz, T. G., Besier, T., Herschbach, P. & Henrich, G. (2007). Life satisfaction decreases during adolescence. Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation, 16(6), 969–979. http://dx.doi.org/10.1007/s11136-007-9205-5
  • González, M. & Landero, R. (2014). Propiedades psicométricas de la escala de Apoyo Social Familiar y de Amigos (AFA-R) en una muestra de estudiantes. Acta de Investigación Psicológica, 4(2), 1469–1480. http://dx.doi.org/10.1016/S2007-4719(14)70387-4
  • Hills, P. & Argyle, M. (2002). The Oxford Happiness Questionnaire: A compact scale for the measurement of psychological well-being. Personality and Individual Differences, 33(7), 1073–1082. http://dx.doi.org/10.1016/S0191-8869(01)00213-6
  • Joshanloo, M. & Afshari, S. (2011). Big five personality traits and self-esteem as predictors of life satisfaction in Iranian Muslim university students. Journal of Happiness Studies, 12(1), 105–113. http://dx.doi.org/10.1007/s10902-009-9177-y
  • Lerner, J. V., Phelps, E., Forman, Y. & Bowers, E. P. (2009). Positive youth development. En R. M. Lerner, & L. Steinberg (Eds.), Handbook of Adolescent Psychology, Vol 1: Individual Bases of Adolescent Development (pp. 524–558). Hoboken, NJ: John Wiley & Sons.
  • Limonero, J. T., Tomás-Sábado, J., Fernández-Castro, J., Gómez-Romero, M. & Ardilla-Herrero, A. (2012). Estrategias de afrontamiento resilientes y regulación emocional: Predictores de satisfacción con la vida. Behavioral Psychology, 20(1), 183–196.
  • Liu, Y., Wang, Z. & Li, Z. (2012). Affective mediators of the influence of neuroticism and resilience on life satisfaction. Personality and Individual Differences, 52(7), 833–838. http://dx.doi.org/10.1016/j.paid.2012.01.017
  • Madariaga, J. M. & Goñi, A. (2009). El desarrollo psicosocial. Revista de Psicodidáctica, 14(1), 93–118.
  • Mak, W. S., Ng, I. W. & Wong, C. Y. (2011). Resilience: Enhancing well-being through the positive cognitive triad. Journal of Counseling Psychology, 58(4), 610–617. http://dx.doi.org/ 10.1037/a0025195
  • Mann, M., Hosman, C. H., Schaalma, H. P. & de Vries, N. K. (2004). Self-esteem in a broadspectrum approach for mental health promotion. Health Education Research, 19(4), 357–372. http://dx.doi.org/10.1093/her/cyg041
  • Masten, A. S. (2014). Invited commentary: Resilience and positive youth development frameworks in developmental science. Journal of Youth and Adolescence, 43(6), 1018–1024. http://dx.doi.org/10.1007/s10964-014-0118-7
  • Moore, K. & Lippman, L. H. (2006). What do children need to flourish: Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science. http://dx.doi.org/10.1007/ b100487
  • Moreno, J. A. & Vera, J. A. (2011). Modelo causal de la satisfacción con la vida en estudiantes adolescentes. Revista de Psicodidáctica, 16(2), 367–380.
  • Mruk, C. J. (2006). Self-esteem research, theory and practice: Toward a positive psychology of self-esteem. New York: Springer.
  • Nunes, C., Bodden, D., Lemos, I., Lorence, B. & Jiménez, L. (2014). Prácticas parentales y calidad de vida en adolescentes holandeses y portugueses: Un estudio transcultural. Revista de Psicodidáctica, 19(2) http://dx.doi.org/10.1387/ RevPsicodidact.10493
  • Oberle, E., Schonert-Reichl, K. A. & Zumbo, B. D. (2011). Life satisfaction in early adolescence: Personal, neighbourhood, school, family, and peer influences. Journal of Youth and Adolescence, 40(7), 889–901. http://dx.doi.org/10.1007/ s10964-010-9599-1
  • Oliva, A., Ríos, M., Antolín, L., Parra, A., Hernando, A. & Pertegal, M. (2010). Más allá del déficit: Construyendo un modelo de desarrollo positivo adolescente. Infancia y Aprendizaje, 33(2), 223–234. http://dx.doi.org/10.1174/021037010791114562
  • Pavot, W. & Diener, E. (2013). Happiness experienced: The science of subjective well-being. En S. A. David, I. Boniwell, & A. Conley Ayers (Eds.), The Oxford Handbook of Happiness (pp. 134–151). New York, NY: Oxford University Press.
  • Proctor, C. & Linley, P. A. (2014). Life satisfaction in youth. En G. A. Fava, C. Ruini, G. A. Fava, & C. Ruini (Eds.), Increasing Psychological Well-Being in Clinical and Educational Settings: Interventions and Cultural Contexts (pp. 199–215). New York, NY: Springer Science. http://dx.doi.org/10.1007/ 978-94-017-8669-0 13
  • Raboteg-Saric, Z. & Sakic, M. (2014). Relations of parenting styles and friendship quality to self-esteem, life satisfaction and happiness in adolescents. Applied Research in Quality of Life, 9(3), 749–765. http://dx.doi.org/10.1007/s11482-013-9268-0
  • Rodríguez-Fernández, A., Droguett, L. & Revuelta, L. (2012). Ajuste escolar y personal en la adolescencia: El papel del autoconcepto académico y del apoyo social percibido. Revista de Psicodidáctica, 17(2), doi: 0.1387/Rev.Psicodidact.3002.
  • Rodríguez-Fernández, A. & Goñi, A. (2011). La estructura tridimensional del bienestar subjetivo. Anales de Psicología, 27(2), 327–332.
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goñi, E., Esnaola, I., & Goñi, A. (en prensa). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement. International Journal of Clinical and Health Psychology. doi:10.1016/j.ijchp.2016.01003.
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Madariaga, J. M., Arribillaga, A. & Galende, N. (2016). Steps in the construction and verification of an explanatory model of psychosocial adjustment. European Journal of Education and Psychology, 9(1). http://dx.doi.org/10.1016/j.ejeps.2015.11.002
  • Rodríguez, M. N. & Ruiz, M. A. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. Psicológica: Revista de Metodología y Psicología Experimental, 29(2), 205–227.
  • Schimmack, U., Diener, E. & Oishi, S. (2009). Life-satisfaction is a momentary judgment and a stable personality characteristic: The use of chronically accessible and stable sources. En E. Diener, & E. Diener (Eds.), Assessing Well-Being: The Collected Works of Ed Diener (pp. 181–211). New York, NY: Springer Science. http://dx.doi.org/10.1007/97890-481-2354-4 9
  • Seligman, M. P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. http://dx.doi.org/10.1037/0003-066X.55.1.5
  • Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407–441. http://dx.doi.org/10.2307/1170010
  • Smith, B. W., Tooley, E. M., Christopher, P. J. & Kay, V. S. (2010). Resilience as the ability to bounce back from stress: A neglected personal resource? The Journal of Positive Psychology, 5(3), 166–176. http://dx.doi.org/10.1080/17439760.2010.482186
  • Tian, L., Wang, D. & Huebner, E. S. (2015). Development and validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS). Social Indicators Research, 120(2), 615–634. http://dx.doi.org/10.1007/s11205-014-0603-0
  • Tomyn, A. J. & Cummins, R. A. (2011). The subjective wellbeing of high-school students: Validating the Personal Wellbeing Index-School Children. Social Indicators Research, 101(3), 405–418. http://dx.doi.org/10.1007/s11205-010-9668-6
  • Tugade, M. M. & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86(2), 320–333. http://dx.doi.org/10.1037/0022-3514.86.2.320
  • Valois, R. F., Zullig, K. J., Huebner, E. S. & Drane, J. W. (2009). Youth developmental assets and perceived life satisfaction. Is there a relationship? Applied Research on Quality of Life, 4(4), 315–331.
  • Vitaro, F., Boivin, M. & Bukowski, W. M. (2009). The role of friendship in child and adolescent development. En K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of Peer