Volume 13 Num. 3 - October 2013
Developmental assets, school adjustment, and adolescents? subjective well-being.
Volume 13 Num. 3 - October 2013 - Pages 339-355
Melchor Guti?rrez , Tito-Olavo Gon?alves
Attention 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.
self-esteem, social support, emotional intelligence, school satisfaction, youth development
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