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

Referencias bibliográficas

• Álvarez-García, D., Núñez Pérez, J. C., Dobarro González, A., & Rodríguez Pérez, C. (2015). Risk factors associated with cybervictimization in adolescence. International Journal of Clinical and Health Psychology, 15, 226---235. http://dx.doi.org/ 10.1016/j.ijchp.2015.03.002
• Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95---113. http://dx.doi.org/10.1016/j.jsp.2004.01.002
• Atienza, F., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicométricas de la escala de satisfacción con la vida en adolescentes. Psicothema, 12, 314---319.
• Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual Differences, 42, 815---824. http://dx.doi.org/10.1016/j.paid.2006.09.018
• Bentler, P. M. (2006). EQS 6 Estructural Equations Program Manual. Encino, CA: Multivariate Software, Inc.
• Bird, J. M., & Markle, R. S. (2012). Subjective well-being in school environments: Promoting positive youth development through evidence-based assessment and intervention. American Journal of Orthopsychiatry, 82, 61---66. http://dx.doi.org/ 10.1111/j. 1939-0025.2011.01127.x
• 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: Psquiatría ED.
• Bradburn, N. (1969). The strucuture of psychological well-being. Chicago: Aldine.
• Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing, 1, 55---86. http://dx.doi.org/10.1207/ S15327574IJT0101 4
• 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., & Stein, M. B. (2007). Psychometric analysis and refinement of the Connor-Davidson Resilience Scale (CDRISC): Validation of a 10-item measure of resilience. Journal of Traumatic Stress, 20, 1019---1028. http://dx.doi.org/10.1002/ jts.20271
• Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4, 555---575. http://dx.doi.org/10.1007/s12187-010-9093-z
• Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York, NY: Springer Science.
• Chu, P. S., 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, 624---645. http://dx.doi.org/10.1521/jscp.2010.29.6.624
• Cohen, S. (2004). Social relationships and health. American Psychologist, 59, 676---684. http://dx.doi.org/10.1037/0003066X.59.8.676
• Connor, K. M., & Davidson, J. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CDRISC). Depression and Anxiety, 18, 76---82. http://dx.doi.org/ 10.1002/da.10113
• Demaray, M., Malecki, C., Rueger, S., Brown, S. E., & Summers, K. (2009). The role of youth’s ratings of the importance of socially supportive behaviors in the relationship between social support and self-concept. Journal of Youth and Adolescence, 38, 13---28. http://dx.doi.org/10.1007/s10964-007-9258-3
• Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31, 103---157.
• Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71---75.
• Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50, 325---339. http://dx.doi.org/10.1002/pits.21681
• Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35, 787---798. http://dx.doi.org/10.1016/j.adolescence.2011.11.004
• Fernández-Zabala, A., Goñi, E., Rodríguez-Fernandez, A., & Goñi, A. (2015). Un nuevo cuestionario en castellano con escalas de las dimensiones del autoconcepto. Revista Mexicana de Psicología, 32, 149---159.
• Fletcher, D., & Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts, and theory. European Psychologist, 18, 12---23. http://dx.doi.org/10.1027/10169040/a000124
• Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore, & L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish (pp. 305---321). New York: Kluwer Academic/Plenum Press.
• Fuentes, M., García, F., Gracia, E., & Alarcón, A. (2014). Los estilos parentales de socialización y el ajuste psicológico. Un estudio con adolescentes españoles. Revista de Psicodidáctica, 2, 0. http://dx.doi.org/10.1387/RevPsicodidact.10876
• García-Bacete, F. J., Ferrá, P., Monjas, M. O., & Marande, G. (2014). Las relaciones del profesorado con el alumnado en aulas del ciclo inicial de Educación Primaria. Adaptación del Questionnaire on Teacher Interaction-Early Primary (QTI-EP). Revista de Psicodidáctica, 19, 211---231. http://dx.doi.org/10.1387/ RevPsicodidact.9081
• Godoy-Izquierdo, D., Martínez, A., & Godoy, J. F. (2008). La ‘Escala de Balance Afectivo’. Propiedades psicométricas de un instrumento para la medida del afecto positive y negativo en población española. Clínica y Salud, 19, 157---189.
• 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, 1469---1480. http://dx.doi.org/10.1016/S2007-4719(14) 70387-4
• González, A., & Verónica-Paoloni, P. (2014). Implicación y rendimiento en Física: el papel de las estrategias docentes en el aula, y el interés personal y situacional. Revista de Psicodidáctica, 20, 25---45, doi:http:10.1387/RevPsicodidact.11370.
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1---55. http://dx.doi.org/10.1080/10705519909540118
• Inglés, C., Martínez-Monteagudo, M., García-Fernández, J., Valle, A., & Castejón, J. (2014). Perfiles de orientaciones de metas y autoconcepto de estudiantes de Educación Secundaria. Revista de Psicodidáctica, 20, 99---116. http://dx.doi.org/10.1387/ RevPsicodidact.1023
• Kidd, S., & Shahar, G. (2008). Resilience in homeless youth: The key role of self-esteem. American Journal of Orthopsychiatry, 78, 163---172. http://dx.doi.org/10.1037/0002-9432.78.2.163
• Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
• Kong, F., & You, X. (2013). Loneliness and self-esteem as mediators between social support and life satisfaction in late adolescence. Social Indicators Research, 110, 271---279. http://dx.doi.org/ 10.1007/s11205-011-9930-6
• Lerner, R. M., Agans, J. P., Arbeit, M. R., Chase, P. A., Weiner, M. B., Schmid, K. L., & Warren, A. (2013). Resilience and positive youth development: A relational developmental systems model. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 293---308). New York: Springer Science.
• Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47, 233---247. http://dx.doi.org/10.1037/a0021307
• Lippman, L. H., Anderson Moore, K., Guzman, L., Ryberg, R., McIntosh, H., Ramos, M. F., Caal, S., Carle, A., & Kuhfeld, M. (2014). Flourishing children: Defining and testing indicators of positive development. New York. NY: Springer Science.
• Madariaga, J. M., & Goñi, A. (2009). El desarrollo psicosocial. Revista de Psicodidáctica, 14, 93---118.
• Masten, A. S. (2014). Invited commentary: Resilience and positive youth development frameworks in developmental science. Journal of Youth and Adolescence, 43, 1018---1024. http://dx.doi. org/10.1007/s10964-014-0118-7
• Masten, A. S., & Tellegen, A. (2012). Resilience in developmental psychopathology: Contributions of the project competence longitudinal study. Development and Psychopathology, 24, 345---361. http://dx.doi.org/10.1017/S095457941200003X
• Moreno, C., Muñoz-Tinoco, V., Pérez, P., Sánchez-Queija, I., Granado, M. C., Ramos, P., & Rivera, F. (2008). Desarrollo adolescente y salud. Resultados del Estudio HBSC-2006 con chicos y chicas españoles de 11 a 17 años. Madrid: Ministerio de Sanidad y Consumo.
• Moreno, J. A., & Vera, J. A. (2011). Modelo causal de la satisfacción con la vida en estudiantes adolescentes. Revista de Psicodidáctica, 16, 367---380.
• Olivares, P. R., Cossio-Bolaños, M. A., Gomez-Campos, R., Almonacid-Fierro, A., & Garcia-Rubio, J. (2015). Influence of parents and physical education teachers in adolescent physical activity. International Journal of Clinical and Health Psychology, 15, 113---120. http://dx.doi.org/10.1016/j.ijchp.2015.01.002
• Palomar-Lever, J., & Victorio-Estrada, A. (2014). Determinants of subjective well-being in adolescent children of recipients of the oportunidades human development program in Mexico. Social Indicators Research, 118, 103---124. http://dx.doi.org/10.1007/s11205-013-0407-7
• Pavot, W., & Diener, E. (2013). Happiness experienced: The science of subjective well-being. In S. A. David, I. Boniwell, & A. Conley Ayers (Eds.), The Oxford handbook of happiness (pp. 134---151). New York, NY, US: Oxford University Press.
• Pemberton, R., & Wainwright, T. (2014). The end of mental illness thinking? International Journal of Clinical and Health Psychology, 14, 216---220. http://dx.doi.org/10.1016/j.ichp. 2014.05.003
• Piko, B. F., & Hamvai, C. (2010). Parent, school and peer-related correlates of adolescents’ life satisfaction. Children and Youth Services Review, 32, 1479---1482. http://dx.doi.org/10.1016/ j.childyouth.2010.07.007
• Rodríguez-Fernández, A., Droguett, L., & Revuelta, L. (2012). Ajuste escolar y personal en la adolescencia: El papel del hboxautoconcepto académico y del apoyo social percibido. Revista de Psicodidáctica, 17, 397---414, doi: 0.1387/Rev.Psicodidact. 3002.
• Rodríguez-Fernández, A., & Goñi-Grandmontagne, A. (2011). La estructura tridimensional del bienestar subjetivo. Anales de Psicología, 27, 327---332.
• 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, 205---227.
• Ronen, T., Hamama, L., Rosenbaum, M., & Mishely-Yarlap, A. (2014). Subjective well-being in adolescence: The role of selfcontrol, social support, age, gender, and familiar crisis. Journal of Happiness Studies, 15, 1---24. http://dx.doi.org/10.1007/ s10902-014-9585-5
• Ros, I., Goikoetxea, J., Gairín, J., & Lekue, P. (2012). Implicación del alumnado en la escuela: diferencias interindividuales e intercentros. Revista de Psicodidáctica, 17, 291---307. http://dx.doi.org/10.1387/Rev.Psicodidact.4496
• Sánchez Meca, J. (2008). Meta-análisis en la investigación. In M. A. Verdugo, M. Crespo, M. Badía, & B. Arias (Eds.), Metodología en la investigación sobre discapacidad (pp. 121---139). Salamanca: Publicaciones del INICO.
• Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Selfconcept: Validation of construct interpretations. Review of Educational Research, 46, 407---441. http://dx.doi.org/10.2307/ 1170010
• Toland, J., & Carrigan, D. (2011). Educational psychology and resilience: New concept, new opportunities. School Psychology International, 32, 95---106. http://dx.doi.org/10.1177/ 0143034310397284
• Veiga, F. H., Burden, R., Appleton, J., Céu, T., & Galvao, D. (2014). Student’s engagement in school: conceptualization and relations with personal variables and academic performance. Journal of Psychology and Education, 9, 29---47.
• Warr, P. B., Barter, J., & Brownbridge, G. (1983). On the independence of positive and negative affect. Journal of Personality and Social Psychology, 44, 644---651. http://dx.doi.org/10.1037/ 00223514.44.3.644
• Wright, M., Masten, A. S., & Narayan, A. J. (2013). Resilience processes in development: Four waves of research on positive adaptation in the context of adversity. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 15---37). New York: Springer Science.