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

  1. Arantzazu Rodríguez-Fernández 1
  2. Estibaliz Ramos-Díaz 1
  3. Arantza Fernández-Zabala 1
  4. Eider Goñi 1
  5. Igor Esnaola 1
  6. Alfredo Goñi 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
International journal of clinical and health psychology

ISSN: 1697-2600

Year of publication: 2016

Volume: 16

Issue: 2

Pages: 166-174

Type: Article

DOI: 10.1016/J.IJCHP.2016.01.003 DIALNET GOOGLE SCHOLAR

More publications in: International journal of clinical and health psychology

Abstract

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.

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Funding information

The authors of this study are part of the Consolidated Research Group IT701-13 of the Basque University System. The study was carried out as part of the research project EHUA 15/15 at the University of the Basque Country (UPV-EHU).

Funders

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