ResumenEl 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.AbstractThe purpose of this study was to examine the relationship of subjective well-being with resilience, self-concept and social support, determining variables that predict subjective well-being. The study used an ex post facto, observational and cross-sectional design, using the following scales: Satisfaction with Life (Diener, Emmon, Larsen, & Grifin, 1995), Affect-Balance (Bradburn, 1969), Connor-Davidson Resilience (Connor & Davidson, 2003), Perceived Social Support from Family and Friends Scale (González & Landero, 2014), as well as a Multidimensional Self-Concept Questionnaire (authors). The sample comprised 1250 adolescents aged 12 to 15years old, randomly selected. The results confirmed that there were positive correlations between subjective well-being and resilience, self-concept and social support. A high level of self-concept, resilience and family support were predictors of satisfaction with life, a high level of resilience, self-concept and friends support of positive affect, and negative affect was predicted by low levels of self-concept and family support

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.

The aim of the present study is to examine the relationship between resilience, subjective well-being and academic achievement (i.e., school engagement and perceived performance). To achieve this, a battery of instruments was applied to 945 Compulsory Secondary Education students from Basque Country (425 boys and 520 girls) of medium socio-cultural level and aged between 12 and 17 (Mage = 14.50, SD = 1.82). The study tests a structural model for analyzing the effects of resilience and subjective well-being on school engagement and perceived performance. The findings provide evidence in favor of the influence of resilience and subjective well-being as decisive psychological variables in the prediction of school engagement and perceived performance. Finally, the results of this study highlight the need to foster education of resilience and subjective well-being to improve academic achievement among adolescent students.

School and Personal Adjustment in Adolescence: The Role of Academic Self-concept and Perceived Social Support // Ajuste escolar y personal en la adolescencia: el papel del autoconcepto académico y del apoyo social percibido

Adolescent Students ́ Perceived Social Support, Self-Concept and School Engagement // Apoyo social percibido, autoconcepto e implicación escolar de estudiantes adolescentes