This paper presents new empirical evidence regarding the validity of the Satisfaction with Life Scale (SWLS) in a large sample of early adolescents. A group of 903 Spanish adolescents aged 12 to 14 years completed a battery of questionnaires in order to assess life satisfaction, emotional and behavioral problems, trait aggressiveness, peer aggression, stress, and parental style. A moderately high level of life satisfaction was reported and no differences were found according to sex or school year. Confirmatory factor analysis supported a one-factor structure for the SWLS. Correlation analysis showed that life satisfaction had a moderate positive correlation with parental affect, and negative correlations with externalizing and internalizing behaviors, aggression, stress, and parental criticism. Regression analysis revealed that early adolescents report greater life satisfaction when they perceive high levels of maternal affect and low levels of internalizing problems, hostility, stress, and parental criticism. These results show that the inclusion of intrapersonal and environmental variables can further our understanding of life satisfaction in early adolescents and suggest that intervention programs designed to promote this should consider these variables.
This study uses hierarchical or multilevel modeling to identify variables that contribute to daily stressors in a population of schoolchildren. Four hierarchical levels with several predictive variables were considered: student (age, sex, social adaptation of the student, number of life events and chronic stressors experienced, and educational level of the father and mother), class (number of students per class), school (type of school), and province (number of inhabitants per province). Participants were 6,078 students from primary years 3-6 in the region of Andalusia (Spain). After conducting a multilevel regression analysis, the final fitted model was a random intercept and random slope model (at the school level) for the variable age, with the fixed factors being the variables social adaptation, life events and chronic stressors, and the educational level of the father and mother. This model yielded a specific profile of daily stressors in childhood: children with the highest levels of daily stressors are younger, present aggressive or inhibited behavior, have experienced more life events and chronic stressors, and have parents who did not complete their primary education. The results provide relevant information for the design of psychoeducational interventions in relation to children's daily stressors.
Resumen: El estudio del afrontamiento en escolares es un tema de interés, ya que poseer habilidades de afrontamiento es garantía de vida saludable. El objetivo del presente estudio es la construcción y validación de una escala de afrontamiento, cuya finalidad es valorar el tipo de estrategias de afrontamiento utilizadas por escolares de educación primaria en relación con cuatro tipos de estresores cotidianos. Los participantes fueron 402 niños y niñas con edades comprendidas entre 9 y 12 años. Se presentan análisis factorial confirmatorio y evidencias de fiabilidad y validez. El instrumento consta de 35 ítems en formato de autoinforme que evalúan nueve estrategias de afrontamiento diferentes, distinguiendo entre afrontamiento centrado en el problema y afrontamiento improductivo. Los resultados muestran que esta escala presenta adecuadas propiedades psicométricas para la evaluación de estrategias de afrontamiento en población infantil. Palabras clave: afrontamiento; evaluación; propiedades psicométricas; infancia media.Title: Children's Coping Scale: psychometric properties. Abstract: It is important to study coping among school-age children, as having coping skills is a key aspect of a healthy life. The aim of the present study was to construct and validate a coping scale for assessing the types of coping strategies used by primary school children in relation to four kinds of stressors. Participants were 402 boys and girls aged between 9 and 12 years. The paper reports the results of a confirmatory factor analysis and evidence of reliability and validity. The instrument comprises 35 self-report items that assess nine different coping strategies, distinguishing between problem-focused and non-productive coping. The results show that the scale has adequate psychometric properties for the assessment of children's coping strategies. Key words: coping; assessment; psychometric properties; middle childhood. IntroducciónEl afrontamiento y su evaluación es un tema clave en el estudio del desarrollo saludable, puesto que supone garantía de calidad de vida desde la infancia. Su estudio va unido al del estrés, ya que se considera que el afrontamiento es la respuesta efectiva para regular el efecto de estresores cotidianos. El presente trabajo se refiere al afrontamiento del estrés cotidiano infantil, concebido como demandas y contrariedades de la vida diaria que pueden afectar de forma negativa al desarrollo emocional de los escolares (Trianes, Blanca, Fernández-Baena, Escobar y Maldonado, 2011;Trianes et al., 2009). La evidencia empírica refleja que el estrés cotidiano tiene mayores efectos negativos que los acontecimientos crónicos o vitales (Lu, 2010;Valentine, Buchanan y Knibb, 2010;Wagner, Compas y Howell, 1988). Los estresores cotidianos se agrupan en la infancia en tres ámbitos: escolar e iguales (e.g., obtener malas calificaciones, burlas de los iguales), salud (e.g., situaciones de enfermedad) y familiar (e.g., peleas entre hermanos) (Trianes et al., 2011;Trianes et al., 2009).Una de las definiciones pioneras sobr...
The aim of this study was to develop a Spanish version of the Adolescent Stress Questionnaire and to examine its psychometric properties: factor structure, measurement invariance across samples, reliability, and concurrent validity. Participants consisted of 1,560 Spanish students between 12 and 18 years of age. The results support a structure based on 10 first-order factors (corresponding to stressors on the dimensions Home Life, School Performance, School Attendance, Romantic Relationships, Peer Pressure, Teacher Interaction, Future Uncertainty, School/Leisure Conflict, Financial Pressure, and Emerging Adult Responsibility) and 1 second-order factor that subsumes the first-order factors. This model was selected for measurement invariance testing because it showed good fit indexes and was more parsimonious than the first-order factor model. This structure was replicated across 2 independent samples from the same population, as well as across 3 age groups (early, middle, and late adolescence), showing acceptable fit for all groups. Internal consistency and test-retest reliability were adequate. Evidence of concurrent validity was provided by positive associations with measures of stress manifestations, anxiety, and depression, and by a negative association with life satisfaction. The results indicate that the Spanish version of the Adolescent Stress Questionnaire is a suitable tool for assessing stressors in Spanish adolescents. (PsycINFO Database Record
Peer Relations and Social Self-perceptionsGiven the importance of schools as a socialization context for the development of interpersonal relations, researchers have paid considerable attention to the issue of social acceptance. Peer group acceptance refers to the state of being loved, recognized, or preferred as a friend or playmate by one's peers (
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