Medida del apoyo social percibido (APIK) en la adolescencia

Abstract

El apoyo social se ha convertido en un tema de gran interés en distintas disciplinas científicas lo que ha generado una gran diversidad de definiciones que han derivado en una elevada cantidad y heterogeneidad de instrumentos de medida. Además apenas existen instrumentos que diferencien las fuentes de apoyo social pese a considerarse un componente vital. De este modo, el objetivo de esta investigación es elaborar y validar un instrumento para medir el apoyo social percibido en Educación Secundaria. Participaron en la investigación 323 estudiantes de Educación Secundaria de un instituto de Vitoria-Gasteiz con edades comprendidas entre los 13 y 18 años (M=14.41; DT=1.18), de los cuales 128 eran chicos (40%) y 195 (60%) chicas, a los que se aplicaron los cuestionarios: APIK, AFA-R y HBSC. Los resultados obtenidos confirman la estructura tridimensional (familia, amigos y profesorado) del cuestionario, con excelentes índices de consistencia interna y fiabilidad. En consecuencia, el nuevo cuestionario consigue solventar la limitación de otros instrumentos de medida que evaluaban por separado las fuentes, no encajaban con la concepción teórica del apoyo social, eran demasiado extensos, etc.

Interpersonal Support, Emotional Intelligence and Family Function in Adolescence

“…The Social Support variable has been studied during adolescence [8,9]. It can be analyzed from a more structural perspective related to the size of the social network, to the number of social contacts and frequency with which these social relations are maintained, or from a more functional approach, referring to perceived empathy, acceptance or attention received from the social network itself [10].…”

“…Based on the findings above, this study was intended to: (1) analyze the relationships between emotional intelligence, interpersonal support and family function; (2) find out whether there are significant gender differences between emotional intelligence factors, interpersonal support dimensions and family function; and (3) determine whether there are significant differences between the categories of family function in emotional intelligence components and interpersonal support. The hypotheses posed were the following: (1) there are significant gender differences in emotional intelligence; (2) there are significant gender differences in interpersonal support; (3) there are significant differences between gender and family function; (4) there are significant differences between emotional intelligence and interpersonal support; (5) there is a significant positive relationship between emotional intelligence and family function; (6) there is a significant positive relationship between interpersonal support and family function; (7) there are significant differences in the three groups of family function categories with regard to the dimensions of interpersonal support; and (8) there are significant differences between the three family function categories and the emotional intelligence factors.…”

Perceived Social Support for a Sustainable Adolescence: A Theoretical Model of Its Sources and Types

“…A single scale was used to measure perceived social support. Participants completed the APIK Perceived Social Support Questionnaire [58], which assesses three dimensions of perceived social support (support from family, support from friends and support from teachers) through 27 items rated on a 5-point Likert-type scale (1 = Totally disagree to 5 = Totally agree) (item examples include: "If I ask a favor, my family does it", "My friends are there whenever I need them", "My teachers are approachable"). Within each of the three dimensions, the items are grouped in accordance with the type of support (emotional, material or informational).…”