Relación entre el apoyo social, la satisfacción vital y las expectativas de futuro de menores acogidos en centros de protección

Millán, Juan Manuel Fernández; Cortina, Desirée Díez de la; Buitrago, Ma José Malpica; Mohamed, Abid

doi:10.25115/ejrep.v8i21.1372

Cited by 5 publications

(6 citation statements)

References 14 publications

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“…The opposite results have been reported by other authors. Fernández et al (2010) concluded in their study that being institutionalized did not imply worse FE. In this regard, Robbins and Bryan (2004) compared FE in high-and low-risk youth, finding no differences in the scores of the two groups.…”

Section: Contextual Variables and Future Expectationsmentioning

confidence: 93%

Future expectations of adolescents from different social backgrounds

Fornell,

Ortiz-Bermúdez,

Rodríguez-Mora

et al. 2023

An. psicol.

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This paper analyzes adolescents’ future expectations (FE) and their relationship with personal variables (age, sex, self-esteem, and life satisfaction) and contextual variables (perceived social support and level of risk). The sample includes 748 adolescents, aged 9-16 (M = 11.93, SD = 1.42), coming from contexts with different levels of social risk. The results show that FE decrease as age increases, with few differences found based on sex. More positive self-perceptions and perceived social support are associated with better FE. Concerning the level of risk, more vulnerable contexts have a higher negative effect on FE. The regression analysis reveals the predictive capacity of the studied variables. The structural equation model confirms the positive causal effect of psychological adjustment and perceived social support, as well as the negative influence of contexts with greater social disadvantages on adolescent FE. The results suggest the need to establish preventive programs aimed at promoting personal resources of children, especially those who come from vulnerable contexts. Este trabajo analiza las expectativas futuras durante la adolescencia y su relación con variables personales (edad, sexo, autoestima y satisfacción vital) y contextuales (apoyo social percibido y nivel de riesgo). La muestra está formada por 748 adolescentes, con edades comprendidas entre los 9 y 16 años (M = 11.93, SD = 1.42) procedentes de contextos con distinto nivel de riesgo social. Los resultados muestran que las expectativas futuras disminuyen a medida que aumenta la edad, con pocas diferencias encontradas en función del sexo. Autopercepciones y sentimientos de apoyo social más positivos se asocian a mejores expectativas futuras. En relación al nivel de riesgo, contextos más vulnerables tienen un efecto negativo en las expectativas futuras. Los análisis de regresión muestran la capacidad predictiva de las variables estudiadas. Finalmente, el modelo de ecuaciones estructurales confirma el efecto causal positivo del ajuste psicológico y del apoyo social percibido, así como la influencia negativa de los contextos con mayores desventajas sociales, sobre las expectativas de futuro. Los resultados encontrados proponen la necesidad de instaurar programas preventivos orientados a fomentar los recursos personales de los niños, especialmente en aquellos que pertenecen a contextos vulnerables.

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Section: Contextual Variables and Future Expectationsmentioning

confidence: 93%

Future expectations of adolescents from different social backgrounds

Fornell,

Ortiz-Bermúdez,

Rodríguez-Mora

et al. 2023

An. psicol.

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“…For these and other reasons, some studies have tried to develop educational strategies to improve learning motivation [ 1 , 2 , 3 ]. Within this framework, the self-determination theory (SDT) [ 4 ] corresponds to one of the psychological theories with the greatest globality and empirical support at present [ 5 , 6 ]. Within this theory, we find four sub-theories which attempt to provide an answer to the motives that lead a person to perform a certain activity: cognitive evaluation theory [ 7 , 8 ], organismic integration theory [ 4 ], causality orientation theory, and necessity theory [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…In this paper, we focused on the causal orientations sub-theory. The main contribution of this theory corresponds to the definition of motivation as the reasons that direct our behavior, distinguishing between intrinsic and extrinsic motivation which are transformed as a function of self-determination, or in other words, the degree to which behavior is generated in the self [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

“…Some other studies on future expectations in adolescence have focused mainly on the relationship between future expectations and life satisfaction, self-esteem, and self-efficacy [ 19 ] with a significant and positive relationship between these variables. On the other hand, less socially adjusted adolescents were found to have lower expectations [ 13 ], and the perception of lack of family support was also associated with lower future expectations [ 6 ] Regarding sex, some studies have found that boys showed lower future expectations than girls [ 13 , 44 ] and differences were also found in future expectations based on nationality and sex. Another factor was age [ 44 ], such that older adolescents showed lower academic and economic labor expectations than younger adolescents.…”

Section: Introductionmentioning

confidence: 99%

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Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018

Rubio

Ruíz

Ángel

et al. 2022

IJERPH

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During the secondary school stage, students’ motivation to study may decrease and affect their future expectations, which are exclusively directed toward the search for employment, with the consequent abandonment of academic training. The main objective of the present paper was to examine the sources of motivation to study and the future expectations of secondary school students, as well as to develop a predictive model of their future expectations based on the variables studied. The sample consisted of a total of 35,943 students from different Spanish high schools, with an average age of 15.83 (SD = 0.28). The instrument used was the placement tests referring to the PISA 2018 report. On the one hand, the results showed that the main source of motivation for secondary school students to study responds to some kind of imposition either from the surrounding environment or internally, which appears to be represented by identified or controlled extrinsic motivation. In terms of future expectations, important factors included the fundamentally expression of their intention to continue studying rather than to stop studying, facts or economic support which they considered as influential to their capacity to study, and the opinions of others such as parents and friends. On the other hand, sex showed some significant differences in terms of future expectations but did not predict them. The regression model explained 20.9% of the variability of future expectations based on variables such as grade repetition, reasons that discourage studying (not being interested in the contents and never studying), and the influences on future expectations (school grades and subject mastery). Finally, the structural equation model revealed that grade repetition predicts the reasons that discourage studying and these in turn impact future expectations which are influenced by school grades, performing well in a specialty, and having talent. Likewise, there was a negative correlation between repeating a course and school grades, performing well in a specialty, and having talent. Based on these results, it would be advisable to improve the intrinsic motivation of secondary school students by means of educational actions that contribute to the adjustment of their future expectations and attend to the students’ own interests, desires, and competencies, all with the main purpose of contributing to meaningful learning and facilitating professional orientation, and above all, attending to diversity to reduce school failure.

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“…En los aspectos sociales, se ha constatado que el apoyo social (Diez et al, 2016;Fernández et al, 2010;Martos, 2016;Novoa & Barra, 2015), la participación social (Pinazo-Hernandis et al, 2019), la conducta prosocial (Veloso et al, 2015) y la clase social percibida (Vallejo-Martín & Moreno, 2016) generan un mayor nivel de satisfacción vital. Como se puede observar, el apoyo social se ha mostrado consistente como una variable predictora de la satisfacción vital, además de que los investigadores empiezan a interesarse por otras variables de tipo social.…”

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La red de apoyo familiar y las relaciones intrafamiliares como predictoras de la satisfacción vital

Macías

2021

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Objetivo. Determinar la relación entre la red de apoyo familiar y las relaciones intrafamiliares con la satisfacción vital. Método. Se realizó un estudio correlacional, transversal y no experimental con una muestra de 314 estudiantes de dos instituciones de educación superior: 70 hombres (22.3%) y 244 mujeres (77.7%), con una edad promedio de 27.55 años (DT = 9.57). Resultados. Las variables predictoras de la satisfacción vital del individuo fueron: la cantidad de miembros de la red de apoyo familiar; la cercanía o intimidad de contacto entre esos miembros; además de la unión y apoyo y de la expresión mostradas en las relaciones intrafamiliares. .

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Relación entre el apoyo social, la satisfacción vital y las expectativas de futuro de menores acogidos en centros de protección

Cited by 5 publications

References 14 publications

Future expectations of adolescents from different social backgrounds

Future expectations of adolescents from different social backgrounds

Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018

La red de apoyo familiar y las relaciones intrafamiliares como predictoras de la satisfacción vital

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