000112426 001__ 112426
000112426 005__ 20240319080956.0
000112426 0247_ $$2doi$$a10.2147/PRBM.S361206
000112426 0248_ $$2sideral$$a128506
000112426 037__ $$aART-2022-128506
000112426 041__ $$aeng
000112426 100__ $$0(orcid)0000-0003-3789-3781$$aUsán Supervía, P.$$uUniversidad de Zaragoza
000112426 245__ $$aThe mediating role of self-esteem in the relationship between resilience and satisfaction with life in adolescent students
000112426 260__ $$c2022
000112426 5060_ $$aAccess copy available to the general public$$fUnrestricted
000112426 5203_ $$aBackground: During their school years, adolescents undergo emotional and motivational experiences that can play a key role in their personal and academic development. This study aims to analyse the relationship between self-esteem, resilience and satisfaction with life. Methods: The study comprised 1592 students. The instruments used were Rosenberg’s Self-esteem Scale (RSE), the Brief Resilience Scale (BRS) and the Satisfaction With Life Scale (SWLS). Descriptive statistics, correlations between the variables investigated and investigated and mediation analysis was calculated by SPSS v26.0ʹs MACRO. Results: The results of this study revealed 1) significant correlations between self-esteem, resilience and satisfaction with life. In addition, 2) it was found that self-esteem plays a mediating role in the relationship between resilience and satisfaction with life in adolescents. For all the operations, a p≤ 0.05 level of significance was adopted, with a 95% confidence level. Conclusion: The self-esteem of the students is decisive in the relationship between resilience and satisfaction with life in adolescents. These results emphasise the importance of promoting self-esteem, as mediating variable between the other two constructs, leading to the adequate personal and academic development of students.
000112426 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000112426 590__ $$a4.3$$b2022
000112426 592__ $$a0.92$$b2022
000112426 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b29 / 147 = 0.197$$c2022$$dQ1$$eT1
000112426 593__ $$aPsychology (miscellaneous)$$c2022$$dQ1
000112426 591__ $$aPSYCHOLOGY, CLINICAL$$b28 / 131 = 0.214$$c2022$$dQ1$$eT1
000112426 593__ $$aPsychiatry and Mental Health$$c2022$$dQ2
000112426 594__ $$a4.7$$b2022
000112426 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000112426 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera Bordás, C.$$uUniversidad de Zaragoza
000112426 700__ $$0(orcid)0000-0001-8473-8114$$aQuílez Robres, A.$$uUniversidad de Zaragoza
000112426 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000112426 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000112426 773__ $$g15 (2022), 1121-1129$$pPsychol. res. behav. manag.$$tPSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT$$x1179-1578
000112426 8564_ $$s645411$$uhttps://zaguan.unizar.es/record/112426/files/texto_completo.pdf$$yVersión publicada
000112426 8564_ $$s2446914$$uhttps://zaguan.unizar.es/record/112426/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000112426 909CO $$ooai:zaguan.unizar.es:112426$$particulos$$pdriver
000112426 951__ $$a2024-03-18-13:40:19
000112426 980__ $$aARTICLE