000124061 001__ 124061 000124061 005__ 20241125101131.0 000124061 0247_ $$2doi$$a10.1016/j.childyouth.2022.106755 000124061 0248_ $$2sideral$$a132607 000124061 037__ $$aART-2023-132607 000124061 041__ $$aeng 000124061 100__ $$0(orcid)0000-0003-3789-3781$$aUsán Supervía, Pablo$$uUniversidad de Zaragoza 000124061 245__ $$aEmpathy, self-esteem and satisfaction with life in adolescent 000124061 260__ $$c2023 000124061 5060_ $$aAccess copy available to the general public$$fUnrestricted 000124061 5203_ $$aDuring school years, emotional skills play a relevant role in the way students face challenges and academic demands, especially in such a key stage for life as adolescence, during which adult personality is configured. During this stage, students undergo different emotional and motivational stages related to learning, which play a crucial role in their personal and academic development. This study aims to analyse the relationship between empathy, self-esteem and satisfaction with life in an ex post facto descriptive design. The study comprised a sample of 1117 adolescent students, both male (N = 603; 53.98 %) and female (N = 514; 46.01 %) with ages ranging from 12 to 18 years (M = 14.40; DT = 1.59). The instruments used were the Basic Empathy Scale (BES), Self-Esteem Scale (RSE) and the Satisfaction With Life Scale (SWLS). The results revealed significant correlations between the empathy, self-esteem and satisfaction with life variables, and significant differences between genders. In addition, self-esteem was found to play a mediating role between empathy and satisfaction with life. It is concluded that self-esteem plays a crucial role in adolescent students, and the importance of encouraging adaptative behaviours in the school environment for the adequate personal development of adolescents is emphasised. 000124061 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000124061 590__ $$a2.4$$b2023 000124061 592__ $$a1.064$$b2023 000124061 591__ $$aSOCIAL WORK$$b7 / 92 = 0.076$$c2023$$dQ1$$eT1 000124061 593__ $$aEducation$$c2023$$dQ1 000124061 591__ $$aFAMILY STUDIES$$b15 / 66 = 0.227$$c2023$$dQ1$$eT1 000124061 593__ $$aSociology and Political Science$$c2023$$dQ1 000124061 593__ $$aSocial Work$$c2023$$dQ1 000124061 593__ $$aDevelopmental and Educational Psychology$$c2023$$dQ2 000124061 594__ $$a6.3$$b2023 000124061 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000124061 700__ $$0(orcid)0000-0002-8072-2390$$aBordás, Carlos Salavera$$uUniversidad de Zaragoza 000124061 700__ $$0(orcid)0000-0001-8473-8114$$aRobres, Alberto Quílez$$uUniversidad de Zaragoza 000124061 700__ $$0(orcid)0000-0002-0100-1449$$aBlasco, Raquel Lozano$$uUniversidad de Zaragoza 000124061 700__ $$0(orcid)0000-0002-6083-8759$$aCosculluela, Cecilia Latorre$$uUniversidad de Zaragoza 000124061 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000124061 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000124061 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac. 000124061 773__ $$g144 (2023), 106755$$pChild. youth serv. rev.$$tChildren and Youth Services Review$$x0190-7409 000124061 8564_ $$s1274403$$uhttps://zaguan.unizar.es/record/124061/files/texto_completo.pdf$$yVersión publicada 000124061 8564_ $$s1734352$$uhttps://zaguan.unizar.es/record/124061/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000124061 909CO $$ooai:zaguan.unizar.es:124061$$particulos$$pdriver 000124061 951__ $$a2024-11-22-11:58:53 000124061 980__ $$aARTICLE