000162697 001__ 162697
000162697 005__ 20251017144559.0
000162697 0247_ $$2doi$$a10.1177/21582440251356762
000162697 0248_ $$2sideral$$a145336
000162697 037__ $$aART-2025-145336
000162697 041__ $$aeng
000162697 100__ $$0(orcid)0000-0003-3789-3781$$aUsán Supervía, Pablo$$uUniversidad de Zaragoza
000162697 245__ $$aExploring the Mediating Role of Resilience in the Relationship Between Self-Efficacy and Self-Esteem in Adolescent Secondary School Students
000162697 260__ $$c2025
000162697 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162697 5203_ $$aDuring the school years many contextual and academic scenarios demand students to mobilise their coping abilities to overcome them without undermining their emotional wellbeing. During the teenage years, these situations play a primary role in their personal and academic development and in their transition to adulthood. This study aims to analyse the relationship between self-esteem and self-efficacy and the possible mediating role of resilience in secondary school students. The study comprised 1,968 participants with ages ranging from 12 to 18 years (M = 14.52; SD = 1.59), both male (N = 1,066; 54.16%) and female (N = 902; 45.83%) from nine secondary schools. The instruments used were the Academic Self-Efficacy Scale (ASES), the Brief Resilience Scale (BRS), and the Rosenberg Self-Esteem Scale (RSES). The results revealed significant correlations between self-efficacy, resilience, and self-esteem, in line with adaptive behaviours; no significant differences by gender were found. Resilience was found to play a mediating role between self-efficacy and self-esteem. The study reveals the important role played by resilience as mediating variable between the constructs under consideration, as well as in the promotion of adaptive behaviours, leading to the student’s personal and psychological development and academic wellbeing.
000162697 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000162697 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162697 700__ $$0(orcid)0000-0002-0566-5680$$aUrbón Ladrero, Eva$$uUniversidad de Zaragoza
000162697 700__ $$0(orcid)0000-0003-1702-3308$$aLaborda, José Luis Antoñanzas$$uUniversidad de Zaragoza
000162697 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera Bordás, Carlos$$uUniversidad de Zaragoza
000162697 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000162697 773__ $$g15, 3 (2025), [12 pp.]$$pSAGE Open$$tSAGE Open$$x2158-2440
000162697 8564_ $$s363817$$uhttps://zaguan.unizar.es/record/162697/files/texto_completo.pdf$$yVersión publicada
000162697 8564_ $$s2383028$$uhttps://zaguan.unizar.es/record/162697/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000162697 909CO $$ooai:zaguan.unizar.es:162697$$particulos$$pdriver
000162697 951__ $$a2025-10-17-14:13:55
000162697 980__ $$aARTICLE