000163071 001__ 163071
000163071 005__ 20251009133840.0
000163071 0247_ $$2doi$$a10.1177/21582440251342522
000163071 0248_ $$2sideral$$a145550
000163071 037__ $$aART-2025-145550
000163071 041__ $$aeng
000163071 100__ $$0(orcid)0000-0003-3789-3781$$aUsán Supervía, Pablo$$uUniversidad de Zaragoza
000163071 245__ $$aThe Mediating Role of Academic Goal Orientations in the Relationship Between Empathy and Subjective Happiness in Adolescent Students
000163071 260__ $$c2025
000163071 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163071 5203_ $$aThe subjective wellbeing of students is a key aspect of their personal and academic development, especially during adolescence, a period in which numerous variables that shape personality and academic performance converge. This study aims to analyse the relationship between empathy and subjective happiness and the possible mediating role of goal orientations (achievement and ego) in secondary school students. The study comprised 1,664 participants from eight secondary schools. The instruments used were the Basic Empathy Scale (BES), the Perception of Success Questionnaire (POSQ), and the Subjective Happiness Scale (SHS), validated and adapted for the teenage population. The results revealed differences by gender in task orientation and a significant correlation between empathy, task orientation and subjective happiness, as well as the positive mediating role of task orientation between empathy and subjective happiness, in line with adaptive behaviours; ego orientation was, in contrast, negatively correlated with empathy and subjective happiness. Academic goal orientation (task and ego) in teenage students plays a central role in the promotion of adaptive behaviours, empathy and subjective wellbeing, which are key factors in their personal and academic development.
000163071 536__ $$9info:eu-repo/grantAgreement/ES/UZ/JIUZ2022-CSJ-22
000163071 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000163071 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163071 700__ $$0(orcid)0000-0001-7484-0262$$aCastellanos-Vega, Reina$$uUniversidad de Zaragoza
000163071 700__ $$0(orcid)0000-0002-0566-5680$$aUrbón Ladrero, Eva$$uUniversidad de Zaragoza
000163071 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera Bordás, Carlos$$uUniversidad de Zaragoza
000163071 700__ $$0(orcid)0000-0001-8059-0327$$aSánchez-García, Julia$$uUniversidad de Zaragoza
000163071 7102_ $$14009$$2620$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Metod.Ciencias Comportam.
000163071 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000163071 773__ $$g15, 3 (2025), [14 pp.]$$pSAGE Open$$tSAGE Open$$x2158-2440
000163071 8564_ $$s554537$$uhttps://zaguan.unizar.es/record/163071/files/texto_completo.pdf$$yVersión publicada
000163071 8564_ $$s2395814$$uhttps://zaguan.unizar.es/record/163071/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163071 909CO $$ooai:zaguan.unizar.es:163071$$particulos$$pdriver
000163071 951__ $$a2025-10-09-13:25:51
000163071 980__ $$aARTICLE