Iratxe Antonio-Agirre

The purpose of this study was to analyze the predictive capacity of teacher and classmate support on self‐concept at two time points. The sample was composed of 484 adolescents, 226 males, and 258 females. Results showed that teacher support predicted self‐concept dimensions (five out of eight at Time 1 and four out of eight at Time 2) at both time points. Classmate support predicted self‐concept dimensions (six out of eight at Time 1 and three out of eight at Time 2). Classmate support at Time 1 showed significant effects on opposite‐sex relationships, same‐sex relationships, and self‐esteem at Time 2, while teacher support at Time 1 showed significant effects on math, parent relationships, school, and verbal at Time 2. It seems that teacher support is more influential for academic self‐concept dimensions, whereas classmate support is more relevant for non‐academic dimensions.

Este trabajo tiene como objetivo identificar el perfil del futuro profesorado de Educación Secundaria, explorando sus motivaciones hacia la profesión y las concepciones y percepciones que tiene al comenzar su formación docente. Dada la realidad cambiante que transforma constantemente el rol docente, conocer las motivaciones y expectativas de los y las futuras docentes de esta etapa educativa ayudará a ofrecerles una formación inicial coherente y continua que asegure la calidad educativa. Se trata de un estudio cuantitativo y cualitativo en el que han participado 76 estudiantes (60,5 % mujeres; 39,5 % hombres; Medad = 31,6 años, DT = 9,00) del Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas de Mondragon Unibertsitatea. Mediante la cumplimentación de la escala Motivational Factor Influencing Teaching as a Career Choice (FIT-Choice) y de preguntas abiertas reflexivas se han identificado tres Identidades Profesionales Docentes motivacionales en el futuro profesorado de secundaria: desvinculada, instrumental y sociocomunitaria. Las voces de estos alumnos y alumnas destacaron la inclusión, la atención a la diversidad y la necesidad de cambios educativos. En el perfil docente, enfatizaron el rol docente acompañante y motivador, enfocándose más en las características profesionales que en las personales que debe poseer. Estos resultados se discuten, así como sus implicaciones prácticas como punto de reflexión en las futuras mejoras del Máster de Secundaria.

The main goal of this study was to analyze a longitudinal model which reviews the relationships between parent trust, trait emotional intelligence (EI) and self‐concept. The sample was composed of 484 Spanish adolescents (226 boys, 258 girls) who completed the questionnaires Parent Trust and Understanding Scale, Emotional Quotient Inventory: Youth Version Short and Self‐Description Questionnaire II‐Short at two points, the beginning (September/October, T1) and the end of the academic year (May/June, T2). The average age was 14.95 years old (SD = 1.81), ranging between 11 and 18 years old. A partial mediation model was tested through structural equation modeling, as well as its gender invariance. The results showed that: (1) Parent trust predicted directly and longitudinally six out of the eight dimensions of self‐concept (except emotional stability and opposite‐sex relationships ); (2) The four dimensions of trait EI longitudinally predicted almost all self‐concept dimensions; (3) Parent trust predicted intrapersonal and stress management trait EI dimensions; (4) Intrapersonal and stress management played a mediational effect between parent trust and self‐concept dimensions; and (5) The model was invariant for boys and girls samples. The findings confirmed the importance that parent trust and trait EI have to develop a positive self‐concept in adolescence.

Introduction: The decline in life satisfaction throughout adolescence has led research to focus on variables that facilitate life satisfaction, such as social support and trait emotional intelligence. However, the relationship dynamics between the main sources of social support (family, friends and teachers), trait emotional intelligence (emotional attention, clarity and repair), and life satisfaction have yet to be elucidated. Objective: Therefore, the aim of this study is to test and compare a set of structural models that integrate these three variables. Methods: A sample of 1397 middle school students (48% males, 52% females) with age range 12– 16 years (M = 13.88, SD = 1.27) was selected. Results: The data showed that trait emotional intelligence significantly mediated the effect of the social support network on life satisfaction, highlighting the greater contribution of family support, emotional clarity, and emotional repair as enabling factors of adolescent well-being. Discussion: Psychoeducational and social implications of these results are discussed.

The school climate is one of the keys to the efficiency, quality and improvement of the school. For this reason, numerous studies have highlighted the importance of evaluating this construct. However, there is still no measure in Spanish that evaluates the most relevant aspects of school climate in a valid and reliable way. This paper has two main objectives that try to overcome this limitation: (1) to analyse the internal structure and internal consistency reliability of the Students’ Perception of School Climate scale (escala Percepción del Alumnado sobre el Clima Escolar—PACE-33); and (2) examine its measurement and structural invariance across men and women. This study involved 1180 adolescents (mean age, M_age = 15.37 years; standard deviation, SD = 1.90) selected by means of incidental sampling. The results obtained show that, among the models tested, the one corresponding to nine correlated factors shows the best adjustment to the data; furthermore, they note that it presents adequate internal consistency indices. The results also prove that this model is equivalent in men and women. These data support that the PACE-33 is a valid and reliable measure to assess the adolescents’ perception of the main aspects of the school climate.

The aim of this study is two-fold: (a) to determine the general degree of family affect/communication and strictness by examining the combination of the two classical dimensions of mother parenting style: affect/communication and strictness, and (b) to analyze the impact of both parents’ affect and strictness on the family style, thereby exploring the specific contribution made by each parent’s style and dimension. Participants were 1190 Spanish students, 47.1% boys and 52.3% girls (M = 14.68; SD = 1.76). The Affect Scale (EA-H) and the Rules and Demandingness Scale (ENE-H) (both by Fuentes, Motrico, and Bersabé, 1999) were used. Structural equation models (SEMs) were extracted using the EQS program. The results reveal that it is not the father’s and the mother’s parenting style combined, but rather the combination of maternal and paternal affect/communication, and maternal and paternal strictness which generates one perception of family affect and another of family strictness. The results also indicated that the weight of both dimensions varies in accordance with the parent’s gender, with maternal dimensions playing a more important role in family socialization style.

The main purpose of this research was to examine the longitudinal measurement invariance of the Satisfaction With Life Scale (SWLS) in adolescence.

El apoyo social (familia, profesorado y grupo de iguales), así como la percepción que tienen los individuos de sus habilidades emocionales podrían ser factores que condicionasen el rendimiento académico en Educación Secundaria, aunque la evidencia empírica no es del todo concluyente. El objetivo de este estudio es examinar la influencia directa de las principales fuentes de apoyo social y de la inteligencia emocional percibida sobre el rendimiento académico del alumnado de Educación Secundaria Obligatoria y Bachillerato. La muestra la componen 850 estudiantes (41.4% hombres y 58.6% mujeres; Medad=14.38 años, DT=1.69) del País Vasco, seleccionados aleatoriamente, quienes rellenaron el Relational Support Inventory (RSI) para medir el apoyo social, y el Trait Meta-Mood Scale (TMMS-22) para evaluar la inteligencia emocional percibida. También se obtuvieron las calificaciones globales medias como indicador del rendimiento académico. Los datos obtenidos con regresiones múltiples evidencian que el apoyo que el alumnado percibe tener de su familia y docentes tiene un efecto directo y relevante sobre el logro académico en la Educación Secundaria. Asimismo, el trabajo destaca la importancia del apoyo de la familia y del profesorado en el ajuste sociopersonal en comparación con la inteligencia emocional percibida durante este periodo educativo.

The purpose of this research was to analyze the development of self‐concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle‐class families in the Basque Country region of Spain (M_age = 14.99,SD = 1.81 in Time 1 andM_age = 15.64,SD = 1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same‐sex relationships) reported a linear trend with a decreasing monotonic pattern; self‐esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self‐esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.