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The use of improvisational Arts in

Felsman P.; Seifert C.M.; Himle J.A. theater training to reduce 2019 Psychothe 23
social anxiety in adolescents rapy
 Visualisation and network
analysis of physical activity Health
Heino M.T.J.; Knittle K.; Fried E.; Sund R.;
and its determinants: Psycholog
Haukkala A.; Borodulin K.; Uutela A.;
Demonstrating 2019 y and 9
Araujo-Soares V.; Vasankari T.; Hankonen
opportunities in analysing Behavioral
N.
baseline associations in the Medicine
Let’s Move It trial
 Relationship of personality
Revista de
traits and physical activity
Psicologia
with depression in
Clinica con
González-Hernández J.; Ato-Gil N. adolescents; [Relación de los 2019 3
Ninos y
rasgos de personalidad y la
Adolescen
actividad física con la
tes
depresión en adolescentes]
 Learning
Profiles of hope: How and
Dixson D.D.; Worrell F.C.; Mello Z. clusters of hope relate to 2017 Individual 28
school variables Difference
s
 Journal of
Clinical
Child and
Future Directions in Youth
Evans S.C.; Shaughnessy S.; Karlovich A.R. 2023 Adolescen 0
Irritability Research
t
Psycholog
y
 Gratitude and hope relate to
adolescent nonsuicidal self- Current
Jiang Y.; Ren Y.; Zhu J.; You J. injury: Mediation through 2022 Psycholog 16
self-compassion and family y
and school experiences
 Canadian
Origins of Early Adolescents’
Journal of
Hope: Personality, Parental
Otis K.L.; Huebner E.S.; Hills K.J. 2016 School 32
Attachment, and Stressful
Psycholog
Life Events
y
 A study on the relationship
between parental emotional
Current
warmth, teacher-student
Lu C. 2023 Psycholog 1
relationships, peer trust and
y
hope among rural
adolescents
 Profiles and Developmental
Journal of
Transitions of Educational
Youth and
Song R.; Chen L.; Zhang L.; Yu F.; Zhang W. Future Orientation among 2023 0
Adolescen
Senior High School Students
ce
in China
 Hope levels across
adolescence and the Journal of
Fraser A.M.; Bryce C.I.; Alexander B.L.;
transition to high school: 2021 Adolescen 11
Fabes R.A.
Associations with school ce
stress and achievement
 Parental bonding as a
Psikohum
Izzaty R.E.; Ayriza Y. predictor of hope in 2021 2
aniora
adolescents
 The
Boarding
School
The boarding school girls:
Girls:
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narratives
ental and
Cultural
Narratives
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2019 29
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Study Among High School
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across gender, convergent
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Development
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 In Search of the Confucian
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School Children in t Research
Guangzhou, China
 ¿Cumple con
Documen
DOI Abstract Base de datos los criterios
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de exlusión?

Adolescents who have Social Anxiety Disorder do not

receive the support they need. Improvisational theater
involves regular exposure to social performance situations,
and is recognized as a potential psycho-social support to
enhance well-being and symptom reduction. The current
study examines whether participating in a school-based
improvisational theater program predicts reductions in
symptoms of social anxiety. A total of 268 middle and high
school students who participated in a ten-week school-
based improvisational theater program completed surveys
in a single group pre/post design. Adolescents who
10.1016/
screened positive for social phobia at the beginning of class
j.aip.2018. Article Scopus
reported reduced symptoms of social anxiety at post-test.
12.001
This change predicts increases in social skills, hope,
creative self-efficacy, comfort performing for others, and
willingness to make mistakes, along with marginal
decreases in symptoms of depression. Given that no prior
study has examined school-based improvisational theater
training and its relationship to social anxiety, this work
offers an important early contribution to the empirical
literature on improvisation and mental health. School-
based improvisational theater training offers an accessible,
non-clinical alternative for addressing social anxiety
problems among adolescents. © 2018 Elsevier Ltd

NO
 transparency. In this paper, we make use of recent
developments in software and psychological network
analysis to describe the baseline cohort of a trial testing
the Let’s Move It intervention, which aimed to increase
physical activity (PA) and reduce sedentary behaviours (SB)
among vocational school students. Methods: At baseline,
1166 adolescents, distributed across 6 school clusters and
four educational tracks, completed measures of PA and SB,
theoretical predictors of these behaviours, and body
composition. Within a comprehensive website supplement,
which includes all code and analyses, data were tabulated
and visualised, and network analyses explored relations
between predictor variables and outcomes. Results:
Average daily moderate-to-vigorous PA was 65 min (CI95:
57min–73 min), and SB 8h44 min (CI95: 8h04min–9h24
min), with 25.8 (CI95: 23.5–28.0) interruptions to sitting.
Cluster randomisation appeared to result in balanced
10.1080/2
distributions for baseline characteristics between
1642850.2
intervention and control groups, but differences emerged Article Scopus
019.16461
across the four educational tracks. Self-reported behaviour
36
change technique (BCT) use was low for many but not all
techniques. A network analysis revealed direct
relationships between PA and behavioural experiments,
planning and autonomous motivation, and several BCTs
were connected to PA via autonomous motivation.
Visualisation uncovered a case of Simpson’s paradox.
Conclusions: Data-visualisation and data exploration
techniques (e.g. network analysis) can help reveal the
dynamics involved in complex multi-causal systems–a
challenging task with traditional data presentations. The
benefits of presenting complex data visually should
encourage researchers to publish extensive analyses and
descriptions as website supplements, which would increase
the speed and quality of scientific communication, as well
as help to address the crisis of reduced confidence in
research findings. We hope that this example will serve as
a template for other investigators to improve upon in the NO
 Relationship of personality traits and physical activity with
depression in adolescents. The issue of teenagers dealing
with stress and depressed moods in recent years
symbolizes the lack of skills shown by young people to
cope with their everyday problems. In addition, multiple
investigations agree that physical activity has a preventive
and therapeutic effect in such problems. Given the
importance of the development of personality in such a
critical period of human development, it is intended to
know the influences exercised by physical activity and
personality on depressive symptomatology in Spanish
10.21134/ adolescents. The sample was composed of 182 Spanish
rpcna.201 adolescents aged 13-20 (M = 14.85; SD = 1.70). Assessment Article Scopus
9.06.1.4 questionnaires such as the Multicultural Inventory of
Depression, Trait-State (IMUDER) and the Temperament
and Character Inventory-revised and reduced version (TCI-
R-67) were used, as well sociodemographic data
compilation about physical activity. Results show that
those teenagers whose personality traits are persistent,
sensation seeking and curiosity, have goals although are
not too clear or specific and also engage in physical
activities tend to present better eustress levels than
students that are too cautious and have future aims but no
hope that the situation might improve (distress).
Copyright© 2019 RPCNA.

NO
 In a diverse sample of 297 adolescents, four clusters based
on the agency and pathways subscales of the Children's
Hope Scale were derived via cluster analysis: high hopers (n
= 105), high agency thinkers (n = 73), high pathway
thinkers (n = 57), and low hopers (n = 62). We examined
differences among clusters on psychological (consideration
of future consequences, perceived life chances, perceived
stress, and self-esteem) and educational constructs
(academic self-concept, academic investment, and self-
reported academic achievement). We also examined
10.1016/ differences among hope clusters by sex, grade, and
j.lindif.201 socioeconomic status. Results indicated that (a) the hope Article Scopus
7.08.011 clusters derived were theoretically consistent with hope
theory, (b) there were differences in the demographic
makeup of the hope clusters with effect sizes ranging from
small to medium, (c) students with different hope profiles
differed on the outcome variables with about 50% of the
effect sizes ranging from medium to large, and (d) high
hopers and high agency thinkers had the most adaptive
outcomes. The findings suggest that hope may be a useful
variable for determining academic and psychological risk as
well as a potential avenue for intervention in adolescence.
© 2017 Elsevier Inc.

SI
 Research on irritability in children and adolescents has
proliferated over the last 20 years. The evidence shows the
clinical and developmental significance of irritable mood
and behavior in youth, and it has led to significant changes
in mental health classification, diagnosis, and services. At
the same time, this research (including our own) has led to
relatively little new in terms of practical, empirically based
guidance to improve interventions and outcomes. In this
article, we briefly summarize some of these developments
and current evidence-based practices. We then put forth
two key substantive challenges (the “whats”) for future
research to address: (a) the need for more effective
treatments, especially evaluating and adapting evidence-
10.1080/1 based treatments that are already well-established for
5374416.2 problems related to irritability (e.g., cognitive-behavioral
Article Scopus
023.22091 therapies for internalizing and externalizing problems); and
80 (b) the need for a better mechanistic understanding of
irritability’s phenomenology (e.g., phasic vs. tonic
irritability, how frustration unfolds) and putative
underlying mechanisms (e.g., cognitive control, threat and
reward dysfunction). Lastly, we suggest three
methodological approaches (the “hows”) that may
expedite progress in such areas: (a) ecological momentary
assessment, (b) digital health applications, and (c)
leveraging existing datasets. We hope this article will be
useful for students and early-career researchers interested
in tackling some of these important questions to better
meet the needs of severely irritable youth. © 2023 Society
of Clinical Child and Adolescent Psychology, Division 53,
American Psychological Association. All Rights Reserved.

no
 The roles of individuals’ positive characteristics on
nonsuicidal self-injury (NSSI) have been relatively
understudied. This study sought to investigate the
relationships between gratitude and hope and NSSI and
the mediation of positive experiences towards self and
contexts (i.e., family and school) among Chinese
adolescents. Participants were 1026 students from a
secondary school (447 girls; Mean age = 13.76, SD = 1.27)
and completed questionnaires regarding gratitude, hope,
10.1007/ self-experience (indexed by self-compassion), family
s12144- experience (reflected by family functioning, family
Article Scopus
020- cohesion, and parent-child relation), school experience
00624-4 (reflected by school engagement, peer relation, and
teacher-student relation), and NSSI. The results of
structural equation modeling showed that gratitude and
hope worked individually but not jointly with each other
through self-compassion and family experience to predict
adolescent NSSI. Our findings illustrate the positive roles of
gratitude and hope as well as the indirect effects of self-
compassion and family experience in reducing the risk of
engaging in NSSI in adolescents. © 2020, Springer
Science+Business Media, LLC, part of Springer Nature.

SI
 Psychology has recently increased attention to identifying
psychological qualities in individuals that indicate positive
mental health, such as hope. In an effort to understand
further the origins of hope, we examined the relations
among parental attachment, stressful life events,
personality variables, and hope in a sample of 647 middle
school students from one middle school in a southeastern
U.S. state. The results showed statistically significant
correlations between hope and all four predictor variables
as well as students’ grade levels and socioeconomic status
(SES) levels. The results of a hierarchical multiple
10.1177/0 regression analysis further revealed that after controlling
82957351 for grade level and SES, the personality variable of Article Scopus
5626715 neuroticism contributed significance variance to early
adolescents’ hope scores. Furthermore, the quality of
parental attachment accounted for significant variance in
hope scores over and above the demographic variables of
grade and SES as well as extraversion scores. Contrary to
expectations, students’ levels of neuroticism did not
moderate the relation between stressful life events and
hope. The frequency of occurrence of stressful life events
was inversely associated with early adolescents’ individual
differences in hope regardless of neuroticism levels.
Implications for hope interventions are discussed. © 2016,
© 2016 SAGE Publications.

SI
 It is well-known that parental emotional warmth, teacher-
student relationships, and peer trust are important sources
of social support for adolescents’ hope, but few studies
have compared their relative contributions to hope
concurrently during adolescence, and also few have
examined the mediation mechanism by which these three
sources of social support affect hope among rural
adolescents. To address these research gaps, this study
combined ecological systems theory and attachment
theory to explain the different contributions of parental
emotional warmth, teacher-student relationships, and peer
trust to rural adolescents’ hope and the mediation
mechanism among these variables. A total of 1373 rural
adolescents in Fujian province were surveyed with the
Short-Form Egna Minnen av Barndoms Uppfostran (s-
10.1007/
EMBU-C), the Teacher-student Relationship Scale (TSRS),
s12144-
the Trust Scale (TS), and the Hope Scale (HS). Correlation Article Scopus
022-
analysis showed that there were significant positive
03957-4
correlations between parental emotional warmth, teacher-
student relationships, peer trust, and hope. Nested model
comparison showed that the influence of parental
emotional warmth on hope was significantly higher than
that of teacher-student relationships and peer trust, and
the influence of teacher-student relationships on hope was
significantly higher than that of peer trust. Parental
emotional warmth could indirectly affect hope through the
sequential mediation of teacher-student relationships and
peer trust. Giving full play to the combined effects of
parental emotional warmth, teacher-student relationships
and peer trust on rural adolescents can help improve their
hope. © 2022, The Author(s), under exclusive licence to
Springer Science+Business Media, LLC, part of Springer
Nature.
SI
 Adolescent future orientation is highly relevant to the
sociocultural context in which they are situated. However,
adolescents in non-Western cultures are underrepresented
in literature. This study investigated the profiles and
developmental transitions of adolescent educational future
orientation, as well as the roles of adolescent academic
achievement and perceived parental educational
expectations within the context of Chinese culture. The
sample was 605 (54.5% boys) urban and rural senior high
school students followed for one and a half years. Three
distinctive profiles were identified: the concentrated-
committed profile characterized by the concentrated goals
(i.e., hopes and fears for future education) and the highest
level of planning and evaluation components, the low
profile scoring the lowest on each component, and the
tentative profile characterized by the highest level of hopes
and fears density and mean levels of planning and
10.1007/ evaluation components. Latent transition analysis revealed
s10964- high stabilities for the concentrated-committed and the
Article Scopus
023- low profiles but very low stabilities for the tentative profile,
01806-6 and transitions were more common in ways from low or
tentative profiles to the concentrated-committed profile
rather than vice versa. Greater academic achievement
predicted the concentrated-committed profile. Perceived
parental educational expectations increased adolescent
educational future orientation, particularly for urban
adolescents or those in the tentative profile. Urban
adolescents were more likely to be in or transition into the
concentrated-committed profile, particularly for those with
higher academic achievement or parental expectations.
These findings demonstrate the heterogeneities of
adolescent thinking about future education, reveal how
the Chinese sociocultural factors contribute to shaping the
development of adolescent future orientation, and provide
implications for the promotion of adolescent future
orientation in education. © 2023, The Author(s), under
exclusive licence to Springer Science+Business Media, LLC, SI
part of Springer Nature.
 Introduction: Feeling hopeful is an important condition for
adolescents’ health, well-being, and educational success
and attainment, yet limited research has examined hope at
different ages throughout adolescence. Information
regarding hope levels across grade could help educators
know when to capitalize on goal-setting behaviors, and
when to intervene should hope levels be low. Additionally,
hope could help with the middle to high school transition
because it presents opportunities and challenges, including
school-related stress, as students adjust to new
environments and expectations. Methods: To investigate
hope levels across adolescence, inter- and intra-personal
analyses examined hope levels across grade-level in two
cohorts of southwestern U.S. students (n = 1,018, 6th-10th
grade students, 47% female, 55% White/45% non-White,
(predominately Latinx)). The study used online self-report
surveys to collect data. Next, longitudinal regression
10.1016/ analyses across one year investigated relations of school
j.adolesce stress and hope, and hope and achievement across the
Article Scopus
nce.2021. transition to high school. Results: Students in both cohorts
07.004 reported relatively stable hope levels from 6th to 10th
grade, except for large decreases in hope during 8th grade,
which recovered during 9th grade. For longitudinal
analyses across the high school transition, student stress
about school performance primarily influenced 8th graders
who had relatively low hope. Eighth grade hope predicted
9th grade academic achievement. Conclusion: Findings
regarding hope across adolescence show that hope is
similar across grade, except for a large decrease in hope
that may occur before the transition to high school.
Longitudinal analyses showed that school performance
stress may contribute to this decrease but may also assist
in hope recovery after the transition. Findings support
educational practices and policies that target student hope
before the high school transition to potentially buffer
student stress and promote high school achievement. ©
2021 The Foundation for Professionals in Services for SI
Adolescents
 Hope plays an important role in individuals’ attempts to
overcome various problems in a positive way and with
positive results. This study aims to examine the effect of
parent-child attachment on the existence of hope. The
research method involved a quantitative approach. The
accidental sampling technique was used to determine the
sample and identified 400 adolescents consisting of junior
and senior high school students aged 12-19 in Yogyakarta,
Indonesia. Parent-child attachment was measured using
the Parental Bonding Instrument, while expectation was
measured using Snyder's Hope Scale. The data were
10.21580/ analyzed using linear regression to predict the relationship
pjpp.v6i1. between parent and child attachment and expectations. Article Scopus
7981 The results show that warm and loving care from the
father (B = 0.37, p < .001] and the mother (B = 0.47, p
< .001], as well as the provision of autonomy by the father
(B = 0.52, p < .001] and mother (B = 0.38, p <.01] proved to
be predictors of adolescent expectations, while over-
protection from the father (B = 0.03, p> .05]) and the
mother (B = -0.18, p> .05) were not predictors of the
existence of hope. The implications of the research results
could serve as a reference for the parenting practice and
guidance to adolescents both in the contexts of family and
school education. Copyright © 2021 Psikohumaniora:
Jurnal Penelitian Psikologi.

SI
 They were children. Put on a train in a strange land, they
waved goodbye to a parent as they headed to an
educational institution that, unbeknownst to them, was to
become their new home. Separated from their loving
families, they strived to meet the expectations of the
grownups and, in some cases, to rebel against them. Now,
independent women, compassionate mothers, and astute
professionals, they look back on their youth in the 1960‘s
and 1970‘s to make sense of why they were sent away, and
to give meaning to the sources that have sustained them
over the years. Ex-boarders themselves, Latham and
Ferdows provide vivid and emotionally embodied
narratives of everyday lives of The Boarding School Girls.
This unique collection of stories explores key issues of
identity and lifespan development to seek understanding
10.4324/9
of the influence of national, religious and family culture on
78131518 Book Scopus
development within two conflicting sets of cultural values.
9291
Combining unique qualitative data with illuminating tales
of resilience and accomplishment in what is likely to
simultaneously inform and inspire readers with feelings of
joy and sadness, love and hate, abandonment and hope,
but mainly trust and forgiveness. The stories of eleven
‘little rich’ Persian girls are a nostalgic reminder of their
past cross-cultural ordeals, a pragmatic perspective on
psychological implications of boarding school education in
England, and a celebration of the possibilities of the future.
The Boarding School Girls is valuable reading for students
in cultural, developmental and educational psychology and
the humanities, as well as clinical psychologists and
educators looking at the impact of boarding school on
adolescent development. © 2018 Soosan Daghighi Latham
and Roya Movahedi Ferdows.

NO
 Introduction. Positive parenting and Extracurricular
Activities are contextual assets for en-hancing Personal
Positive Youth Development. However, these assets have
not been studied simultaneously or in students of different
ages. This paper analyzed these associations, by testing a
mediator model in students with different academic
trajectories. Method. The sample was composed by 1.402
adolescents, aged between 12 and 20 years (Mean=14.40;
SD=1.910; males=49%). Students completed various
questionnaires regarding the personal constructs of
Optimism, Hope, General Self-efficacy and Sense of
Coherence, as well as questionnaires that address
perceptions of Parental Style and Extracurricular Activi-ties.
A random sampling was carried out by schools in Aragon
(Spain) that offered the de-grees carried out by
adolescents. Results. Structural equation modeling showed
10.25115/
that Positive Parenting was associated with the
EJREP.V18 Article Scopus
accomplishment of Extracurricular Activities and
I51.2929
personality constructs. Further, partici-pation in activities
was associated with the same pattern of personality traits
(Expectancies, Self, and Sense of Coherence). These results
were found mainly in younger students (12-15 years old),
while in older students (16-20 years old) this effect was
found only for those with a profile of less successful
academic pathways. Discussion and Conclusion.
Relationships with family are the essential asset for adoles-
cents, especially to promote Personal Positive Youth
Development, but also for the engage-ment in
Extracurricular Activities. Implications for developmental
psychologists, practitioners and educators are discussed,
especially underscoring the importance of offering
extracurricu-lar opportunities. © Universidad de Almeria
and Ilustre Colegio Oficial de la Psicologia de Andalucia
Oriental (Spain).
SI
 Purpose: Incorporating the resource-oriented music
therapy framework, the present study aims to examine the
effectiveness of a designed protocol, integrating positive
psychology, and elements of music therapy, in increasing
the sense of hope and enhancing emotional competence,
hence decreasing anxiety and increasing subjective
happiness of the adolescents with anxiety symptoms.
Method: Adopting a two-arm randomized controlled trial,
106 Grade 8 to Grade 9 students were recruited from three
secondary schools in Hong Kong and randomized into
10.1177/1
experimental groups and no-treatment control groups.
04973151 Article Scopus
Results: Students in the experimental groups had
8773423
significant increases in scores of hope, emotional
competence, subjective happiness, and significant
decrease in anxiety symptoms. Changes in hope were a
significant mediator in the relationship between the
intervention and decrease in anxiety symptoms and
increase in subjective happiness. Discussion: The study
provides evidence that integrating positive psychology and
music therapy is effective in alleviating psychopathology
and enhancing well-being of adolescents. © The Author(s)
2018.

NO
 Purpose: Exposure to police brutality is a significant risk to
adolescent mental health. This study extends this literature
by exploring connections between anticipation of racially
motivated police brutality and multiple facets of
adolescent mental health. Methods: Students ages 14 to
18 (n = 151) were recruited from a study administered in
Baltimore City public schools. Between December 2020
and July 2021, participants completed a questionnaire
assessing anticipatory stress regarding racially motivated
police brutality and current mental health. Regression
models examined associations between this anticipatory
stress and mental health. Latent profile and regression
10.1016/
analyses were used to examine whether anticipatory stress
j.jcrimjus.
was more salient among adolescents with comorbid Article Scopus
2022.1019
mental health symptoms, compared to those without
67
comorbid symptoms. Results: Youth with anticipatory
stress stemming from both personal and vicarious police
brutality had more symptoms of anxiety, depression, and
PTSD, as well as lower hope, compared to youth without
anticipatory stress. The association between anticipatory
stress and anxiety was stronger for girls than boys.
Conclusions: Findings from this study highlight racialized
police brutality as a common anticipated stressor among
youth, particularly for girls. Findings have implications for
policing interventions, including development of additional
trainings for police officers and promoting positive
police/youth interactions. © 2022 Elsevier Ltd

NO
 Adolescents who have to make decisions regarding their
future career or academic path can be greatly influenced
by parental expectations and other individual and
contextual factors. The aim of this study is to explore the
impact of adolescent–parent career congruence on
adolescents’ well-being and future intention to enroll in a
university course. The recruitment of participants took
place through a combination of convenience sampling and
snowball sampling. A sample of 142 high school students
who are managing their decisions for the future completed
an online questionnaire. Data were analyzed through a
path analysis (SEM) with observed variables, and different
indices were evaluated to check the model goodness of fit.
10.3390/
The data show that congruence with parents’ wishes has a
bs130302 Article Scopus
significant effect on academic motivation, work hope and
33
mattering, which in turn have a positive and significant
effect on both future intentions to undertake university
studies and on the participants’ occupational well-being. In
line with past studies, our results demonstrate correlations
between adolescent–parent career congruence in career
exploration and decision making, pointing out in particular
the influence due to complementary congruence with
mothers. Furthermore, our study underscores the
important role played by both individual and contextual
factors in adolescent well-being and intentions for their
future. Finally, implications for the practice of vocational
guidance practitioners are discussed. © 2023 by the
authors.

SI
 Cyber victimization is an important problem among
adolescents and it can have negative effects on well-being.
However, efforts to increase the well-being of cyber victims
have been increasing in recent years. It is important to
uncover the underlying mechanisms that may affect the
well-being of cyber victims. This study used the
transactional model of stress and coping theory as a
conceptual framework, and proposed that hope and
coping strategies are sequential mediators for the effects
of cyber-victimization on well-being. A total of 337
students aged between 14 and 19 participated in this
research (Mage = 16.56). We used the Cyber Victimization
Scale, the Forgiveness Scale for Adolescents, the Scale for
10.3389/
Coping with Cyber Bullying, and the Well-Being Scale as
fpsyg.202 Article Scopus
data collection tools. Pearson Correlation was used to
2.819049
examine the relationships between cyber victimization,
coping with cyberbullying, well-being and forgiveness.
Afterward, measurement modeling was done using AMOS
22.0 and the PROCESS macro was used for hypothesis
testing. The results show that there is a negative
relationship between cyber victimization and forgiveness,
coping with cyberbullying, and well-being. In addition,
forgiveness and coping with cyberbullying was found to
have a sequential mediating effect on the relationship
between cyber victimization and well-being. The research
results provide information on how to increase the well-
being of adolescents experiencing cyber victimization.
Copyright © 2022 Eroglu, Peker and Cengiz.

SI
 Psychological capital (PsyCap) comprising the positive
psychological resources of hope, efficacy, resilience, and
optimism (HERO) has strong empirical associations with
increased wellbeing and reduced mental health symptoms
in adult samples. Emerging studies of PsyCap among
school-age students have also shown preliminary, positive
associations between PsyCap and student wellbeing. The
present study is the first to examine PsyCap-HERO
constructs and associations with both mental health
symptoms and subjective wellbeing in school-aged children
and adolescents (aged 9–14 years). A convenience sample
of Australian school students (N = 456, Mage = 11.54, SD =
1.20, 47% female) completed an online survey during class
10.1007/
time. Measures of hope, efficacy, resilience, optimism,
s10578-
flourishing, anxiety, and depression previously well- Article Scopus
020-
validated in school samples were used. Significant
01023-3
associations between each HERO construct and flourishing,
anxiety and depression symptoms in the expected
direction were found, and importantly, the combination of
HERO constructs was shown to be a stronger predictor of
increased levels of student flourishing, and decreased
levels of anxiety and depression symptoms, than individual
HERO constructs. Findings indicate that student PsyCap
may be a promising area of further investigation for
schools, policymakers, clinicians and researchers looking to
identify positive psychological resources in youth that may
buffer poor mental health and promote wellbeing. © 2020,
Springer Science+Business Media, LLC, part of Springer
Nature.

SI

The aim of this study was to examine possible relationships

between religious/spiritual well-being (RSWB), the Big Five
personality factors, and stress coping strategies among
Bosnian young adults. Therefore, a first Bosnian translation
of the Multidimensional Inventory of Religious/Spiritual
10.1080/1
Well-being was applied on a sample of 290 (181 females)
9349637.2
Bosnian undergraduate students. RSWB dimensions such Article Scopus
015.10593
as hope, forgiveness, or general religiosity were found to
01
be substantially related with more favorable personality
dimensions as well as with more adequate stress coping.
As a conclusion RSWB dimensions were confirmed as being
an important resource for mental health for this sample of
Bosnian adolescents. © 2016 Taylor & Francis.

SI
 This article offers a new perspective on 2 of the most
pressing challenges of contemporary society: improving
the state of the environment and improving the subjective
well-being (SWB) of adolescents, who are not only likely to
suffer the severe consequences of environmental
degradation but are also society's future leaders. We
present an innovative interdisciplinary approach blending
positive psychology with environmental education to study
the previously unexplored mechanisms by which green
schools may promote not only adolescents' environmental
behavior (EB) but also their SWB. Within a new framework
10.1037/
of environmental subjective well-being, our explanatory
gpr000000 Article Scopus
theoretical model posits a potential chain of influence that
6
begins with green schools' effects on students' goal-
directed environmental hope (a latent cognitive variable
indicated by agency thinking, pathway thinking, and
trusting other members of society), which in turn
contributes to increased levels of EB and SWB. A latent
cognitive-behavioral variable, indicated by self-control
skills and resistance to peer pressure, is posited as
moderator of the relation between environmental hope
and actual EB. Implications for research, practice, and
policy are proposed. © 2014 American Psychological
Association.

NO
 Character strengths have been found to be substantially
related to children's and adolescents' well-being. Initial
evidence suggests that they also matter for school success
(e.g., Weber and Ruch, 2012). The present set of two
studies aimed at replicating and extending these findings in
two different age groups, primary school students (N =
179; mean age = 11.6 years) and secondary school students
(N = 199; mean age = 14.4 years). The students completed
the VIA-Youth (Values in Action Inventory of Strengths for
Youth), a self-report measure of the 24 character strengths
in the VIA classification. Their teachers rated the students'
positive behavior in the classroom. Additionally, school
achievement was assessed: For the primary school
students (Study 1), teachers rated the students' overall
school achievement and for the secondary school students
10.3389/ (Study 2), we used their grades as a measure of school
fpsyg.201 achievement. We found that several character strengths Article Scopus
5.00610 were associated with both positive classroom behavior and
school achievement. Across both samples, school
achievement was correlated with love of learning,
perseverance, zest, gratitude, hope, and perspective. The
strongest correlations with positive classroom behavior
were found for perseverance, self-regulation, prudence,
social intelligence, and hope. For both samples, there were
indirect effects of some of the character strengths on
school achievement through teacher-rated positive
classroom behavior. The converging findings from the two
samples support the notion that character strengths
contribute to positive classroom behavior, which in turn
enhances school achievement. Results are discussed in
terms of their implications for future research and for
school interventions based on character strengths. © 2015
Wagner and Ruch.
SI
 Most teacher candidates enter education programs as
elementary or secondary teachers, despite the call for
uniquely prepared middle grades teachers and despite the
fact that nearly one-third of teaching jobs available are in
grades 5–8 schools. This article describes a middle level
education course required by candidates at all licensure
levels, as well as a mixed methods study conducted to
assess the impact of the course on education students’
desire to teach early adolescents. Quantitative results
suggested the significance of the course field placement in
the candidates having had meaningful interactions with
10.1080/0 early adolescents, as well as the impact of the course on
0940771.2 participants’ perspectives on their own middle level
Article Scopus
017.12729 experiences. In qualitative results, positive themes that
22 emerged from written rationales for teaching preference
were the developmental age of the student and self-
interest; the negative themes were developmental age of
the student and preference for younger students. Course
factors that most influenced candidates toward or away
from middle level teaching were teaching advisory and
exploratory lessons and participating in a field experience.
Though most teacher candidates overlook the possibility of
middle grades teaching, this study offers hope that
participation in a thoughtfully designed middle level
education course can influence candidates toward work
with young adolescents. © 2017, Copyright © 2017 AMLE.

NO
 In a sample of 216 high school students, we explored the
relationship between hope and school belonging to
executive functioning (EF). This examination was carried
out to better understand how these, and potentially other
psychosocial factors, relate to the neurocognitive decision-
making process of adolescent students. This study had
several findings. First, after controlling for demographics
and previous achievement, hope and school belonging
10.1002/ were found to account for about 26%–39% of
Article Scopus
pits.22475 EF's variance, a large effect size. Second, after the same
controls, hope and school belonging accounted for about
13%–25% of all five subcomponents of EF, an effect size
range of medium to large. Finally, in general, the pathways
subcomponent of hope was a better predictor of EF than
the agency subcomponent. These results provide insight
into how EF interacts with school-based perceptions as
well as have implications for psychosocial intervention
research within schools. © 2021 Wiley Periodicals LLC

NO

Hope—a multidimensional positive motivational state—is

particularly salient with adolescents in the school setting.
Cognitive hope focuses on goal attainment cognitions
whereas behavioral hope focuses on actions required for
goal attainment. Studies rarely examine the contribution of
each type of hope to adolescents’ academic functioning
and well-being. The present study examines the
contributions of cognitive and behavioral hope to academic
functioning (i.e., achievement and school engagement) and
well-being (i.e., stress and anxiousness) across adolescence
10.1002/
among 5th- through 12th-grade students (n = 643). When Article Scopus
pits.22311
modeled concurrently, cognitive hope significantly
predicted achievement, school engagement, anxiousness,
and stress (high school only); however, aspects of
behavioral hope only predicted school engagement.
Findings provide evidence regarding the unique
contribution of both types of hope in school settings and
possible areas for intervention to foster hope in
developmentally appropriate ways, depending on the age
of the students and outcomes of interest. © 2019 Wiley
Periodicals, Inc

SI
 Although only a portion of Latina/o adolescents in the
United States are undocumented, the social perception of
legal status may influence Latina/o youth living in
immigrant communities more broadly. This perception has
implications not only for how Latina/o youth understand
themselves but also for how they construct their
aspirations. Qualitative interviews and consensual
qualitative research protocols were utilized to understand
10.1177/0 how perceptions of legal status might change images of
01100001 possible selves for 14 Latina/o adolescents in an emerging Article Scopus
5608951 immigrant community. Students described their hopes and
worries for themselves as well as the prospects for a
“typical” Latina/o peer and an undocumented Latina/o
peer. Themes show more hopefulness for students’ own
sense of self, a mixed opinion on the possibilities for a
“typical” peer, and a hopeless view of the future for an
undocumented youth. Implications for promoting hopeful
possible selves within the constraints of the social context
are offered. © 2015, Sage Publications. All rights reserved.

NO
 The objectives of the study were to examine the
relationship of positive psychological strengths and its
dimensions (hope, optimism, self efficacy and resiliency)
with subjective well-being, mentoring and educational
encouragement; and to examine the role of demographic
characteristics, mentoring and educational encouragement
as a predictors of positive psychological strengths and
subjective well-being. Data were collected from 464
professional course students, 200 males and 264 females
residing in North India. Descriptive, correlations and
regression analysis were performed. Gender, socio-
economic, marital status and religious belief of the
students significantly influencing on outcome variables.
10.1007/
Significant positive relationship were found between
s11205-
positive psychological strengths with subjective well-being, Article Scopus
012-0202-
mentoring from teachers and educational encouragement
x
from parents, siblings and friends. Regression model
revealed that mentoring on the part of the teachers
significantly predicted positive psychological strengths and
subjective well-being. Educational encouragement on the
part of the parents, siblings and friends were significantly
predicted the positive psychological strengths and
subjective well-being. Role of mentoring and educational
encouragement from parents, siblings and teachers was
found to be imperative in developing positive psychological
strengths and subjective well-being of contemporary
adolescent, as well preparing skill to face challenges of life
in a complex world. © 2012 Springer Science+Business
Media Dordrecht.

SI
 Introduction: The COVID-19 pandemic has disrupted the
lives of US students both at home and at school. Little is
known regarding how adolescents perceive COVID-19 has
impacted (both positively and negatively) their academic
and social lives and how protective factors, such as hope,
may assist with resilience. Importantly, not all pandemic
experiences are necessarily negative, and positive
perceptions, as well as potential protective factors, are key
to understanding the pandemic's role in students' lives.
Method: Utilizing quantitative and qualitative approaches,
the present study descriptively examined 726 6th through
12th grade (51% female, 53% White) students' perceptions
of how COVID-19 related to educational and life
disruptions, and positive aspects of their lives, within the
United States. Analyses additionally explored the role of
10.1111/
pre-pandemic hope in improving feelings of school Article Scopus
cch.13036
connectedness during the pandemic. Results: Results
showed that most students felt that switching to online
learning had been difficult and their education had
suffered at least moderately, with a sizeable proportion of
students feeling less academic motivation compared with
last year. When asked to share qualitative answers
regarding perceived challenges and positive aspects of life,
themes were consistent with quantitative perceptions.
Students' pre-pandemic hope positively predicted
students' feelings of school connectedness. Conclusions:
Findings paint a complex picture of youth's COVID-19
experiences and have implications for proactive ways to
support students as COVID-19 continues to affect daily life
and educational structures and practices. © 2022 John
Wiley & Sons Ltd.

NO
 Rational emotive behaviour therapy (REBT) is effective in
reducing distress in several target groups. No other study
has tested the mental health effects on adolescents in a
high school setting while expanding a Cognitive Behaviour-
based therapy, REBT, into the concept of mental health
literacy. The format of the ABC model, which is an
important element of REBT, functioned as a working
manual in and between three sessions. This study tested
whether knowledge and practical use of the ABC model
increased self-esteem and hope, and reduced symptoms of
anxiety and depression, and dysfunctional thinking. Sixty-
two high school students with subclinical levels of anxiety
and depression were randomly allocated into three groups;
10.1080/1 three individual REBT sessions, or three individual
6506073.2 attentional placebo (ATP) sessions or no sessions (control).
Article Scopus
016.12334 However, dysfunctional thinking, self-esteem and hope
53 were not measured in the control group. Repeated
measures with ANOVA and t-tests were conducted. Both
REBT and ATP significantly reduced symptoms of anxiety
and depression, but only REBT was significantly different
from the control group at the six-month follow-up. Only
REBT significantly reduced dysfunctional thinking, and both
REBT and ATP significantly increased self-esteem and hope.
REBT had both an immediate and a long-term effect. The
findings show the potential positive effects of educating
well-documented psychological techniques as ordinary
education in school. Further research might contribute to
decide whether or not to change the school system by
enclosing mental health literacy classes for all students. ©
2016 Swedish Association for Behaviour Therapy.

NO
 The major aim of the research is to analyse the type and
complexity of emotions which adolescent musicians
experience before giving a solo music performance.
Another aim is to explore the function of these emotions
for performance quality. Just before a school concert,
students filled out The UWIST Mood Adjective Checklist
(UMACL). Right after the performance, both the
performing students and competent referees used The
Performance Evaluation Scale. The results show that
10.24425/
musicians’pre-performance emotional state is dominated Article Scopus
119499
by ambivalent emotions of hope and sadness, as well as joy
and anxiety. As a result of a cluster analysis, six clusters
were obtained which defined emotional states before the
performance: high music performance anxiety, moderate
music performance anxiety, calm, mixed emotions, joy with
background fatigue, and excitement. The findings show the
functional significance of positive emotions and mixed
emotions for performance quality. © 2018 Polish Academy
of Sciences. All rights reserved.

NO
 validity. Three factors were extracted from the SCA-A
scale: general self-efficacy (eight items), promotion focus
(six items), and adventurous spirit (three items). The
average variance extracted (AVE) was.46–.74, Cronbach’s α
was.84–.90, and Cronbach’s α for the full scale was.90. Five
factors were extracted from the SCA-B scale: advocacy
action (12 items), agent engagement (8 items), teamwork
(6 items), creative behavior (6 items), and organizational
citizenship behavior (5 items). The AVE was.41–.62,
Cronbach’s α was.78–.92, and Cronbach’s α for the full
scale was.94. Both scales had good composite reliability,
construct validity, and discrimination validity. They
provided empirical evidence for promoting the quality of
assessments on elementary and secondary school
counselors’ agency ability and behaviors. The following
essential findings provide new insights: First, both the SCA-
A and SCA-B scales generally worked well; the response
10.6251/
rate was high, most participants could understand the
BEP.20201
items, the scales exhibited adequate internal consistency, Article Scopus
3_52(3).00
and evidence of convergent and discriminate validity was
03
promising. This study provides a new lens on both
Bandura’s (2011) self-efficacy theory and Alkire’s (2005)
consideration of agent ability has benefit to organize a self-
multiple model. In the past, the self-efficacy of school
counselors in Taiwan has included self-awareness, helping
skills, counseling experience, and communication
effectiveness, focusing on counselors for a single
educational level; by contrast, we found that the General
Self-efficacy Scales can be expanded to different
educational levels’ school counselors. Second, DeJong and
DeGoede (2015) found that “promotion-focused” helpers
can significantly reduce people’s crises compared with
“protection-focused” helpers. By contrast, we found that
three items formed a new “risk-taking” factor extracted
from the original “promotion-focused” factor. This
indicates that counselors being active does not necessarily
mean taking risks, which provides a new lens on the NO
 Relevant to the following article, U.S. professional training
lacks widespread and affordable pathways for engaging
and training young child analytic practitioners. Little hope
exists to engage and train child psychiatrists as child
analysts. Recruiting for child psychiatric jobs is the most
difficult of all medical recruiting tasks and the small
profession of child psychiatry is mostly prescription-
oriented. Perhaps this is because insurance will not pay for
psychotherapy at medical rates. Nonmedical child analysts
are also in short supply. There are probably fewer than
3,000 nonmedical child analysts in the world trained
sufficiently to receive child analytic certifications from the
International Psychoanalytic Association and/or an
institute accredited by the American Psychoanalytic
Association. Despite the shortage of treaters, the need for
treatment of children who are disturbed and/or
developmentally disordered is vast, immensely greater
10.1080/0
than the numbers of analytically trained practitioners.
7351690.2
Thus, it is important to me that, in contrast to taking the Article Scopus
015.10748
usual pathways into the diminishing practice of child
15
analysis, the author is a licensed educational therapist. Her
profession, like those of little-appreciated thousands of
licensed special education teachers, occupational
therapists, play therapists, and speech therapists, is
outside the orthodox box of child analysis. Yet such
professionals are widely and intensively involved in what
are essentially interpersonal therapeutic modalities with
children and adolescents. It is also a regularly compensable
matter for such practitioners to treat children and have
their sessions paid for by third-party insurers. Methods
such as the one the author has piloted provide for natural
expansion of child analytic understanding, training, and
practice to that burgeoning set of professionals and give
hope for the otherwise dwindling future of child analytic
contributions to public health. The author has emerged as
a psychoanalytic thinker and experimenter from outside
the constraining cadre of licensed professions such as NO
 This brief report proposes a model in which academic
psychological capital (PsyCap) mediates between the
satisfaction of student’s basic psychological needs and
their academic performance, as assessed by students’ GPA.
Participants were 407 adolescents, aged 12–18, recruited
from three Chilean schools. Through structural equation
modeling, direct and indirect effects were calculated.
Results show that academic PsyCap (assessed at time 2)
10.3389/ fully mediates the relationship between the satisfaction of
fpsyg.201 basic psychological needs (assessed at time 1) and Article Scopus
9.02113 academic performance (assessed at time 3). This means
that students whose basic psychological needs are satisfied
at school experience more hope, efficacy, resilience, and
optimism (PsyCap), which, in turn, leads to better academic
performance. Both theoretical and practical implications of
the results are addressed, as well as strengths and
weaknesses and directions for future research. ©
Copyright © 2019 Carmona-Halty, Schaufeli, Llorens and
Salanova.

SI
 The main goal of this study was to examine the
psychometric properties of the Children's Hope Scale (CHS;
Snyder et al., Journal of Pediatric Psychology, 22:399-421,
1997) in a sample of adolescents in Serbia. The sample
consisted of 936 secondary school students in Serbia, with
a mean age of 16.10 years. The CHS and its two subscales
(Agency and Pathways) evidenced adequate internal
consistency reliability. Confirmatory factor analysis
supported the two-factor structure of the CHS. Moreover,
the two-factor model was found to be invariant across
gender. The results provided support for the convergent
validity of the CHS, by significant correlations with
10.1007/
measures of positive expectations (optimism and self-
s12187-
efficacy), well-being (life satisfaction, positive and negative Article Scopus
013-9195-
affect, loneliness, emotional distress) and related
5
constructs (resilience, self-esteem). The Agency and
Pathways subscales had similar correlations with measures
of well-being, but they differed in associations with positive
expectations, constructs related to resilience, and school
achievement. Agency was more closely linked to optimism
and self-esteem, while Pathways was more closely linked
to self-efficacy and resilience. Hierarchical regression
analyses showed that the CHS had incremental validity
over and above conceptually related constructs (optimism,
self-efficacy, self-esteem) in predicting subjective well-
being, but not in predicting distress. © 2013 Springer
Science+Business Media Dordrecht.

NO
 There is empirical evidence that life satisfaction (LS) in
adolescence is associated with adequate development and
future well-being. Research into the factors underpinning
LS can therefore help to promote healthier development of
societies. The aim of this study was to extend knowledge
about LS among adolescents in Ecuador, a Latin American
country for which research on this topic is lacking.
Specifically, we analyze the relationship between LS and
character strengths, controlling for gender, age,
socioeconomic status, and family structure. Participants
were 659 adolescents (43.1% female) aged between 12
and 18 years who completed the Students’ Life Satisfaction
Scale (SLSS) and the Values in Action Inventory of Strengths
for Youth (VIA-Y). Their parents or legal guardians
10.1007/
completed the Survey of Socioeconomic Stratification
s12187-
(SSES). Correlation analysis and regression modeling were Article Scopus
021-
performed. Results showed that LS was not related to age
09886-1
or socioeconomic status, but there was a significant
association with gender and family structure, insofar as
boys and adolescents living in intact families reported
higher levels of LS. Overall, the majority of character
strengths were positively related to LS. After eliminating
overlap between strengths and controlling for
sociodemographic variables, the strengths of hope, zest,
love, and prudence significantly predicted LS. We discuss
how these strengths, related to the cognitive component
of well-being, may play a protective role against difficulties
during adolescence. Character strengths-based
interventions are proposed to promote healthy
development in Ecuadorian adolescents. © 2021, The
Author(s).

SI
 (Strauss & Corbin, 1998). The results of this study reported
the following findings: (1) The influences of career purpose
on these participants are that they perceive career purpose
as a part of life, accompanied with satisfaction, happiness,
a sense of achievement, exploration and action, and career
goals developing and establishing. (2) The development of
career purpose is inducted into establishment factors of
career purpose and change factors of career purpose. The
former includes external environment factors and self-
inner factors. External environment factors refer to the
people and growth experience that influence adolescents’
career purpose and they are the influences of family,
school, and role models. Self-inner factors comprised five
elements which are passions and interests that trigger
inner motivation; feedback from senses of achievement
and meaning that foster further career development;
evaluations and confirmation of self and environment;
10.6251/
displaying strengths which lead to more confidence and
BEP.20201
action; and career concerns and thoughts that promote the Article Scopus
2_52(2).00
pursuit and establishment of career purpose. On the other
02
hand, impact factors of career purpose development
include reality and growth, accidents and chances, and
objections or oppositions from family. (3) Based on the
data of 21 participants collected at the Time-2 interview,
change experience merged during career purpose
developing of two year is inducted into stability and
unchanged and re-exploration. A total of nine participants
stated their career purpose did not change during these
two years. They firmly showed great enthusiasm for their
primary career purpose and took vigorous action to pursue
their goals. The other 12 participants reported in the Time-
2 interview that they dropped their primary goal
temporarily. Another steps that they took for their career
purpose pursuing could be divided into three types: some
re-explored their careers because their pursuit of primary
career purpose was hindered; some transformed their
careers without core career purpose remaining; and some SI
 The numerous benefits of hope have been supported
through decades of empirical research. One of these
benefits is a marked increase in one's well-being. Well-
being has been theoretically explored in the realms of an
individual's interpersonal relations, life satisfaction, and
capacity to reach their full potential. This positive
relationship between hope and well-being has continued
10.1016/ to be supported in recent literature and has been observed
j.copsyc.2 in various populations and amid a worldwide pandemic.
Review Scopus
023.10155 Hope predicts increases in well-being in students, children,
8 adolescents, and adults of different ages. This effect is seen
across several ethnic groups and clinical populations. In
addition, hope plays a mediating role between predictive
constructs and well-being outcomes. To expand existing
knowledge surrounding hope and its impacts on wellness,
it is crucial to continue to diversify our populations of
interest when exploring these constructs. © 2023 Elsevier
Ltd

SI
 Families rely heavily on school-based interventions for
their children and adolescents on the autism spectrum,
which have benefits such as convenience and ecological
validity. Moreover, federal and state legislation
guarantees, and funding subsidizes, the supports provided
to autistic learners in the classroom and in specialized
programs within public schools. In this chapter, we first
outline the importance of school-based interventions to
children and families, as well as the law and policy that
guides service provision. Next, we overview approaches to
intervention in schools, highlighting the
interconnectedness of domains targeted by these
interventions. Recognizing that intervention needs of
autistic learners vary widely, we summarize common
strengths and needs. Major domains that affect school-
based functioning are then described, with specific focus
on the effects on schooling; followed by an overview of
10.52305/ Book
evidence-based interventions and strategies that may be Scopus
QOST4607 chapter
useful for addressing difficulties in each domain. Evidence-
based interventions for children and youth with autism and
pertinent considerations for practice within a school setting
are also overviewed. With an emphasis on connecting
school-based intervention planning to data collected
during the school-based evaluation process, a guide to
organizing school-based intervention priorities is offered.
Finally, challenges and potential solutions for school-based
interventions are described. Whether professionals are
working inside or outside of schools, it is the hope that this
chapter will provide an overview not only about the
importance and context of school-based intervention
services and strategies to support learners on the
spectrum, but also guidance for connecting autistic
students with the best available supports in the setting
where they spend most of their developmental years. ©
2022 by Nova Science Publishers, Inc.
NO
 family strengths or memorable moments related to their
family, addressing questions like “what are the things that
you like your family most?” and “do these things have
influence on your career ambition?” (3) The concept
related to conflicts and challenges, addressing questions
like “what do you and your parents do to cope with the
pressure related to your career choice?” (4) The concept
related to overall influence and feedback, addressing
questions like “what do your family bring to you on the
path to achieve your ambition?” and “what impressed you
the most and what did you learn from this experience?”
After we explained and clarified the relevant information
to the participants via invitation letters, the participants
signed the consent letters and joined the research study.
The current study provided complete training to the
interviewers, conducted pilot study, and fully explained
interview procedures to the school guidance and
10.6251/ counseling office, which served as a gatekeeper to protect
BEP.20220 the rights and welfare of the participants. We also gave a
Article Scopus
9_54(1).00 gift around NTD200 to each participant as a token of
01 appreciation for their participation. The current study is
based on credibility, transferability, reliability, and
verifiability (Lincoln & Guba, 1985) as the indicators to
verify the reliability of the study. For study reliability, the
interviewers in the current study wrote counseling notes
after every interview. Besides, we conducted study analysis
with research analysts to triangulate research findings.
Family strengths in the perspectives of parents consists of
career aspects and general aspects. Career aspects show
that the elements of family strengths are derived from
career aspects, including valuing and encouraging
children’s efforts, providing resources and participating,
openness and independence, career support and
affirmation, flexible and adjustable parenting attitude
towards different personalities and needs, and being a role
model for children. General aspects in family strengths
indicate general, comprehensive, and complete strengths NO
in life. These general aspects are not prone to career
 This article presents findings from interviews with 16
middle school students and their parents in Guangzhou,
China, about parent-adolescent relationships. Themes
revealed from the conversations suggested that
adolescents were generally pleased with the good
relationships with their parents, that they enjoyed the
respect their parents had for them as their parents tended
to use peaceful reasoning to communicate parental
expectations, and that they themselves cared a lot about
academic attainment because it would lead to good jobs in
the future. In addition, working-class parents expressed a
10.1177/0 sense of inadequacy while holding on to the high hopes
74355841 and expectations for their children, whereas middle-class Article Scopus
4538318 parents and parents who had middle-class experiences
either in their occupation or in their education tried to
raise well-rounded children apart from emphasis on
academic achievement. In sum, these parents and
adolescents represented a generation that was influenced
by a myriad of social forces in modern China, including
Confucianism, Socialism, and Capitalism, instead of simply
and solely by classical Confucianism. In other words,
Confucianism, along with the lifestyle that supported it,
was far less salient than assumed in a lot of research on
Chinese families and parent-child relationships. © The
Author(s) 2014.

NO
Marco teórico
El marco teórico del artículo se basa en la teoría de la esperanza de Snyder,
que postula que la esperanza es un rasgo multidimensional que consta de tres
componentes. Los diferentes perfiles de esperanza pueden tener
consecuencias diferentes para el rendimiento escolar, y las variables escolares
pueden influir en los perfiles de esperanza.
La teoría del ensanchamiento y la construcción de emociones positivas
(Fredrickson, 2001) postula que las emociones positivas, como la gratitud y la
esperanza, pueden ampliar los recursos psicológicos y sociales de las
personas, lo que a su vez puede ayudarlas a hacer frente al estrés y la
adversidad.
La teoría de la autocompasión (Neff, 2003) sugiere que la autocompasión, que
es la capacidad de tratarse a uno mismo con amabilidad y comprensión, es un
factor protector contra los problemas de salud mental, incluido el
autolesionamiento no suicida (ANS).
La teoría de los sistemas ecológicos (Bronfenbrenner, 1979) propone que el
desarrollo de las personas está influenciado por múltiples niveles del entorno,
incluida la familia, la escuela y la comunidad.
Hipótesis

Basándose en estas teorías, los autores del artículo hipotetizaron que:

La gratitud y la esperanza estarían negativamente asociadas con el ANS.

La autocompasión y las experiencias familiares y escolares mediarían las
relaciones entre la gratitud y la esperanza y el ANS.
La teoría de los constructos motivacionales (MCT) (Snyder, 2002): La MCT
postula que la esperanza es un constructo motivacional que consta de dos
componentes: agencia y caminos. La agencia se refiere a la creencia de una
persona en su capacidad para alcanzar sus objetivos, mientras que los caminos
se refieren a la capacidad de una persona para identificar y generar diferentes
estrategias para alcanzar sus objetivos. La MCT sugiere que la esperanza es un
factor clave que influye en los mecanismos de afrontamiento y la resiliencia
de las personas ante la adversidad.

La teoría del apego (Bowlby, 1969, Ainsworth et al., 1978): La teoría del apego
propone que la calidad de las experiencias de apego temprano tiene un
impacto significativo en el desarrollo emocional y social de una persona. Las
experiencias de apego seguro, caracterizadas por calidez, receptividad y
consistencia, promueven sentimientos de seguridad, protección y autoestima.
En contraste, las experiencias de apego inseguro, caracterizadas por la
inconsistencia o la falta de respuesta, pueden conducir a sentimientos de
ansiedad, inseguridad y baja autoestima.

La teoría del afrontamiento del estrés (Lazarus & Folkman, 1984): La teoría del
afrontamiento del estrés se centra en las formas en que las personas evalúan
y manejan los eventos estresantes. La evaluación se refiere al proceso de
evaluar la naturaleza y la gravedad de un factor estresante, mientras que el
afrontamiento se refiere a las estrategias utilizadas para manejar el factor
estresante. Las estrategias de afrontamiento eficaces pueden ayudar a las
personas a reducir el impacto negativo del estrés en su salud mental y física.
teoría de los sistemas ecológicos de Bronfenbrenner (1979) y en la teoría del
apego de Bowlby (1969). La teoría de los sistemas ecológicos propone que el
desarrollo de un individuo está influenciado por múltiples niveles del entorno,
incluyendo el microsistema (la familia, la escuela y los amigos), el
mesosistema (las conexiones entre estos microsistemas), el exosistema (las
instituciones y los contextos sociales que influyen en los microsistemas) y el
macrosistema (las condiciones culturales y socioeconómicas que influyen en
todos los niveles del entorno). La teoría del apego propone que las
experiencias de apego temprano tienen un impacto significativo en el
desarrollo emocional y social de un individuo. Las experiencias de apego
seguro, caracterizadas por calidez, receptividad y consistencia, promueven
sentimientos de seguridad, protección y autoestima. En contraste, las
experiencias de apego inseguro, caracterizadas por la inconsistencia o la falta
de respuesta, pueden conducir a sentimientos de ansiedad, inseguridad y baja
autoestima.
e basa en la teoría del apego de Bowlby (1969). La teoría del apego propone
que las experiencias de apego temprano tienen un impacto significativo en el
desarrollo emocional y social de un individuo. Las experiencias de apego
seguro, caracterizadas por calidez, receptividad y consistencia, promueven
sentimientos de seguridad, protección y autoestima. En contraste, las
experiencias de apego inseguro, caracterizadas por la inconsistencia o la falta
de respuesta, pueden conducir a sentimientos de ansiedad, inseguridad y baja
autoestima.
La teoría del ensanchamiento y la construcción de emociones positivas
(Fredrickson, 2001) postula que las emociones positivas, como la gratitud y la
esperanza, pueden ampliar los recursos psicológicos y sociales de las
personas, lo que a su vez puede ayudarlas a hacer frente al estrés y la
adversidad.

La teoría de la autocompasión (Neff, 2003) sugiere que la autocompasión, que

es la capacidad de tratarse a uno mismo con amabilidad y comprensión, es un
factor protector contra los problemas de salud mental, incluido el
autolesionamiento no suicida (ANS).

La teoría de los sistemas ecológicos (Bronfenbrenner, 1979) propone que el

desarrollo de una persona está influenciado por múltiples niveles del entorno,
incluida la familia, la escuela y la comunidad.
La teoría del ensanchamiento y la construcción de emociones positivas
(Fredrickson, 2001) postula que las emociones positivas, como la gratitud y la
esperanza, pueden ampliar los recursos psicológicos y sociales de las
personas, lo que a su vez puede ayudarlas a hacer frente al estrés y la
adversidad.

La teoría de la autocompasión (Neff, 2003) sugiere que la autocompasión, que

es la capacidad de tratarse a uno mismo con amabilidad y comprensión, es un
factor protector contra los problemas de salud mental, incluido el
autolesionamiento no suicida (ANS).

La teoría de los sistemas ecológicos (Bronfenbrenner, 1979) propone que el

desarrollo de una persona está influenciado por múltiples niveles del entorno,
incluida la familia, la escuela y la comunidad.
La teoría del desarrollo psicosocial de Erikson (Erikson, 1963) postula que el
desarrollo humano se produce a través de ocho etapas psicosociales, cada una
de las cuales presenta una crisis que el individuo debe resolver para alcanzar
un sentido de identidad. Las actividades extracurriculares pueden
proporcionar a los adolescentes oportunidades para explorar diferentes
aspectos de sí mismos y desarrollar su identidad.

La teoría de la inversión social de Coleman (Coleman, 1988) sugiere que el

capital social, que son las conexiones y relaciones entre las personas, es un
factor importante para el éxito académico y personal. Las actividades
extracurriculares pueden ayudar a los adolescentes a desarrollar capital social
al proporcionarles oportunidades para interactuar con compañeros de
diferentes orígenes y desarrollar habilidades de comunicación y colaboración.

La teoría de la motivación autodeterminada de Deci y Ryan (Deci y Ryan,

2000) postula que las personas tienen tres necesidades psicológicas básicas:
competencia, autonomía y relaciones. Las actividades extracurriculares
pueden satisfacer estas necesidades al proporcionar a los adolescentes
oportunidades para desarrollar sus habilidades, tomar decisiones y sentirse
conectados con otros.
La teoría de la elección vocacional de Super (Super, 1957) sugiere que el
desarrollo vocacional es un proceso de por vida que se caracteriza por una
serie de etapas, incluyendo el exploración, la cristalización, la especificación, la
consolidación y la declinación. Los factores individuales, como las habilidades,
los intereses y los valores, influyen en el desarrollo vocacional de un individuo,
al igual que los factores contextuales, como la familia, la escuela y la
comunidad.

La teoría del desarrollo sociocognitivo de Bandura (Bandura, 1986) sugiere

que las personas aprenden a través de la observación, la experiencia y la
interacción social. Los adolescentes aprenden sobre las diferentes opciones
profesionales observando a las personas en su entorno, participando en
experiencias profesionales y recibiendo información de sus padres, maestros y
otros adultos.
La teoría del estrés y afrontamiento (Lazarus y Folkman, 1984) sugiere que el
estrés es el resultado de la percepción de un desequilibrio entre las demandas
del entorno y los recursos de la persona para hacer frente a esas demandas. El
afrontamiento es el esfuerzo cognitivo y conductual para manejar el estrés y
sus consecuencias.

La teoría del perdón (Enright y Fitzsimons, 2000) sugiere que el perdón es un

proceso deliberado que implica dejar ir el resentimiento y la ira hacia la
persona que te ha hecho daño. El perdón se ha relacionado con una serie de
beneficios para la salud mental y física, incluyendo una mejor salud mental,
una mayor autoestima y una mejor calidad de vida.

La teoría de la resiliencia (Luthar et al., 2000) sugiere que la resiliencia es la

capacidad de recuperarse y adaptarse a los desafíos de la vida. La resiliencia
se ha asociado con una serie de resultados positivos, incluyendo un mejor
bienestar mental, una mayor competencia social y una mayor probabilidad de
éxito académico.
PsyCap es un constructo psicológico que comprende las cuatro dimensiones
de la esperanza, la eficacia, la resiliencia y el optimismo. La investigación ha
demostrado que PsyCap está positivamente asociado con una serie de
resultados positivos, incluyendo una mejor salud mental, un mayor bienestar
subjetivo y un mejor rendimiento académico.

El modelo HERO (Hope, Efficacy, Resilience, Optimism) es un modelo teórico

que sugiere que PsyCap predice la salud mental y el bienestar subjetivo a
través de una serie de mecanismos. Uno de estos mecanismos es el
afrontamiento. Los adolescentes con altos niveles de PsyCap son más
propensos a utilizar estrategias de afrontamiento efectivas para hacer frente
al estrés y los desafíos de la vida. Otro mecanismo es la autopercepción. Los
adolescentes con altos niveles de PsyCap tienen una mayor autopercepción y
creen que son capaces de alcanzar sus objetivos.

La teoría de la elección vocacional de Super (Super, 1957) sugiere que el

desarrollo vocacional es un proceso de por vida que se caracteriza por una
serie de etapas, incluyendo la exploración, la cristalización, la especificación, la
consolidación y la declinación. Los factores individuales, como las habilidades,
los intereses y los valores, influyen en el desarrollo vocacional de un individuo,
al igual que los factores contextuales, como la familia, la escuela y la
comunidad.

La teoría del desarrollo sociocognitivo de Bandura (Bandura, 1986) sugiere

que las personas aprenden a través de la observación, la experiencia y la
interacción social. Los adolescentes aprenden sobre las diferentes opciones
profesionales observando a las personas en su entorno, participando en
experiencias profesionales y recibiendo información de sus padres, maestros y
otros adultos.
La teoría del estrés y afrontamiento (Lazarus y Folkman, 1984) sugiere que el
estrés es el resultado de la percepción de un desequilibrio entre las demandas
del entorno y los recursos de la persona para hacer frente a esas demandas. El
afrontamiento es el esfuerzo cognitivo y conductual para manejar el estrés y
sus consecuencias.

La teoría del perdón (Enright y Fitzsimons, 2000) sugiere que el perdón es un

proceso deliberado que implica dejar ir el resentimiento y la ira hacia la
persona que te ha hecho daño. El perdón se ha relacionado con una serie de
beneficios para la salud mental y física, incluyendo una mejor salud mental,
una mayor autoestima y una mejor calidad de vida.

La teoría de la resiliencia (Luthar et al., 2000) sugiere que la resiliencia es la

capacidad de recuperarse y adaptarse a los desafíos de la vida. La resiliencia
se ha asociado con una serie de resultados positivos, incluyendo un mejor
bienestar mental, una mayor competencia social y una mayor probabilidad de
éxito académico.
La teoría de la esperanza (Snyder, 1991) sugiere que la esperanza es un estado
de ánimo positivo caracterizado por dos componentes principales: la
motivación para alcanzar los objetivos y la energía para persistir en el camino
hacia esos objetivos. La esperanza se ha relacionado con una serie de
resultados positivos, incluyendo un mejor rendimiento académico, una mayor
salud mental y una mayor satisfacción con la vida.

La teoría del desarrollo cognitivo (Piaget, 1954) sugiere que el desarrollo

cognitivo de los adolescentes se caracteriza por el desarrollo de la capacidad
de pensar de forma abstracta y de considerar múltiples perspectivas. Esta
capacidad permite a los adolescentes desarrollar una mayor comprensión de
sí mismos, de los demás y del mundo que les rodea.
a teoría de la resiliencia (Luthar et al., 2000) sugiere que la resiliencia es la
capacidad de recuperarse y adaptarse a los desafíos de la vida. La resiliencia
se ha relacionado con una serie de resultados positivos, incluyendo un mejor
bienestar mental, una mayor competencia social y una mayor probabilidad de
éxito académico.

La teoría del capital psicológico (PsyCap) de Luthans et al. (2004) sugiere que
el PsyCap es una construcción psicológica que comprende cuatro
dimensiones: esperanza, eficacia, resiliencia y optimismo. El PsyCap se ha
relacionado con una serie de resultados positivos, incluyendo una mejor salud
mental, un mayor bienestar subjetivo y un mejor rendimiento académico.
El marco teórico del artículo se basa en la teoría de las necesidades
psicológicas básicas (NBP) de Deci y Ryan (2000) y la teoría del capital
psicológico (PsyCap) de Luthans et al. (2004).

La teoría de las NBP sugiere que los seres humanos tienen tres necesidades
psicológicas básicas que deben satisfacerse para prosperar: autonomía,
competencia y relación. La autonomía se refiere a la sensación de tener
libertad y control sobre las propias acciones. La competencia se refiere a la
sensación de ser capaz de lograr los objetivos que uno se propone. La relación
se refiere a la sensación de estar conectado y apoyado por los demás.

La teoría del PsyCap sugiere que el PsyCap es un constructo psicológico que

comprende cuatro dimensiones: esperanza, eficacia, resiliencia y optimismo.
La esperanza es la creencia de que se puede alcanzar un futuro deseado. La
eficacia es la creencia de que uno tiene las capacidades para tener éxito. La
resiliencia es la capacidad de recuperarse de los contratiempos. El optimismo
es la tendencia a ver el lado bueno de las cosas.

Los autores del artículo hipotetizaron que la satisfacción de las NBP estaría
positivamente asociada con el PsyCap y el rendimiento académico de los
estudiantes de secundaria. También hipotetizaron que el PsyCap mediaría la
relación entre la satisfacción de las NBP y el rendimiento académico de los
estudiantes de secundaria.
La teoría de la satisfacción con la vida (SWB) de Diener et al. (1985) sugiere
que la SWB es un estado emocional positivo y duradero que refleja la
valoración global de la propia vida. La SWB se ha relacionado con una serie de
resultados positivos, incluyendo una mejor salud mental, una mayor felicidad
y un mayor bienestar.

La teoría del carácter fuerte (VIA) de Peterson y Seligman (2004) sugiere que
el carácter fuerte se refiere a las cualidades positivas que contribuyen a la vida
plena y próspera. El VIA identifica 24 fortalezas de carácter agrupadas en seis
virtudes: sabiduría y conocimiento, coraje, amor y humanidad, justicia,
templanza y trascendencia.
La teoría de la esperanza (Snyder, 1991) sugiere que la esperanza es un estado
psicológico positivo caracterizado por dos componentes principales: la
motivación para alcanzar metas y la energía para persistir ante los desafíos. La
esperanza se ha relacionado con una serie de resultados positivos, incluyendo
un mejor rendimiento académico, una mayor salud mental y una mayor
satisfacción con la vida.

La teoría del bienestar (Diener et al., 1985) sugiere que el bienestar es un

estado de bienestar emocional y subjetivo. El bienestar se ha relacionado con
una serie de resultados positivos, incluyendo una mayor felicidad, una mejor
salud y relaciones sociales más fuertes.
Método
El estudio se llevó a cabo con una muestra de 498 estudiantes de secundaria de los Estados Unidos. Los estudiantes completar
cuestionario que midió sus niveles de esperanza en los tres componentes de la teoría de Snyder: expectativas, constructos y m

Los investigadores utilizaron un análisis de conglomerados para agrupar a los estudiantes según sus perfiles de esperanza. El a
identificó tres grupos de estudiantes:

Grupo de alta esperanza: Los estudiantes de este grupo tenían altos niveles de expectativas, constructos y motivación.
Grupo de baja esperanza: Los estudiantes de este grupo tenían bajos niveles de expectativas, constructos y motivación.
Grupo intermedio: Los estudiantes de este grupo tenían niveles intermedios de expectativas, constructos y motivación.
Los autores del estudio utilizaron un diseño transversal para examinar las relaciones entre las variables de interés.

La muestra del estudio consistió en 1026 estudiantes de secundaria de China.

Los estudiantes completaron cuestionarios que midieron sus niveles de gratitud, esperanza, autocompasión, experiencias fam
escolares, y participación en el ANS.
Los autores utilizaron un diseño transversal para examinar las relaciones entre las variables de interés. La muestra del estudio
647 estudiantes de secundaria de un estado del sureste de los Estados Unidos. Los estudiantes completaron cuestionarios que
niveles de esperanza, extraversión, neuroticismo, calidad de apego parental y frecuencia de eventos estresantes de la vida.
Los autores utilizaron un diseño transversal para examinar las relaciones entre las variables de interés. La muestra del estudio
1373 adolescentes rurales de la provincia de Fujian, China. Los adolescentes completaron cuestionarios que midieron sus nive
emocional parental, relaciones positivas con los profesores, confianza en los compañeros, esperanza y nivel socioeconómico.
Los autores utilizaron un diseño transversal para examinar las relaciones entre las variables de interés. La muestra del estudio
300 adolescentes de un estado del sureste de los Estados Unidos. Los adolescentes completaron cuestionarios que midieron s
apego parental y esperanza.

Medición de las variables

El apego parental se midió mediante el Cuestionario de Calidad de Apego Parental de Armsden y Greenberg (Armsden & Gree
El cuestionario consta de 28 ítems que miden la calidad de las relaciones de apego con los padres. La esperanza se midió medi
Cuestionario de Esperanza de Snyder (Snyder, 1991). El cuestionario consta de 12 ítems que miden los tres componentes de la
Snyder: expectativas, constructos y motivación.
Los autores utilizaron un diseño transversal para examinar las relaciones entre las variables de interés. La muestra del estudio
1018 estudiantes de secundaria de un estado del sureste de los Estados Unidos. Los estudiantes completaron cuestionarios qu
sus niveles de gratitud, esperanza, autocompasión, experiencias familiares y escolares, y ANS.
Gratitud: Escala de Gratitud de Seligman (Seligman et al., 2005). El cuestionario consta de 10 ítems que miden la frecuencia co
participantes experimentan gratitud.
Esperanza: Escala de Esperanza de Snyder (Snyder, 1991). El cuestionario consta de 12 ítems que miden los tres componentes
esperanza de Snyder: expectativas, constructos y motivación.
Autocompasión: Escala de Autocompasión de Neff (Neff, 2003). El cuestionario consta de 26 ítems que miden la autocompasió
Experiencias familiares: Escala de Experiencias Familiares Positivas y Negativas (FES-PNES) de Allen et al. (2004). El cuestionari
ítems que miden las experiencias familiares positivas y negativas.
Experiencias escolares: Escala de Experiencias Escolares Positivas y Negativas (SES-PNES) de Allen et al. (2004). El cuestionario
ítems que miden las experiencias escolares positivas y negativas.
ANS: Escala de Autolesionamiento No Suicida (NSSE) de Nock et al. (2007). El cuestionario consta de 19 ítems que miden la fre
que los participantes se han autolesionado.
Participación en actividades extracurriculares: Escala de Participación en Actividades Extracurriculares (PAES) de Eccles et al. (1
cuestionario consta de 12 ítems que miden la frecuencia con la que los participantes participan en actividades extracurriculare
Crianza positiva: Escala de Crianza Positiva de la Familia (FPCS) de Rohner (1975). El cuestionario consta de 24 ítems que mide
aceptación, la estimulación y la estructura proporcionadas por los padres.
Desarrollo personal positivo: Escala de Desarrollo Personal Positivo (PPSD) de Benson et al. (2006). El cuestionario consta de 2
miden el desarrollo personal positivo en seis áreas: relaciones, bienestar emocional, compromiso comunitario, responsabilidad
académico y vocacional.
Las variables de interés se midieron mediante los siguientes cuestionarios:

Habilidades: Escala de Habilidades Vocacionales (VHS) de Gottfredson et al. (2002). El cuestionario consta de 40 ítems que mid
habilidades académicas, sociales y personales.
Intereses: Escala de Intereses Vocacionales (VIS) de Holland (1997). El cuestionario consta de 32 ítems que miden los intereses
adolescentes en seis áreas ocupacionales: realista, investigativa, artística, social, convencional y emprendedora.
Valores: Escala de Valores Vocacionales (VVS) de Super et al. (1992). El cuestionario consta de 40 ítems que miden los valores
adolescentes en seis áreas: logro, estatus, afiliación, ayuda, seguridad y tradición.
Apoyo familiar: Escala de Apoyo Familiar para la Elección Vocacional (FVSA) de Betz et al. (1996). El cuestionario consta de 30
miden el apoyo que los adolescentes reciben de sus padres para la elección vocacional.
Apoyo escolar: Escala de Apoyo Escolar para la Elección Vocacional (SVSA) de Betz et al. (1996). El cuestionario consta de 30 ít
miden el apoyo que los adolescentes reciben de sus maestros para la elección vocacional.
Satisfacción vocacional: Escala de Satisfacción Vocacional (VSQ) de Betz et al. (1996). El cuestionario consta de 10 ítems que m
satisfacción de los adolescentes con su elección vocacional.
Bienestar: Escala de Bienestar Adolescente (ABQ) de Ryff (1989). El cuestionario consta de 29 ítems que miden el bienestar de
adolescentes en seis áreas: autoaceptación, relaciones positivas, autonomía, dominio del medio ambiente, propósito en la vid
crecimiento personal.
Análisis de datos

Los autores utilizaron análisis de regresión para examinar las relaciones entre las variables de interés. Los resultados mostraro
factores individuales, como las habilidades, los intereses y los valores, estaban positivamente asociados con la satisfacción voc
bienestar de los adolescentes. Los factores contextuales, como el apoyo familiar y el apoyo escolar, estaban positivamente aso
satisfacción vocacional y el bienestar de los adolescentes. La satisfacción vocacional mediaba la relación entre los factores ind
contextuales y el bienestar de los adolescentes.
los autores utilizaron un diseño transversal para examinar las relaciones entre las variables de interés. La muestra del estudio
1.018 estudiantes de secundaria de un estado del sureste de los Estados Unidos. Los estudiantes completaron cuestionarios q
sus niveles de victimización cibernética, perdón, afrontamiento del ciberacoso y bienestar.

Medición de las variables

Las variables de interés se midieron mediante los siguientes cuestionarios:

Victimización cibernética: Escala de Victimización Cibernética de la Adolescencia (CVA) de Olweus et al. (2000). El cuestionario
ítems que miden la frecuencia con la que los adolescentes han sido víctimas de ciberbullying.

Perdón: Escala de Perdón (FES) de Fehr et al. (2007). El cuestionario consta de 13 ítems que miden el grado de perdón que los
sienten hacia sus acosadores cibernéticos.

Afrontamiento del ciberacoso: Escala de Afrontamiento del Ciberacoso (CACS) de Zhang et al. (2013). El cuestionario consta de
miden las estrategias de afrontamiento que los adolescentes utilizan para hacer frente al ciberacoso.

Bienestar: Escala de Bienestar Adolescente (ABQ) de Ryff (1989). El cuestionario consta de 29 ítems que miden el bienestar de
adolescentes en seis áreas: autoaceptación, relaciones positivas, autonomía, dominio del medio ambiente, propósito en la vid
crecimiento personal.
PsyCap: Escala de Capital Psicológico (PsyCap) de Luthar et al. (2000). El cuestionario consta de 25 ítems que miden las cuatro
de PsyCap: esperanza, eficacia, resiliencia y optimismo.
Afrontamiento: Escala de Afrontamiento de Problemas de Niños y Adolescentes (COPES) de Compas et al. (1998). El cuestiona
42 ítems que miden las estrategias de afrontamiento que los niños y adolescentes utilizan para hacer frente a los problemas.
Autopercepción: Escala de Autopercepción de Niños y Adolescentes (SAPS) de Harter (1982). El cuestionario consta de 50 ítem
la autopercepción de los niños y adolescentes en seis áreas: autoestima, autoconcepto físico, autoconcepto social, autoconcep
académico, autoconcepto moral y autoconcepto familiar.
Bienestar subjetivo: Escala de Bienestar Subjetivo de Niños y Adolescentes (SWBS) de Ryff (1989). El cuestionario consta de 29
miden el bienestar subjetivo de los niños y adolescentes en seis áreas: autoaceptación, relaciones positivas, autonomía, domin
ambiente, propósito en la vida y crecimiento personal.
Síntomas de salud mental: Escala de Síntomas de Salud Mental de Niños y Adolescentes (SMH) de Achenbach (1991). El cuesti
de 50 ítems que miden los síntomas de salud mental de los niños y adolescentes en ocho áreas: problemas de comportamient
externalizados, problemas de comportamiento internalizados, problemas de atención y concentración, problemas emocionale
de ansiedad, problemas de depresión, problemas de somatización y problemas de problemas de pensamiento.
Análisis de datos

Los autores utilizaron análisis de regresión para examinar las relaciones entre las variables de interés. Los resultados mostraro
estaba positivamente asociado con el bienestar subjetivo y negativamente asociado con los síntomas de salud mental. El afron
autopercepción mediaban la relación entre PsyCap y el bienestar subjetivo y los síntomas de salud mental.

ienestar espiritual: Escala de Bienestar Espiritual de Ryff-Cantril (SWBS-R) de Ryff (1989). El cuestionario consta de 29 ítems qu
bienestar espiritual en seis áreas: autoaceptación, relaciones positivas, autonomía, dominio del medio ambiente, propósito en
crecimiento personal.
Personalidad: Inventario de Personalidad NEO-PI-R de Costa y McCrae (1992). El cuestionario consta de 240 ítems que miden l
factores principales de la personalidad: neuroticismo, extraversión, apertura a la experiencia, amabilidad y responsabilidad.
Afrontamiento del estrés: Escala de Afrontamiento del Estrés de Lazarus y Folkman (1984). El cuestionario consta de 44 ítems
estrategias de afrontamiento que las personas utilizan para hacer frente al estrés.
Victimización cibernética: Escala de Victimización Cibernética de la Adolescencia (CVA) de Olweus et al. (2000). El cuestionario
ítems que miden la frecuencia con la que los adolescentes han sido víctimas de ciberbullying.
Perdón: Escala de Perdón (FES) de Fehr et al. (2007). El cuestionario consta de 13 ítems que miden el grado de perdón que los
sienten hacia sus acosadores cibernéticos.
Afrontamiento del ciberacoso: Escala de Afrontamiento del Ciberacoso (CACS) de Zhang et al. (2013). El cuestionario consta de
miden las estrategias de afrontamiento que los adolescentes utilizan para hacer frente al ciberacoso.
Bienestar: Escala de Bienestar Adolescente (ABQ) de Ryff (1989). El cuestionario consta de 29 ítems que miden el bienestar de
adolescentes en seis áreas: autoaceptación, relaciones positivas, autonomía, dominio del medio ambiente, propósito en la vid
crecimiento personal.
Análisis de datos

Los autores utilizaron análisis de regresión para examinar las relaciones entre las variables de interés.
Los autores utilizaron un diseño transversal para examinar las relaciones entre las variables de interés. La muestra del estudio
1.200 adolescentes de entre 12 y 18 años de edad de un estado de los Estados Unidos. Los participantes completaron cuestion
midieron sus niveles de esperanza, rendimiento académico y bienestar.

Medición de las variables

Las variables de interés se midieron mediante los siguientes cuestionarios:

Esperanza: Escala de Esperanza (HS) de Snyder et al. (1991). El cuestionario consta de 12 ítems que miden los dos componente
esperanza: la motivación y la energía.
Rendimiento académico: Escala de Rendimiento Académico (GPA) de la escuela secundaria. El cuestionario consta de una sola
pregunta a los estudiantes su promedio de calificaciones.
Bienestar: Escala de Bienestar Adolescente (ABQ) de Ryff (1989). El cuestionario consta de 29 ítems que miden el bienestar de
adolescentes en seis áreas: autoaceptación, relaciones positivas, autonomía, dominio del medio ambiente, propósito en la vid
crecimiento personal.
Fortalezas psicológicas positivas: Escala de Fortalezas Positivas (PFS) de Peterson y Seligman (2004). El cuestionario consta de
miden 24 fortalezas psicológicas positivas, agrupadas en seis virtudes: sabiduría y conocimiento, coraje, amor y humanidad, ju
templanza y trascendencia.
Tutoría: Escala de Tutoría (TF) de DuBois et al. (2002). El cuestionario consta de 11 ítems que miden la frecuencia con la que lo
adolescentes reciben apoyo de un mentor.
Apoyo educativo: Escala de Apoyo Educativo (EA) de Eccles et al. (1993). El cuestionario consta de 16 ítems que miden el apoy
adolescentes reciben de sus padres, maestros y otros adultos en relación con su educación.
Bienestar subjetivo: Escala de Bienestar Subjetivo (SWLS) de Diener et al. (1985). El cuestionario consta de cinco ítems que mid
satisfacción con la vida en general.
Satisfacción de las NBP: Escala de Satisfacción de las Necesidades Psicológicas Básicas (SNBP) de Deci y Ryan (2000). El cuestio
de 12 ítems que miden la satisfacción de las tres necesidades psicológicas básicas: autonomía, competencia y relación.
PsyCap: Escala de Capital Psicológico (PC) de Luthans et al. (2004). El cuestionario consta de 24 ítems que miden las cuatro dim
PsyCap: esperanza, eficacia, resiliencia y optimismo.
Rendimiento académico: Promedio de calificaciones del alumno en la escuela secundaria.
Análisis de datos

Los autores utilizaron análisis de regresión para examinar las relaciones entre las variables de interés.
Fortalezas de carácter: Escala de Fortalezas de Carácter (VIA-Youth) de Peterson y Seligman (2004). El cuestionario consta de 2
miden 24 fortalezas de carácter agrupadas en seis virtudes.
Satisfacción con la vida: Escala de Satisfacción con la Vida (SWLS) de Diener et al. (1985). El cuestionario consta de cinco ítems
satisfacción con la vida en general.
Contexto socioeconómico: Escala de Contexto Socioeconómico (SES) de Acock (2005). El cuestionario consta de 10 ítems que m
socioeconómico de la familia del adolescente.
Análisis de datos

Los autores utilizaron análisis de regresión para examinar las relaciones entre las variables de interés.
REVISION DE LITERATURA SISTEMÁTICA
Resultados
Los resultados del estudio mostraron que los estudiantes
con un perfil de alta esperanza tenían mejores resultados
académicos que los estudiantes con un perfil de baja
esperanza. Los estudiantes con un perfil de alta esperanza
obtuvieron mejores calificaciones, tenían más
probabilidades de graduarse de la escuela secundaria y
tenían más probabilidades de ir a la universidad.

Los resultados también mostraron que las variables

escolares pueden influir en los perfiles de esperanza. Los
estudiantes que asistieron a escuelas con un entorno de
apoyo y oportunidades de logro tenían más probabilidades
de tener un perfil de alta esperanza.
Los resultados mostraron que la gratitud, la esperanza y la
autocompasión estaban todas negativamente asociadas con
la participación en el ANS.

Las experiencias familiares y escolares positivas también se

asociaron con una menor probabilidad de participación en
el ANS.

En resumen, el estudio encontró que las variables de

gratitud, esperanza, autocompasión y experiencias
familiares y escolares positivas pueden ser factores
protectores contra el ANS en adolescentes.
Los hallazgos del estudio apoyaron las hipótesis. La
extraversión se asoció positivamente con la esperanza, el
neuroticismo se asoció negativamente con la esperanza, el
apego seguro se asoció positivamente con la esperanza, el
apego inseguro se asoció negativamente con la esperanza y
la frecuencia de los eventos estresantes de la vida se asoció
negativamente con la esperanza.
Los adolescentes que percibían que sus padres eran
emocionalmente cálidos tenían más probabilidades de
tener niveles más altos de esperanza.
Los adolescentes que percibían que sus profesores eran
positivos y comprensivos tenían más probabilidades de
tener niveles más altos de esperanza.
Los adolescentes que confiaban en sus compañeros tenían
más probabilidades de tener niveles más altos de
esperanza.
los autores encontraron que:

Los adolescentes que tenían relaciones de apego seguras

con sus padres tenían más probabilidades de tener niveles
más altos de esperanza.
Los adolescentes que tenían relaciones de apego inseguras
con sus padres tenían menos probabilidades de tener
niveles más altos de esperanza.
 La gratitud y la esperanza estaban ambas negativamente
asociadas con el ANS, y la autocompasión y las experiencias
familiares y escolares mediaron estas relaciones.
Específicamente, los autores encontraron que:

Los adolescentes que eran más agradecidos y esperanzados

tenían menos probabilidades de participar en el ANS.
Los adolescentes que tenían niveles más altos de
autocompasión tenían menos probabilidades de participar
en el ANS.
Los adolescentes que tenían experiencias familiares y
escolares más positivas tenían menos probabilidades de
participar en el ANS.
Los adolescentes que puntuaron más alto en gratitud tenían
menos probabilidades de participar en el ANS.
Los adolescentes que puntuaron más alto en esperanza
tenían menos probabilidades de participar en el ANS.
Los adolescentes que tenían niveles más altos de
autocompasión tenían menos probabilidades de participar
en el ANS.
Los adolescentes que tenían experiencias familiares y
escolares más positivas tenían menos probabilidades de
participar en el ANS.
La participación en actividades extracurriculares estaba
positivamente asociada con el desarrollo personal positivo
de los adolescentes.
La crianza positiva mediaba la relación entre la participación
en actividades extracurriculares y el desarrollo personal
positivo de los adolescentes.
Estas relaciones eran más fuertes en los adolescentes más
jóvenes y en aquellos con trayectorias académicas más
exitosas.
Los factores individuales, como las habilidades, los intereses
y los valores, estaban positivamente asociados con la
satisfacción vocacional y el bienestar de los adolescentes.
Los factores contextuales, como el apoyo familiar y el apoyo
escolar, estaban positivamente asociados con la satisfacción
vocacional y el bienestar de los adolescentes.
La satisfacción vocacional mediaba la relación entre los
factores individuales y contextuales y el bienestar de los
adolescentes.
La victimización cibernética estaba negativamente asociada
con el bienestar de los adolescentes.
El perdón y el afrontamiento del ciberacoso mediaban la
relación entre la victimización cibernética y el bienestar de
los adolescentes.
PsyCap estaba positivamente asociado con el bienestar
subjetivo y negativamente asociado con los síntomas de
salud mental en adolescentes australianos en edad escolar.
La relación entre PsyCap y el bienestar subjetivo y los
síntomas de salud mental estaba mediada por el
afrontamiento y la autopercepción.

Los factores individuales, como las habilidades, los intereses

y los valores, estaban positivamente asociados con la
satisfacción vocacional y el bienestar de los adolescentes.
Los factores contextuales, como el apoyo familiar y el apoyo
escolar, estaban positivamente asociados con la satisfacción
vocacional y el bienestar de los adolescentes.
La satisfacción vocacional mediaba la relación entre los
factores individuales y contextuales y el bienestar de los
adolescentes.
La victimización cibernética estaba negativamente asociada
con el bienestar de los adolescentes.
El perdón y el afrontamiento del ciberacoso mediaban la
relación entre la victimización cibernética y el bienestar de
los adolescentes.
La esperanza estaba positivamente asociada con el
rendimiento académico y el bienestar de los adolescentes.
Los componentes de la esperanza, la motivación y la
energía, estaban positivamente asociados con el
rendimiento académico y el bienestar de los adolescentes.
La capacidad de pensar de forma abstracta y de considerar
múltiples perspectivas mediaba la relación entre la
esperanza y el bienestar de los adolescentes.
Los hallazgos del estudio apoyaron las hipótesis. Los autores
encontraron que:

Las fortalezas psicológicas positivas estaban positivamente

asociadas con el bienestar subjetivo de los adolescentes.
La tutoría y el apoyo educativo estaban positivamente
asociados con las fortalezas psicológicas positivas y el
bienestar subjetivo de los adolescentes.
Las fortalezas psicológicas positivas mediaban la relación
entre la tutoría y el apoyo educativo y el bienestar subjetivo
de los adolescentes.
Los hallazgos del estudio tienen varias implicaciones para la
investigación y la práctica. Para la investigación, los
hallazgos sugieren que es importante examinar los factores
que promueven la satisfacción de las NBP y el PsyCap entre
los estudiantes de secundaria. Para la práctica, los hallazgos
sugieren que las intervenciones que fomentan la
satisfacción de las NBP y el PsyCap pueden ayudar a mejorar
el rendimiento académico de los estudiantes de secundaria.
Los hallazgos del estudio apoyaron las hipótesis. Los autores
encontraron que las fortalezas de carácter estaban
positivamente asociadas con la SWB de los adolescentes
ecuatorianos. También encontraron que las fortalezas de
carácter mediaban la relación entre el contexto
socioeconómico y la SWB de los adolescentes ecuatorianos.
La esperanza estaba positivamente asociada con el
bienestar.
Los componentes de la esperanza, la motivación y la
energía, estaban positivamente asociados con el bienestar.
La esperanza mediaba la relación entre los componentes de
la esperanza y el bienestar.