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This article uses the latest Spanish Survey on Homeless People to address whether traumatic experiences, sociodemographic characteristics, and homeless categories are associated with being an abstainer, a risky drinker, or a high-risk drinker. The sample was composed of 3,407 Spanish homeless adults ranging from 18 to 93 years old (Mage = 41.30, SD = 13.86). A multinomial logistic regression model was used. Results showed that experiencing childhood problems and demographic factors, such as being male, single, over 50, living in insecure or inadequate housing, and having lived in a shelter for less than three months were associated with alcohol consumption. Likewise, traumatic life events, such as a parent having been in prison, illness, disabilities, and alcohol problems in the family or themselves, are also risk factors in alcohol use. The findings from Spain support that early intervention strategies both disrupt cumulative inequality and empower those at risk of homelessness to develop their skills and improve their wellbeing.

The Scale of Physical and Verbal Aggressiveness has been an instrument widely used in the scientific literature to measure physical and verbal aggressiveness, both in children and adolescents as we...

Understanding the specific factors associated with poor health is critical to improve the health of homeless people. This study aimed to analyze the influence of personal variables, interpersonal relationships, and the influence of social services on the health of homeless people. A secondary analysis was applied to cross-sectional data from a sample of 1382 homeless people living in the Basque Country (Spain) (75.69% male). Multinomial logistic regression modelling was used to analyze the relationship between health and personal variables, interpersonal variables, perceived help and use of the social services. Relationships with the family, using a day center, and a sufficient and high perceived help of the social services were significant factors associated with good health. On the other hand, spending the day alone or using mental and health care services are associated with poor health. In the same way, the longer a person has been homeless, the worse their expected state of health is. Addressing housing exclusion, promoting interpersonal relationships, using a day center, and developing the use and perceived helpfulness of social services stand out as key factors in improving health status. Social policies are usually focused on housing. However, this paper also highlights the relevance of developing interpersonal relationships and using day centers to improve homeless people’s health.

The purpose of the study was to explore latent mean differences regarding country, gender and age in life satisfaction. The sample was composed by 701 adolescents (Mage = 14.93, SD = 1.83) from Spain (74.2%) and Mexico (25.8%). Confirmatory factor analysis modeling was used to test for multigroup measurement invariance. To compare groups two methods were used: (1) fitting two models and running an Anova; and (2) the Multiple Indicators Multiple Causes Model (MIMIC) which links an observed covariate (country, gender and age) with a latent variable such as the SWLS score. Results supported a single-factor structure. The internal consistency of the SWLS, and the tests of measurement invariance supported its strict invariance regarding country and gender, and strong invariance regarding age. Latent mean differences showed better perceptions in life satisfaction for males and the youngest, while no cross-cultural differences were found between adolescents from Spain and Mexico.

The aim of this study was to analyze the influence of some personal characteristics, health variables, and social support on the self-rated health of people in housing exclusion in Spain. For that purpose, we used the FOESSA Survey of Social Integration and Needs database, with a final sample of 1574 households. Being more educated and reporting a good life satisfaction stood out as the main factors preventing worse health status. Furthermore, results showed that being female, experiencing poverty-related food insecurity, not having health insurance, experiencing widowhood or partner bereavement, and having caring responsibilities for others or having a disabled person in the household are associated with increased reporting of regular or poor health. On the other hand, being young, having a diagnosed/long-term illness, and a big household size are preventive factors for good health. These results allowed identifying risk and prevention factors to inform interventions to improve the health of those living in housing exclusion. Promoting better education levels, social support, and overall life satisfaction could be important to improve health in this population. Developing social support policies for caring responsibilities and food insecurity must be a priority to improve the health of people living in housing exclusion.

Resumen Por medio del presente estudio se busca analizar la capacidad predictiva de la inteligencia emocional medida tanto desde el modelo de habilidad (atención, claridad y reparación emocional) como desde un modelo mixto (intrapersonal, interpersonal, manejo del estrés y adaptabilidad). Esto, sobre cada una de las fuentes del apoyo social percibido (familiares, amigos y personas significativas), teniendo en cuenta el sexo y la edad de los adolescentes. La muestra estuvo compuesta por 1030 estudiantes de educación secundaria con edades entre 11 y 19 años residentes en la República Dominicana. Los resultados señalan que la inteligencia emocional predice la percepción del apoyo social en las muestras de ambos sexos, aunque entre las chicas el efecto explicativo es mayor que entre los varones. Se observa también que la capacidad predictiva es mayor en la adolescencia media. Estos datos refuerzan la necesidad de desarrollar la inteligencia emocional. Abstract Through this study we seek to analyze the predictive capacity of emotional intelligence measured, both from a model of skills (attention, clarity and emotional repair) and a mixed model (intrapersonal, interpersonal, stress management and adaptability), on each of the sources of perceived social support (family, friends and significant people), according to sex and age. The sample consisted of 1030 secondary school students aged between 11 and 19 years living in the Dominican Republic. The results indicate that emotional intelligence predicts the perception of social support in the samples of both sexes, even though in the female sample the explanatory effect is greater than in the males. It is also observed that the predictive capacity is greater in middle adolescence. These data reinforce the need to develop emotional intelligence.

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

Modelling academic self-concept through second-order factors or bifactor structures is an important issue with substantive and practical implications. To contribute to the discussion, this research analyzes the structure of academic self-concept through the Self-Description Questionnaire-II short-form (SDQII-S) and assesses its invariance across gender and age in a sample of secondary students (N = 517). Results show a better fit for the incomplete bifactor model and the estimation of several statistical indices support the multidimensional nature of the data as well as the reliability of the domain scores. In terms of invariance regarding age and gender, partial invariance is concluded. Girls showed higher latent means in verbal self-concept, while boys had higher values in mathematics self-concept; as the student’s educational level increased, domain-specific and general factor means decreased. Practical implications associated with the use of domain scores are discussed.

The aim of this study was to obtain evidence on the validity of the Emotional Quotient Inventory Youth Version-Short Form (EQ-i:YV-S) with a sample of Mexican adolescent participants. The sample co...

Given the lack of any Chinese instrument validated for emotional intelligence (EI) among adolescents, the purpose of this study was to explore new sources of validity evidence drawn from scores on the Emotional Quotient Inventory: Youth Version Short (EQ-i: YV-S) in a sample of Chinese adolescents. The sample was composed of 406 adolescents (236 girls). Results support the multidimensionality of the EQ-i: YV-S, but its hierarchical structure did not receive empirical support. Three of the four main subscales (all but interpersonal) had acceptable reliability indices. In addition, although the impact of the Positive Impression subscale on responses to the main scales was generally low, the effect is not ignorable, and its impact should be modeled in further investigations of the EQ-i: YV-S. Finally, four main subscales of EQ-i: YV-S showed significant power in the prediction of general self-concept and moderate temporal stability. The findings provide overall support for the reliability and validity of the Chinese version of EQ-i: YV-S.

The main purpose of this research was to examine the longitudinal measurement invariance of the Satisfaction With Life Scale (SWLS) in adolescence. The sample was composed by 484 adolescents from Spain, 46.7% were males. All participants belonged to six academic levels from Grade 7 to Grade 12, and answered the questionnaires at two different times: at the beginning (Mage1 = 14.95, SD1 = 1.81) and at the end of the school year (Mage2 = 15.61, SD2 = 1.81). The reliability of the scale was obtained through Cronbach’s alpha, Guttman lambda, and MacDonald’s Omega total. The multiple group confirmatory factor analysis (MGCFA) was used to examine the fit of the unifactorial model to data and to test the measurement of longitudinal invariance of the scale across two time points (at the beginning T1, and the end T2, of the academic year), and the time points and groups (gender and age). The values of the single-factor SWLS structure were T1 (CFI1 = 1.000, TLI1 = .997, RMSEA1 = .080, and SRMR1 = .028), and T2 (CFI2 = .997, TLI2 = .995, RMSEA2 = .032, and SRMR2 = .034). On the other hand, values of the reliability and composite reliability when analyzing both time points together as well as separately were as follows: Cronbach’s alpha = .86, Guttman’s lambda = .84, McDonald’s Omega total = .89. Results confirmed the longitudinal invariance of SWLS. The differences in gender and age were not significant and the small differences across time points showed that the means of the latent factor remained the same over time in both variables. The present study confirmed the single-factor structure of the SWLS in Spanish adolescents, as well as a good reliability and composite reliability. The full longitudinal measurement invariance was also found and there were negligible differences across time points considering gender and age. If these findings are further replicated, the scale could be used to compare the life satisfaction across two time points considering different age and gender groups.

En el presente estudio se analiza la capacidad predictiva del apoyo social percibido (personas significativas, familia y amistades) sobre la inteligencia emocional considerada desde el modelo de habilidad (atención, claridad y reparación) y desde el modelo mixto (intrapersonal, interpersonal, manejo del estrés y adaptabilidad), en función del sexo y la edad. Participaron 490 estudiantes de educación secundaria, 300 chicas (61.2%) y 190 chicos (38.8%), subdivididos en dos grupos de edad, de 11 a 14 años (M = 12.49, DT = .615) y de 15 a 19 años (M = 15.06, DT = .811) residentes en la República Dominicana. Para medir el apoyo social se ha utilizado el cuestionario Multidimensional Scale of Perceived Social Support (MSPSS) y para medir la inteligencia emocional el Trait Meta Mood Scale (TMMS) y el Emotional Quotient Inventory: Youth Version Short (EQ-i: YV-S). En general, los resultados muestran que las diferentes fuentes del apoyo social predicen la inteligencia emocional entre las chicas, y solamente el apoyo familiar predice la inteligencia emocional entre los chicos. Estos datos apuntan hacia la necesidad de favorecer el apoyo social percibido en la adolescencia, especialmente entre las mujeres, por su mayor relación con la IE, especialmente, con la IE habilidad.

Background For the diagnosis of attention-deficit/hyperactivity disorder (ADHD), the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) proposes that adherence to six symptoms in either group (inattention and hyperactivity/impulsivity) will lead to the diagnosis of one of three presentations of the disorder. Underlying this diagnostic algorithm is the assumption that the 18 symptoms have equal relevance for the diagnosis of ADHD, all are equally severe, and all have the same power to detect the presence of the disorder in all its degrees of severity, without considering the possibility of using marker symptoms. However, several studies have suggested that ADHD symptoms differ in both their power to discriminate the presence of the disorder and the degree of severity they represent. The aim of the present study was to replicate the results of previous research by evaluating the discriminative capacity and relative severity of ADHD symptoms, as well as to extend the investigation of this topic to Spanish-speaking Latin American samples. Methods The properties of ADHD symptoms rated by the parents of 474 Chilean children were analyzed. Symptom parameters were estimated using the graded response model. Results The results suggest that symptoms of ADHD differ substantially in both the accuracy with which they reflect the presence of the disorder, and their relative severity. Symptoms “easily distracted by extraneous stimuli” and “have difficulty sustaining attention in tasks” (inattention) and “is on the go, acting as if driven by motor” (hyperactivity/impulsivity) were the most informative, and those with relatively lower severity thresholds. Discussion The fact that symptoms differ substantially in the probability of being observed conditionally to the trait level suggests the need to refine the diagnostic process by weighting the severity of the symptom, and even to assess the possibility of defining ADHD marker symptoms, as has been done in other disorders.

ResumenEl objetivo de este estudio es analizar la relación entre el apoyo social (familiar, amistades y profesorado) y la inteligencia emocional (atención, claridad y reparación). La muestra está compuesta por 1543 adolescentes, 728 chicos (47.18%) y 815 chicas (52.81%), entre los 11 y 18 años (Medad = 14.24, DT = 1.63). Los análisis estadísticos se llevan a cabo con el programa SPSS 21 para Windows. Los resultados del análisis correlacional señalan que el apoyo social y la inteligencia emocional están significativamente relacionados en ambos sexos. Por otro lado, el análisis de regresión demuestra la capacidad predictiva de los diferentes apoyos en la inteligencia emocional tanto en la muestra masculina como en la femenina.AbstractThe aim of this study is to examine the relationships between social support (family, peers and teachers) and emotional intelligence. A sample of 1543 adolescents, 728 boys (47.18%) and 815 (52.81%) girls, whose ages ranged from 11 to 18 (Mage = 14.24, SD = 1.63), was employed in this study. The statistical analyses were performed using SPSS 21 for Windows program. On the one hand, Pearson correlations indicated that social support and emotional intelligence are meaningful and positively correlated in boys and girls in the sample. On the other hand, multivariate regression analyses showed the predictive capability that the three types of social support have on emotional intelligence in both genders.

Although the Satisfaction With Life Scale (SWLS) is the most widely used instrument to measure life satisfaction with its validation having been carried out across ages and countries, few studies have analyzed SWLS measurement cross-cultural invariance with adolescents. With respect to Spanish adolescents, measurement invariance across gender has not been found and the one-factor structure has not been confirmed in Mexican adolescents through Structural Equation Modeling.The main purpose of this study was to explore the measurement invariance of the SWLS in a sample of 701 adolescents (Mage = 14.93, SD = 1.83), 47.1% boys and 52.9% girls, from two different countries: Spain (74.2%) and Mexico (25.8%). A multigroup confirmatory factorial analysis is performed to test the invariance of the unifactorial structure. of SWLS with respect to the variables country, gender and age.Results support a single-factor structure as well as the internal consistency of the SWLS. Similarly, the tests of measurement invariance support its strict invariance regarding country and gender, and strong invariance regarding age.These results suggest that the SWLS is a useful single-factor measure of life satisfaction in Spanish and Mexican adolescents.

La diversidad individual que alberga la escuela representa un reto ineludible. Para promover el desarrollo integral del alumnado resulta necesario favorecer competencias para la vida, como la inteligencia emocional, que les ayuden a lograr un mejor ajuste sociopersonal y escolar. Sin embargo, la diversidad conceptual en torno a la inteligencia emocional ha contribuido a la proliferación de medidas y ha dificultado la integración de la investigación. En todo caso, atendiendo a las propiedades psicométricas y a las dimensiones que miden, este trabajo recoge los principales instrumentos de medida de la inteligencia emocional que posibilitan una evaluación más rigurosa y exhaustiva del constructo en niños, niñas y adolescentes. Individual diversity in schools represents an unavoidable challenge. Fostering the comprehensive development of students necessarily involves encouraging life skills, such as emotional intelligence, that help them achieve better socio-personal and school adjustment. However, the conceptual variety around emotional intelligence has contributed to the proliferation of informameasures and hindered the integration of research. In any case, given the psychometric properties and the dimensions they measure, this work gathers the main measuring instruments of emotional intelligence that enable a more rigorous and thorough evaluation of this construct in school-age children.

En este estudio se analizó el desarrollo de las diferentes dimen- siones de la inteligencia emocional durante un curso escolar y transversal- mente entre los seis cursos analizados en una muestra de 484 adolescentes de ambos sexos, entre 1o de ESO y 2o de Bachiller, a quienes se administró la versión en castellano del Emotional Quotient Inventory: Young Version Short (Caraballo y Villegas, 2001). Coincidiendo con el grueso de la investigación previa, los resultados indican que, salvo en lo que respecta a la dimensión manejo del estrés en la muestra femenina, el resto de dimensiones de la inteli- gencia emocional no experimenta cambios sustantivos en relación con la edad. The aim of this study was to analyse the development of the dif- ferent dimensions of emotional intelligence in adolescents over one school year and in a cross-sectional study involving 484 adolescents of both sexes from the six school years between year 1 of Spanish secondary school (age 12-13) and year 2 of the Spanish Baccalaureate (age 17-18). Participants were administered the Spanish version of the Emotional Quotient Inventory: Young Version Short (Caraballo & Villegas, 2001). Consistently with most previous research, the findings indicate that, except for the stress management dimension in the female sample group, none of the dimensions of emo- tional intelligence undergo substantial changes in relation to age.

The purpose of this study was to analyze the reliability and validity evidence of scores on the Spanish version of EQ-i: YV-S in Spanish adolescents. The total sample was comprised of 508 participants from Grades 7 to 12, 241 males (47.4%) and 267 females (52.6%), each of whom completed the questionnaires on two separate occasions. Three [intrapersonal (α = .83, CR = .86, and McDonald Omega = .86), stress management (α = .83, CR = .86, and McDonald Omega = .85) and adaptability (α = .82, CR = .85, and McDonald Omega = .85)] of the four scales had acceptable internal consistency. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used with FACTOR and EQS version 6.1 software to examine validity evidence based on internal structure drawn from the scores on the EQ-i: YV-S, supporting the multidimensionality of the questionnaire. Three models were tested; the best fit to the data was the hierarchical model (S-Bχ2/ df = 2.11, CFI = .93 and RMSEA = .047), which hypothesized that the four specific factors (interpersonal, intrapersonal, stress management, and adaptability) were explained with a second-order factor, Emotional-Social-Intelligence (ESI). Finally, significant positive correlations were found between general self-concept and EQ-i: YV-S [interpersonal (r = .153, p < .001), intrapersonal (r = .235, p < .001), stress management (r = .145, p < .001), adaptability (r = .311, p < .001) and ESI (r = .360, p < .001)]; ESI showed significant direct power prediction of the general self-concept (.52) as demonstrated through structural equation modeling.

Este articulo lo firman componentes del Grupo Consolidado de Investigacion del Sistema Universitario Vasco IT701-13 y forman parte de los resultados del proyecto EDU2009-10102 (subprograma EDUC) subvencionado por el MICINN. La investigacion se ha realizado con la colaboracion del Programa para la Contratacion de Doctores Recientes de la Universidad del Pais Vasco (UPV/EHU)

En este estudio se analizan las relaciones entre las actitudes, valores e intereses familiares percibidos sobre la actividad físico-deportiva en general y de los hijos e hijas en particular, la autopercepción física y la actividad físico-deportiva realizada por los adolescentes. Participaron en el estudio 355 adolescentes de entre 12 y 22 años de las comunidades autónomas vasca y cántabra, a quienes se administraron el Cuestionario de Clima Familiar Deportivo y el Cuestionario de Autoconcepto Físico. Los resultados indican que un clima familiar deportivo favorable se relaciona con un autoconcepto físico más elevado y con una mayor frecuencia de actividad físico-deportiva. Así mismo, aparecen diferencias en cuanto al clima familiar deportivo en función del sexo de los participantes. Las chicas percibieron climas menos favorables que los chicos y se advirtieron diferencias a este respecto en función del sexo del resto de hijos e hijas de la unidad familiar. Los hijos de familias en las que sólo había chicos percibieron climas familiares deportivos más positivos que aquellos pertenecientes a familias en las que había chicos y chicas, siendo las percepciones más desfavorables las de las chicas que sólo tenían hermanas o eran hijas únicas.

ResumenEl objetivo de esta investigacion ha sido analizar la relacion entre la alimentacion, el autoconcepto y la imagen corporal. La muestra esta compuesta por 1.147 personas divididas en tres grupos: adolescentes (N = 627), jovenes (N = 272) y adultos (N = 248). Los resultados indican una clara relacion entre la buena percepcion de la alimentacion, el autoconcepto y la imagen corporal en los tres grupos analizados. Los sujetos que piensan que su alimentacion es mas sana que la de los demas tienen un mejor autoconcepto e imagen corporal que los sujetos que creen que su alimentacion es menos sana que la de los demas. Estos resultados demuestran la gran importancia de la alimentacion en la percepcion corporal en todas las edades.

INTRODUCTION. The diversity of skills and demands that school hosts for pupils is an ongoing challenge . As one of the main contexts implicated in the psychosocial development of young people, school should boost sociopersonal skills such as self-concept and emotional intelligence to facilitate the adaptation of youth to a changeable educational environment. The aim of this study is to analyze the predictive ability of multidimensional self-concept (physical, social, personal, academic, and general) and perceived emotional intelligence (attention, clarity, and repair) in school adjustment. METHOD. The sample is composed of 1543 adolescents, 728 boys (47.18%) and 815 girls (52.81%) between 12 and 18 years of age (Mage = 14.24 and SD = 1.63) from public and private Secondary Education schools of the Basque Autonomous Community. The information collected is based on three self-reports that measure perceptions of participants’ own self-concept, emotional skills, and school adjustment. The statistical analyses are performed through SPSS 21 for Windows. RESULTS. The results indicate that in the male sample emotional repair, academic self-concept, social self-concept, and general self-concept scales significantly predict school adjustment of the adolescents. In the female sample, only the academic, personal, and general self-concept scales significantly predict school adjustment. DISCUSSION. These results point out the greater importance of self-concept in adolescent school adjustment compared to perceived emotional intelligence.

The main aim of this study was to explore the relationships between personal self-concept and satisfaction with life, with the latter as the key indicator for personal adjustment. The study tests a structural model which encompasses four dimensions of self-concept: self-fulfillment, autonomy, honesty and emotions.The 801 participants in the study, all of whom were aged between 15 and 65 (M = 34.03, SD = 17.29), completed the Satisfaction with Life Scale (SWLS) and the Personal Self-Concept (APE) Questionnaire.Although the four dimensions of personal self-concept differ in their weight, the results show that, taken together, they explain 46% of the differences observed in satisfaction with life. This implies a weight that is as significant as that observed for general self-esteem in previous research studies.This issue should be dealt with early on, during secondary education, in order to help prevent psychological distress or maladjustment.

The aim of this study was to analyse the development of the different dimensions of emotional intelligence in adolescents over one school year and in a cross-sectional study involving 484 adolescents of both sexes from the six school years between year 1 of Spanish secondary school (age 12-13) and year 2 of the Spanish Baccalaureate (age 17-18). Participants were administered the Spanish version of the Emotional Quotient Inventory: Young Version Short (Caraballo & Villegas, 2001). Consistently with most previous research, the findings indicate that, except for the stress management dimension in the female sample group, none of the dimensions of emotional intelligence undergo substantial changes in relation to age.

The aim of this study is to analize the relations between contextual variables (family support, friends support and teachers support), personal variables (self-concept and life satisfaction) and school adjustment and engagement. The sample is composed by 1615 participants from 12 to 23 years old. Pearson correlations show that all variables are significantly and positively correlated. Multivariate regression analysis shows that school engagement, self-concept, life satisfaction and friends support are directly related with school adjustment, being school engagement the most relevant variable. In the other hand, family and teacher support are indirectly related with school adjustment through self-concept and life satisfaction, which are directly related with school adjustment.Keywords: School adjustment, school engagement, family support, friends support, teachers support, self-concept and life satisfaction.Resumen.El objetivo de este estudio es analizar las relaciones entre variables contextuales (apoyo familiar, amistades y profesorado), individuales (autoconcepto y satisfacción con la vida) y el ajuste e implicación escolar. La muestra está compuesta por 1615 participantes de entre 12 y 23 años. Los resultados muestran relaciones significativas y positivas entre todas las variables analizadas mediante las correlaciones de Pearson. Asimismo, los análisis de regresión realizados señalan que la implicación escolar, el autoconcepto, la satisfacción con la vida y el apoyo de las amistades tienen una relación directa con el ajuste escolar, siendo la implicación escolar la variable que más peso o importancia tiene. Por otro lado, el apoyo familiar y del profesorado tienen una relación indirecta con el ajuste escolar, a través de las variables individuales autoconcepto y satisfacción con la vida, con las que están directamente relacionados.Palabras clave: Ajuste escolar, implicación escolar, apoyo familiar, apoyo de los amigos, apoyo de los profesores, autoconcepto y satisfacción con la vida.

The present study aims to analyze the dimensionality of physical self-concept through confirmatory factor analysis of the AFI questionnaire (Esnaola, 2005; Esnaola & Goñi, 2006) and to compare two models: a) a quadri-dimensional model in which physical self-concept is made up of the sub-domains ability, condition, attractiveness and strength, and, b) a three-factor model in which the items corresponding to ability and condition are grouped together as one factor. The sample consists of 1,259 participants ranging in age from 12 to 84 years old (700 women and 556 men) who were divided into four groups as a function of age: 627 adolescents (12-18 years old), 272 young people (19-30 years old), 248 middle-aged adults (31-49 years old) and 112 people over 55, all living in the Basque Autonomous Region of Spain. The results indicate that the quadri-dimensional model of physical self-concept fits the data better than the three-dimensional model (which showed poor goodness of fit) for the study's total sample, as well as within the male and female sub-samples. Furthermore, the four-factor model was found to be stable throughout adolescence, youth and middle-age, but not for the group of adults over 55.

El objetivo de este estudio ha sido analizar las relaciones entre el autoconcepto físico, el índice de masa corporal y la actividad físico-deportiva con la salud percibida. La muestra está compuesta por 518 personas adultas entre los 19.4 y 49.7 años de edad (M = 30.79 años; DE = 9.24), 301 mujeres (58.1%) y 217 varones (41.9%). Los resultados señalan que los sujetos que tienen un mejor autoconcepto físico se perciben con un alto grado de salud en comparación con los sujetos que tienen un autoconcepto físico bajo, los cuales creen que su salud no es buena. En cuanto al análisis de regresión logística múltiple, los resultados han confirmado que el autoconcepto físico está significativamente relacionado con la percepción de la salud tanto en mujeres como en varones. Asimismo, en la muestra femenina dos subdominios han aparecido relacionados significativamente con la percepción de la salud, la condición física y el atractivo físico.

The aim of this study has been to analyze the relations among the physical self-concept, the expectations of success, the perceived value and the difficulty perceived of the physical activity. The sample consists of 300 teenagers between 12 and 24 years, with an average of 18.64 years. The results indicate that the active people (those who practise some physical activity more than two days a week) have better perceptions than the inactive people in the physical ability, physical condition, strength, general physical self-concept and general self-concept, having in addition better expectations of success in the physical activities. Likewise, we have found significant correlations among the scales; it is to say, people who are perceived well in the general, physical self-concept and the specific subdomains, have a high perceived value of the physical activity, have an expectation of success and perceive with minor difficulty the physical activity. Finally, as for the differences between gender, we have found differences in favour of males in physical ability, physical condition, physical attractive, strength, physical self-concept, general self-concept, perceived value, perceived difficulty, and expectation of success.

This study examined the relation of physical activity and physical self-concept in a sample of midlife adults from the Basque Country, 248 participants (152 women and 96 men) whose ages ranged from 31 to 49 years. Measurements were made on the Autokontzeptu Fisikoaren Itaunketa, a measure of physical self-concept in Basque language, and questions about physical activity. The Student t test was used to examine differences between Active and Non-active people; and to analyse differences by frequency of activity, analysis of variance was used. Analysis indicated those women who identified themselves as more active had more positive self-perceptions with regard to physical ability, physical condition, strength, and physical self-concept than inactive people while men's scores were more positive for physical ability, physical condition, and physical self-concept. Likewise, both men and women who reported engaging in physical activity more than three times a week also had significantly more positive self-perceptions with regard to physical ability, physical condition, and physical self-concept than those who exercised less frequently.

En esta investigacion se analiza la relacion entre la imagen corporal (EDI-2) y los modelos est~ticos corporales (CIMEC-26). Por un lado, se analiza las diferencias en funcion del g~nero, y por otro, las diferencias entre dos grupos de edad, adolescentes y jovenes. La muestra esta compuesta por 627 adolescentes y 271 jovenes. La media de edad de los adolescentes es de 15.33 anos y la de los jovenes 22.49 afios. Los resultados indican que las mujeres, tanto en la adolescencia como en la juventud, muestran mayor insatisfaccion corporal y mayor influencia de los modelos esteticos corporales. En cuanto a la edad, existen diferencias significativas en el EDI-2. Los varones adolescentes se perciben con mayor obsesion por la delgadez y sentimientos de ineficacia que los varones jovenes; las mujeres adolescentes se perciben con mayor obsesion por la delgadez, insatisfaccion corporal y sentimientos de ineficacia. En cuanto al CIMEC- 26, solo se han encontrado diferencias significativas en la muestra de /os varones. Los varones jovenes estan mas afectados por la influencia de los modelos sociales y la influencia de las situaciones sociales que los adolescentes varones.

Background/Objective: The objective of this ex post facto study is to analyze both the direct relationships between perceived social support, self-concept, resilience, subjective well-being and school engagement. Method: To achieve this, a battery of instruments was applied to 1,250 Compulsory Secondary Education students from the Basque Country (49% boys and 51% girls), aged between 12 and 15 years (M = 13.72, SD = 1.09), randomly selected. We used a structural equation model to analyze the effects of perceived social support, self-concept and resilience on subjective well-being and school engagement. Results: The results provide evidence for the influence of the support of family, peer support and teacher support on self-concept. In addition, self-concept is shown as a mediating variable associated with resilience, subjective well-being and school engagement. Conclusions: We discuss the results in the context of positive psychology and their practical implications in the school context. Antecedentes/Objetivo : El objetivo de este estudio ex post facto es analizar las relaciones entre apoyo social percibido, autoconcepto, resiliencia, bienestar subjetivo e implicación escolar. Método : Se aplicó una batería de instrumentos a 1.250 estudiantes de Educación Secundaria Obligatoria del País Vasco (49% chicos y 51% chicas), de entre 12 y 15 a ̃ nos ( M = 13,72, DT =1,09), seleccionados aleatoriamente. Se sometió a prueba un modelo de ecuaciones estruc- turales para analizar los efectos del apoyo social percibido, el autoconcepto y la resiliencia sobre el bienestar subjetivo y la implicación escolar. Resultados : Los resultados aportan evidencias a favor de la influencia que ejercen el apoyo de la familia, el apoyo de los iguales y el apoyo del profesorado sobre el autoconcepto, que a su vez se muestra como variable mediadora asociada a la resiliencia, el bienestar subjetivo y la implicación escolar. Conclusiones: Se discuten los resultados obtenidos en el marco de la psicología positiva y sus implicaciones prácticas en el contexto escolar. The authors of this study are part of the Consolidated Research Group IT701-13 of the Basque University System. The study was carried out as part of the research project EHUA 15/15 at the University of the Basque Country (UPV-EHU).