{"title":"青少年保护因素与心理弹性:自我调节的中介作用","authors":"Paulo César Dias , Irene Cadime","doi":"10.1016/j.pse.2016.09.003","DOIUrl":null,"url":null,"abstract":"<div><p>The main goal of this study was to explore the mediating role of self-regulation in the relationship between protective factors and resilience. The sample was composed of 393 adolescents who attended secondary education. Participants were assessed using the Healthy Kids Resilience Assessment to collect information about four protective factors–school, home, community and peer environment–and resilience. Two dimensions of self-regulation–goal setting and impulse control–were assessed using the Short Self-Regulation Questionnaire. The results indicated that home, community and peer environment predicted significantly the levels of resilience of the students. Home environment was the main resilience predictor. Goal setting and impulse control abilities were also predictors of resilience but no evidence was found for a mediating effect of the self-regulation dimensions on the relationship between protective factors and resilience. Results are discussed and implications for prevention from a developmental perspective are presented.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.09.003","citationCount":"60","resultStr":"{\"title\":\"Protective factors and resilience in adolescents: The mediating role of self-regulation\",\"authors\":\"Paulo César Dias , Irene Cadime\",\"doi\":\"10.1016/j.pse.2016.09.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The main goal of this study was to explore the mediating role of self-regulation in the relationship between protective factors and resilience. The sample was composed of 393 adolescents who attended secondary education. Participants were assessed using the Healthy Kids Resilience Assessment to collect information about four protective factors–school, home, community and peer environment–and resilience. Two dimensions of self-regulation–goal setting and impulse control–were assessed using the Short Self-Regulation Questionnaire. The results indicated that home, community and peer environment predicted significantly the levels of resilience of the students. Home environment was the main resilience predictor. Goal setting and impulse control abilities were also predictors of resilience but no evidence was found for a mediating effect of the self-regulation dimensions on the relationship between protective factors and resilience. Results are discussed and implications for prevention from a developmental perspective are presented.</p></div>\",\"PeriodicalId\":45361,\"journal\":{\"name\":\"Psicologia Educativa\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2017-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.pse.2016.09.003\",\"citationCount\":\"60\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psicologia Educativa\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1135755X16300343\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X16300343","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Protective factors and resilience in adolescents: The mediating role of self-regulation
The main goal of this study was to explore the mediating role of self-regulation in the relationship between protective factors and resilience. The sample was composed of 393 adolescents who attended secondary education. Participants were assessed using the Healthy Kids Resilience Assessment to collect information about four protective factors–school, home, community and peer environment–and resilience. Two dimensions of self-regulation–goal setting and impulse control–were assessed using the Short Self-Regulation Questionnaire. The results indicated that home, community and peer environment predicted significantly the levels of resilience of the students. Home environment was the main resilience predictor. Goal setting and impulse control abilities were also predictors of resilience but no evidence was found for a mediating effect of the self-regulation dimensions on the relationship between protective factors and resilience. Results are discussed and implications for prevention from a developmental perspective are presented.
期刊介绍：
La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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