Yudes Carolina, Chamizo-Nieto María Teresa, Peláez-Fernández María Angeles, Extremera Natalio
Department of Developmental and Educational Psychology, University of Malaga, Malaga, Spain.
Department of Personality, Assessment and Psychological Treatment, University of Malaga, Malaga, Spain.
Scand J Psychol. 2025 Feb;66(1):150-157. doi: 10.1111/sjop.13072. Epub 2024 Sep 18.
The main aim of this research was to explore the contribution of both core self-evaluations (CSE) and classmate support as unique predictors of positive and negative psychological adjustment among adolescents.
In a cross-sectional study, 2,293 Spanish adolescents (M = 14.07) completed the Core Self-Evaluations Scale, the Classmate Support subscale, the Satisfaction with Life Scale, the Depression, Anxiety, and Stress Scales and the Frequency of Suicidal Ideation Inventory. Pearson correlations among assessed variables were examined, and three hierarchical regression analyses were conducted to examine the predictive role of CSE and classmate support on life satisfaction, depressive symptomatology, and suicidal ideation.
Both CSE and classmate support were positively related to life satisfaction and negatively related to depressive symptoms and suicidal ideation. Hierarchical regression analyses identified CSE and classmate support as independent predictors of both positive and negative psychological outcomes in this sample. These results indicated support for a comprehensive model involving CSE and classmate support as additive predictors of both positive and negative outcomes among adolescents.
These findings underscore the unique and additive role of both individual (i.e., CSE) and, to a lower degree, social factors (i.e., classmate support) to augment the prediction model of positive and negative psychological adjustment among adolescents. Practical implications are discussed, focusing on preventive programs that include strategies to increase positive self-appraisals and create a supportive classroom climate.
本研究的主要目的是探讨核心自我评价（CSE）和同学支持作为青少年积极和消极心理调适的独特预测因素的作用。
在一项横断面研究中，2293名西班牙青少年（平均年龄M = 14.07岁）完成了核心自我评价量表、同学支持分量表、生活满意度量表、抑郁、焦虑和压力量表以及自杀意念频率量表。研究了评估变量之间的皮尔逊相关性，并进行了三项层次回归分析，以检验CSE和同学支持对生活满意度、抑郁症状和自杀意念的预测作用。
CSE和同学支持均与生活满意度呈正相关，与抑郁症状和自杀意念呈负相关。层次回归分析确定CSE和同学支持是该样本中积极和消极心理结果的独立预测因素。这些结果表明支持一个综合模型，该模型涉及CSE和同学支持作为青少年积极和消极结果的累加预测因素。
这些发现强调了个体因素（即CSE）以及在较低程度上社会因素（即同学支持）在增强青少年积极和消极心理调适预测模型方面的独特和累加作用。讨论了实际意义，重点是预防项目，包括增加积极自我评价和营造支持性课堂氛围的策略。
