Please use this identifier to cite or link to this item:
http://hdl.handle.net/10553/76115
DC Field | Value | Language |
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dc.contributor.author | Fernández-Zabala, Arantza | en_US |
dc.contributor.author | Ramos-Díaz, Estibaliz | en_US |
dc.contributor.author | Rodríguez-Fernández, Arantzazu | en_US |
dc.contributor.author | Núñez Alonso, Juan Luis | en_US |
dc.date.accessioned | 2020-11-30T10:23:52Z | - |
dc.date.available | 2020-11-30T10:23:52Z | - |
dc.date.issued | 2020 | en_US |
dc.identifier.issn | 1664-1078 | en_US |
dc.identifier.uri | http://hdl.handle.net/10553/76115 | - |
dc.description.abstract | The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context. | en_US |
dc.language | eng | en_US |
dc.relation.ispartof | Frontiers in Psychology | en_US |
dc.source | Frontiers in Psychology [ISSN 1664-1078], v.11, 594007 (Noviembre 2020) | en_US |
dc.subject | 61 Psicología | en_US |
dc.subject | 6102 Psicología del niño y del adolescente | en_US |
dc.subject.other | Social preference | en_US |
dc.subject.other | Perceived social support | en_US |
dc.subject.other | General self-concept | en_US |
dc.subject.other | Sociometer theory | en_US |
dc.subject.other | Secondary education | en_US |
dc.title | Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence | en_US |
dc.type | info:eu-repo/semantics/article | en_US |
dc.type | Article | en_US |
dc.identifier.doi | 10.3389/fpsyg.2020.594007 | en_US |
dc.description.lastpage | 594007 | en_US |
dc.description.firstpage | 594007 | en_US |
dc.relation.volume | 11 | en_US |
dc.investigacion | Ciencias Sociales y Jurídicas | en_US |
dc.type2 | Artículo | en_US |
dc.utils.revision | Sí | en_US |
dc.date.coverdate | 26/11/2020 | en_US |
dc.identifier.ulpgc | Sí | en_US |
dc.description.sjr | 0,947 | |
dc.description.jcr | 2,99 | |
dc.description.sjrq | Q2 | |
dc.description.jcrq | Q2 | |
dc.description.ssci | SSCI | |
dc.description.erihplus | ERIH PLUS | |
item.grantfulltext | open | - |
item.fulltext | Con texto completo | - |
crisitem.author.dept | GIR Didáctica, Aprendizaje y Motivación en Contextos Específicos | - |
crisitem.author.dept | IU de Análisis y Aplicaciones Textuales | - |
crisitem.author.dept | Departamento de Psicología, Sociología y Trabajo Social | - |
crisitem.author.orcid | 0000-0002-2400-7843 | - |
crisitem.author.parentorg | IU de Análisis y Aplicaciones Textuales | - |
crisitem.author.fullName | Núñez Alonso, Juan Luis | - |
Appears in Collections: | Artículos |
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