Escuela
A continuación se recogen los artículos de investigación publicados por el equipo HBSC. Para hacer más sencilla la búsqueda, los artículos se dividen por áreas temáticas. Pulse aquella que le interese y será redirigido a las publicaciones científicas publicadas en esta temática.
Escuela
Los centros educativos constituyen uno de los principales contextos de desarrollo durante la infancia y la adolescencia. Es en el contexto escolar donde chicos y chicas adolescentes pasan gran parte de su tiempo, establecen importantes vínculos(principalmente con los iguales, pero también con los adultos) y donde realizan importantes aprendizajes, tanto en lo que atañe a los contenidos más estrictamente académicos, como a los sociales y emocionales. Numerosas investigaciones señalan que existe una estrecha relación entre la percepción de un clima positivo en el contexto escolar y el ajuste y bienestar adolescente. La escuela influye en la gestación y desarrollo de buena parte de los estilos de vida de los escolares y su salud futura. En concreto, un ambiente escolar positivo se convierte en un recurso valioso para el desarrollo de estilos de vida saludables y de sentimientos de satisfacción con la propia vida escolar, mientras que una percepción negativa de este escenario tiene efectos adversos en los sentimientos de satisfacción vital y el bienestar. Los sentimientos hacia la escuela y la percepción de agobio con el trabajo escolar son dos aspectos abordados por el estudio HBSC. Por un lado, numerosas investigaciones han puesto de manifiesto que una baja satisfacción escolar se asocia a comportamientos de riesgo para la salud, como el consumo de sustancias, una percepción más negativa de la propia salud y una mayor incidencia de sintomatología somática (como dolores de cabeza, dolor de espalda, mareoso molestias gástricas). Además, los estudiantes con baja satisfacción escolar son más reacios a seguir las recomendaciones que se hacen desde los centros educativos, por lo que pueden beneficiarse en menor medida de acciones y programas para la promoción de la salud que se implementan en los mismos. Por otro lado, y en relación con la percepción de agobio escolar, también se ha observado de manera consistente que entre los estudiantes que sienten un mayor estrés y sentimientos de agobio, existe una mayor prevalencia de comportamientos de riesgo para la salud, así como una frecuencia más elevada de quejas somáticas y sentimientos de tristeza o nerviosismo. Unido a lo anterior, se ha constatado que estos estudiantes tienen menores niveles de bienestar y satisfacción vital y una percepción más negativa de su propia salud.
A continuación se recogen los artículos de investigación publicados por el equipo HBSC en esta temática.
Bullying, cyberbullying, and adoption: What is the role of student–teacher connectedness? . 
Paniagua, C., García-Moya, I., Sánchez-Queija, I., & Moreno, C. (2022).
School Psychology, Advance online publication.
JCR (2021) PSYCHOLOGY, EDUCATIONAL (22 OF 61). Q2
FI: 2,945
Enlace
Abstract: Bullying and cyberbullying have rarely been studied among the adoptive population, although the few studies available show adopted students frequently experience these phenomena. To address this research gap, this article examined potential differences in bullying and cyberbullying between domestic adoptees, intercountry adoptees, and nonadopted students, paying separate attention to frequent and occasional victimization and perpetration experiences. In addition, the aims of the article include analyzing student–teacher connectedness in these groups and exploring its potential protective role for the aforementioned bullying and cyberbullying experiences. The sample consists of 541 adopted adolescents (67.1% intercountry adoptees and 32.9% domestic adoptees) and 582 nonadopted adolescents aged 11–18 years who had participated in the 2017/2018 edition of the Health Behaviour in School-aged Children (HBSC) study in Spain. Results show that the likelihood of involvement in bullying and cyberbullying (either victimization or perpetration) was lower for the nonadopted group, whereas domestic adoptees were significantly more likely to report these experiences. Furthermore, student–teacher connectedness was lower among domestic adoptees compared to their nonadopted peers. Finally, teacher connectedness was consistently associated with a lower likelihood of frequent bullying and cyberbullying victimization, and of both occasional and frequent cyberbullying perpetration. Overall, our findings are consistent with an increased risk of bullying and cyberbullying among domestic adoptees and a predominantly consistent protective role of student–teacher connectedness, although differences depending on the specific kind of experience deserve further examination in future research. 

Adopted Adolescents at School: Social Support and Adjustment.

       Paniagua, C., García-Moya, I., Moreno, C. (2020)

Youth & Society.

JCR (2019): SOCIAL ISSUES (18 DE 42). Q2 / SOCIAL SCIENCES, INTERDISCIPLINARYCIAL (35 de 104). Q2 / SOCIOLOGY (54 de 148). Q2
FI: 1.794

Enlace
Abstract: There is a need of additional research into the social aspects of adoptees’ school experiences. For that purpose, the present study used a sample of adopted (n = 541) and non-adopted (n = 582) adolescents from the Health Behavior in School-aged Children (HBSC) study in Spain. Specifically, we analyzed social support at school (from classmates and teachers), explored adjustment differences between domestic adoptees, intercountry adoptees, and non-adopted adolescents, and examined whether adoption status and adjustment problems explain potential differences in support from teachers and from classmates. Results showed more difficulties in domestic adoptees than in the other two groups. Furthermore, differences were found in the role of adoption status and adjustment problems in classmate and teacher support: once conduct problems were taken into account, the association between adoption status and classmate support became non-significant. In contrast, both conduct problems and adoption status were significant factors associated with lower teacher support.
Bullying and its Influence on Well-Being in Adopted Adolescents.
       Paniagua, C., Moreno, C., Sánchez-Queija, I., Rivera, F. (2020)
Journal of Child and Family Studies.
JCR (2019): FAMILY STUDIES (24 Of 47). Q3 / PSYCHOLOGY, DEVELOPMENTAL (59 OF 77): Q4 / PSYCHIATRY (99 OF 141): Q3
FI: 1.310
Enlace
Abstract: Despite the large body of evidence on bullying, little attention has been paid to adoptees, who represent a population more vulnerable to experiencing problems in peer relationships and school adjustment. This study presents the results from the Spanish Health Behaviour in School-aged Children (HBSC) Study. We studied bullying among 251 adopted and 753 non-adopted adolescents aged between 11 and 15 years and its relationship with their well-being. We analyzed different roles (bully, victim, and bully-victim) and types of bullying (physical, verbal, relational, and cyberbullying). In addition, we explored possible differences concerning the type of adoption (domestic or intercountry). The results show that domestic adoptees usually experience more bullying, whereas intercountry adoptees showed no differences compared with non-adoptees. On the other hand, the relationship between bullying and well-being is virtually identical for both types of adoptees and non-adoptees. Thus, adoption alone does not seem to be a risk factor for bullying. It is the particular circumstances surrounding each type of adoption what can put adolescents at a greater risk. Teachers should consider paying special attention to instances of bullying involving domestic adoptees in order to improve their peer relationships.
School Satisfaction and School Pressure in the WHO European Region and North America: An Analysis of Time Trends (2002–2018) and Patterns of Co-occurrence in 32 Countries.
       Löfstedt, P., García-Moya, I., Corell, M., Paniagua, C., Samdal, O., Välimaa, R.,  Lyyra, N., Currie, D., Rasmussen, M. (2020)
Journal of Adolescent Health.
JCR (2019): PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH (30 OF 193): Q1 / PEDIATRICS (9 OF 128): Q1
FI: 3.900
Enlace
Abstract: Purpose: The purpose of the study was to examine the trends between 2002 and 2018 in school pressure and school satisfaction among 15-year-old students, across countries and by gender, in the WHO European region and North America, and explore whether there are variations between countries and by gender in the co-occurrence of school pressure and school satisfaction. Methods: Data from the 32 countries that participated in the Health Behaviour in School-aged Children study (HBSC) study between 2002 and 2018 were used. Statistical analyses included t-tests, binary logistic regression analyses, and chi-square tests, as required by each of the study aims. Results: School satisfaction tended to increase over the period 2002–2018 among boys, whereas school pressure increased among girls. Also, gender differences tended to dissipate in school satisfaction and generally increase in school pressure. The co-occurrence of school satisfaction and school pressure in 2017/2018 shows that the majority of students are found in the “not pressured–not highly satisfied” and “pressured–not highly satisfied” groups. There were more boys in the former group and more girls in the latter group. Conclusion: Few students in the 32 countries belonged to the “not pressured–highly satisfied” group, which from a public health perspective may be seen as the most desirable group. The increases in school pressure in girls from 2002 to 2018 and their overrepresentation in the pressured groups require further attention.
Cross-National Time Trends in Adolescent Mental Well-Being From 2002 to 2018 and the Explanatory Role of Schoolwork Pressure.
    Cosma, A., Stevens, G., Martin, G., Duinhof, E. L., Walsh, S. D., Garcia-Moya, I., Költő, A. Gobina, I., Canale, N., Catunda, C., Inchley, J., de Looze, M. (2020)
Journal of Adolescent Health.
JCR (2019): PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH (30 OF 193): Q1 / PEDIATRICS (9 OF 128): Q1
FI: 3.900
Enlace
Abstract: Purpose: Previous research has shown inconsistent time trends in adolescent mental well-being, but potential underlying mechanisms for such trends are yet to be examined. This study investigates cross-national time trends in adolescent mental well-being (psychosomatic health complaints and life satisfaction) in mainly European countries and the extent to which time trends in schoolwork pressure explain these trends. Methods: Data from 915,054 adolescents from 36 countries (50.8% girls; meanage = 13.54; standard deviationage = 1.63) across five Health Behaviour in School-aged Children surveys (2002, 2006, 2010, 2014, and 2018) were included in the analyses. Hierarchical multilevel models estimated cross-national trends in adolescent mental well-being and schoolwork pressure. We also tested whether schoolwork pressure could explain these trends in mental well-being. Results: A small linear increase over time in psychosomatic complaints and schoolwork pressure was found. No change in life satisfaction emerged. Furthermore, there was large cross-country variation in the prevalence of, and trends over time in, adolescent mental well-being and schoolwork pressure. Overall, declines in well-being and increases in schoolwork pressure were apparent in the higher income countries. Across countries, the small increase in schoolwork pressure over time partly explained the increase in psychosomatic health complaints. Conclusions: Our findings do not provide evidence for substantial declines in mental well-being among adolescents. Yet, the small increase in mental well-being and increases in schoolwork pressure appear to be quite consistent across high-income countries. This calls for the attention of public health professionals and policy-makers. Country differences in trends in both adolescent mental well-being outcomes and schoolwork pressure were considerable, which requires caution regarding the cross-national generalization of national trends.
Characterization of Resilient Adolescents in the Context of Parental Unemployment.
    Moreno-Maldonado, C., Jiménez-Iglesias, A., Rivera, F., & Moreno, C. (2019).
Child Indicators Research.
JCR (2018) SOCIAL SCIENCE, INTERDISCIPLINARY (39 OF 104): Q2
FI: 1,656
Enlace
Abstract: This research analyzes a group of Spanish adolescents at high risk of adversity –conceptualized as living in households with no employed parent– in one of the countries where unemployment rates have risen significantly due to the recent economic recession. The objective was to identify sociodemographic and contextual factors that promote resilience in this context. Using the Extreme Group Approach and the theoretical framework of resilience, two groups of adolescents living in households with no employed parent were selected from the HBSC-2014 edition in Spain depending on their adaptive response to the risk, measured by a global health score. Therefore, from a total sample of 1336 adolescents at high risk (living in households with no employed parent), 290 resilient adolescents (those who presented the highest scores in their global health score) and 618 maladaptive adolescents (those presenting lower scores in their global health score) were selected, resulting in a final sample composed of 908 adolescents aged 11–18 years old (M = 15.2; DT = 2.18), with a balanced representation of boys and girls. Results showed that support from, and satisfaction with, family and friend relationships, as well as support from classmates and teachers, and satisfaction with the school environment, are protective factors that can foster resilience when facing adversity provoked by parental unemployment and its negative consequences for adolescent health. Intervention programs aimed at reducing the negative impact of parental unemployment on adolescent health should consider these contextual factors, as well as individual factors such as age or sex.
The sources of support and their relation on the global health of adopted and non-adopted adolescents. 
Paniagua, C., Moreno, C., Rivera, F., & Ramos, P. (2019).
Children and Youth Services Review, bcy028
JCR (2018): FAMILY STUDIES (18 de 46). Q2 / SOCIAL WORK (7 de 43). Q1
FI: 1.684
Enlace
Abstract: Despite its importance, few studies have analysed the influence of social support on the global health of adoptees, especially during adolescence. Considering research claiming that the emotional and social development is one of the last areas to recover from an initial adversity in life, it would be expected that the influence of the social support received by adoptees would follow a different logic to that which characterises the normative population. The present study aims to analyse the roles of the family, friends, classmates and teachers and their relationship with global health, by exploring whether there are any differences between adoptees and non-adoptees. The sample consists of 28,768 adolescents aged between 11 and 18, who participated in the Spanish cross-sectional study Health Behaviour in School-Aged Children (HBSC) 2014. In this sample, 394 were adopted. The results show that family support is more relevant for adoptees than non-adoptees, and classmate and teacher support is more relevant for non-adoptees than adoptees. In addition, in the case of adopted adolescents, there is no direct relationship between the school context and their global health; instead, the relationship is mediated by family and friends support. 
Under the Same Label: Adopted Adolescents’ Heterogeneity in Well-Being and Perception of Social Contexts. 
Paniagua, C., Moreno, C., Román, M., Palacios, J., Grotevant, H. D., & Rivera, F. (2019).
Youth & Society, 1-25
JCR (2018): SOCIAL ISSUES (5 DE 42). Q1 / SOCIAL SCIENCES, INTERDISCIPLINARYCIAL (13 de 104). Q1 / SOCIOLOGY (22 de 148). Q1
FI: 2.523
Enlace
Abstract: This study compares a sample of 223 adopted adolescents with a nonadopted reference group representative of the Spanish adolescent population from the “Spanish Health Behaviour in School-Aged Children (HBSC) study.” Variables related to the family context, peers, school context, and emotional well-being are compared. Adoptees are not only analyzed as a group, but also according to the type of adoption (domestic or intercountry) and the birth area of origin (Asia, Latin America, and Eastern Europe). The results showed more similarities than differences between the whole group of adoptees and the reference group, as well as heterogeneity within the adoptees depending on their origin. 
School Performance Paths: Personal and Contextual Factors Related to Top Performers and Low Achievers in Portugal and Spain. 
Simões, C., Rivera, F., Moreno, C., & Gaspar de Matos, M. (2018). 
 The Spanish Journal of Psychology, 21, E36.
JCR (2017) PSYCHOLOGY (71 OF 78). Q4
FI: 0.629
Enlace
Abstract: School performance is a critical aspect of adolescents’ lives. Several factors have an impact on school performance. The aim of this study is to analyse the relevant personal and contextual variables associated with top performance and low achievement in a sample of Portuguese and Spanish adolescent students. The sample included 1,564 adolescents, mean age 14 years old, and was collected from the HBSC (Health Behaviour in School-aged Children) survey. The questions in this study covered sociodemographic, health and wellbeing, health-related behaviours, family, school and peers. Results show that students with low performance more frequently have worse social-contextual and personal/health-related indicators, while the opposite is the case for top performers. Student-teacher relationships appeared as the most influential variable on school performance paths (χ2(2) = 328.11, p < .001), but other variables within families (e.g. mother studies, χ2(2) = 50.54, p < .001) and schools (e.g. liking the school, χ2(1) = 16.27, p < .001 and χ2(1) = 22.54, p < .01, in the low and high student-teacher relationship branches of a decision tree, respectively), as well as some health and wellbeing variables (e.g. health related-quality of life, χ2(2) = 53.58, p < .001, and χ2(2) = 63.86, p < .001, in the low and high student-teacher relationship branches, respectively) appeared significant in the paths.
Multidimensional poverty among adolescents in 38 countries: Evidence from the Health Behaviour in School-aged Children (HBSC) 2013/14 Study. 
Chzhen, Y., Bruckauf, Z., Toczydlowska, E., Elgar, F. J., Moreno-Maldonado, C., Stevens, G. W., ... & Gariépy, G. (2018).
Child Indicators Research, 11(3), 729–753.
JCR (2017) SOCIAL SCIENCES, INTERDISCIPLINARY (21 OF 98). Q1
FI: 1,858
Enlace
Abstract: This study applied UNICEF’s Multiple Overlapping Deprivation Analysis (MODA) framework to adolescents (aged 11, 13 and 15) in 37 European countries and Canada using data from the 2013/14 Health Behaviour in School-aged Children survey. It is one of the first applications of MODA based entirely on data collected from adolescents themselves rather than from household reference persons on their behalf. Unlike most other multidimensional child poverty studies, the present analysis focuses on non-material, relational aspects of child poverty. Substantial cross-country variation was found in the prevalence of adolescent deprivations in nutrition, perceived health, school environment, protection from peer violence, family environment and information access. These single dimensions of poverty did not closely relate to national wealth and income inequality. However, when we looked at deprivation in three or more dimensions (i.e., multidimensional poverty), we found association with income inequality. In most countries, girls were at a higher risk of multidimensional poverty than boys. In addition, adolescents who lived with both parents in the household or reported higher family wealth were consistently less poor than other adolescents, in both single and multiple dimensions. The results of this study show the interconnectedness of social (family, school support) and psychological (health and violence) dimensions of poverty for adolescents in higher income countries. Children poor in the domains of family and school environment are also likely to be poor in terms of perceived health and protection from peer violence. 
How family socioeconomic status, peer behaviors, and school-based intervention on healthy habits influence adolescent eating behaviors.
Moreno-Maldonado, C., Ramos, P., Rivera, F., & Moreno, C. (2018).
School Psychology International, 39(1), 92-118.
JCR (2017) PSYCHOLOGY, EDUCATIONAL (44 OF 59). Q3
FI: 1,103
Enlace
Abstract: Psychologists in schools can play an important role in developing policies and programs to promote healthy eating habits. This study analyses the contributions of family socioeconomic status, peer influence (schoolmates’ food consumption), and school-based nutrition interventions to explain adolescent eating behaviors. Data were obtained from the 2014 Health behaviour in school-aged children survey in Spain, with a sample of 6,851 adolescents (11- to 16-years-old). The results suggest that school-based healthy-eating programs could improve by considering parental education level and by implementing interventions focused on the peer social network. Policies that limit access to unhealthy products in schools – rather than simply offering healthy foods alongside unhealthy products – could be more effective.
The conceptualization of school and teacher connectedness in adolescent research: A scoping review of literature. 
García-Moya, I., Bunn, F., Jiménez-Iglesias, A., Paniagua, C., & Brooks, F. (2018). 
Educational Review.
JCR (2017) EDUCATION & EDUCATIONAL RESEARCH (88 OF 239). Q2 
FI: 1,625
Enlace
Abstract: The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms connectedness, teacher and school as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the definition used and the operationalisation of the connectedness construct in the selected measure. Unpacking the global concept of school connectedness and examining the role of its different components (global feelings towards school, teacher connectedness, relationships with classmates, etc.) separately may also contribute to building a more coherent body of evidence in this area. Reflecting on the place of school and teacher connectedness in the broader context of the literature on school climate and bridging distances between the research on school connectedness and that on related constructs is another necessary step to move this field forward.
School-level factors associated with teacher connectedness: A multilevel analysis of the structural and relational school determinants of young people’s health. 
García-Moya, I., Brooks, F., & Spencer, N. (2017). 
Journal of Public Health. 1;40(2):366-374
JCR (2016) PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH (24 OF 176). Q1. 
FI: 3,858 
Enlace
Abstract: Background Conducting research on the antecedents of teacher connectedness (TC) is key to inform intervention and policy that can leverage the public health potential of teachers for young people’s well-being. As part of the EU-funded Teacher Connectedness Project, this study aims to examine the contribution of a variety of school-level factors (including type of school, school size, student–teacher ratio, students per class and teacher gender). Methods Sample consisted of 5335 adolescents aged 11, 13 and 15 years that had participated in the HBSC study in England. Multilevel multinomial regression was used to examine the contributions of sociodemographic and school-level factors to TC. Results TC was lower in older adolescents and those from less affluent families, but similar in boys and girls. Regarding school-level factors, it was not the size of the school but the ratio of students per teacher which was significantly associated to TC, with higher student–teacher ratio being significantly associated with lower odds of medium-to-high TC. Some differences between mixed and all-girls schools were also found. Conclusions Health promotion strategies targeting student–teacher relationships need to consider how TC changes by age and SES and give attention to school-level factors, in particular the student–teacher ratio.
Social support from developmental contexts and adolescent substance use and well-being: A comparative study of Spain and Portugal. 
Jiménez-Iglesias, A., Camacho, I., Rivera, F., Moreno, C. & Matos, M. G. (2017). 
The Spanish Journal of Psychology, 20. e64
JCR (2016) PSYCHOLOGY (70 OF 77). Q4
FI: 0,502
Enlace
Abstract: The aim of this study was to analyse the contribution of social support from family, friend and school (teacher and classmate) contexts in substance use (tobacco and alcohol use) and well-being (life satisfaction and health-related quality of life). Participants were 5,784 Portuguese and 22,610 Spanish adolescents aged 11 to 16 years, from the 2014 edition of the Health Behavior in School-aged Children (HBSC) study in Portugal and Spain. Results showed that for a higher life satisfaction, family (p < .001, partial η2 = .032), teacher (p < .001, partial η2 = .018) and classmate (p < .001, partial η2 = .031) support were important in Portugal, and family (p < .001, partial η2 = .056) and friend (p < .001, partial η2 = .015) support in Spain. Similarly, for a better health-related quality of life, all the social support variables were relevant in Portugal (family: p < .001, partial η2 = .063; teacher: p < .001, partial η2 = .032; classmate: p < .001, partial η2= .054; friend: p < .001, partial η2 = .034) and in Spain (family: p < .001, partial η2 = .054; teacher: p < .001, partial η2 = .014; classmate: p < .001, partial η2 = .018; friend: p < .001, partial η2 = .040). In contrast, only family support (p < .001, partial η2 = .014) was relevant in Portugal for tobacco use. Therefore, social support was more relevant for adolescent well-being than for adolescent substance use, and the most relevant source of support was family support, in both Spain and Portugal.
The contribution from relationships with parents and teachers to the adolescent sense of coherence (SOC). Do prosociality and hyperactivity-inattention also play a significant role?
García-Moya, I., Jiménez-Iglesias, A. & Moreno, C. (2017). 
Young, 25(4) 391–406. 
JCR (2016) SOCIAL SCIENCE, INTERDISCIPLINARY (61 OF 96) Q3, 
SOCIOLOGY (94 OF 143) Q3
FI: 0,707
Enlace
Abstract: Sense of coherence (SOC) is receiving increasing attention from a number of disciplines interested in the study of adolescent positive development. Given the significant links between SOC and well-being, attention is now moving to the precursors of SOC. The aim of this study was to analyze the contribution of relationships with parents and teachers (contextual factors) to young people’s SOC while taking into account the potential role of individual differences in prosociality and hyperactivity-inattention (individual factors). The sample consisted of 2,979 adolescents aged 15–18 who had participated in the 2010 edition of the World Health Organization (WHO) survey ‘Health Behaviour in School-aged Children’ (HBSC) in Spain. Data were collected by means of anonymous online questionnaires, and statistical analyses included factorial analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Both contextual and individual factors made significant contributions to the adolescents’ SOC. Importantly, the significance of relationships with parents and teachers remained once prosociality and hyperactivity-inattention were taken into account. 
Characterization of vulnerable and resilient Spanish adolescents in their developmental contexts.
Moreno, C., García-Moya, I., Rivera, F., & Ramos, P. (2016). 
Frontiers in Psychology, 7: 983. 
JCR: PSYCHOLOGY, MULTIDISCIPLINARY (33 OF 128). Q2
FI: 2,323
Enlace
Abstract: Research on resilience and vulnerability can offer very valuable information for optimizing design and assessment of interventions and policies aimed at fostering adolescent health. This paper used the adversity level associated with family functioning and the positive adaptation level, as measured by means of a global health score, to distinguish four groups within a representative sample of Spanish adolescents aged 13–16 years: maladaptive, resilient, competent and vulnerable. The aforementioned groups were compared in a number of demographic, school context, peer context, lifestyles, psychological and socioeconomic variables, which can facilitate or inhibit positive adaptation in each context. In addition, the degree to which each factor tended to associate with resilience and vulnerability was examined. The majority of the factors operated by increasing the likelihood of good adaptation in resilient adolescents and diminishing it in vulnerable ones. Overall, more similarities than differences were found in the factors contributing to explaining resilience or vulnerability. However, results also revealed some differential aspects: psychological variables showed a larger explicative capacity in vulnerable adolescents, whereas factors related to school and peer contexts, especially the second, showed a stronger association with resilience. In addition, perceived family wealth, satisfaction with friendships and breakfast frequency only made a significant contribution to the explanation of resilience. The current study provides a highly useful characterization of resilience and vulnerability phenomena in adolescence.
Subjective well-being in adolescence and teacher connectedness: A health asset analysis.
García-Moya, I., Brooks, F., Morgan, A. & Moreno, C. (2015). 
Health Education Journal, 74(6), 641-654. 
JCR: EDUCATION & EDUCATIONAL RESEARCH (153 OF 225). Q3 
FI: 0,683
Enlace
Objectives: Teacher connectedness is an important factor for young people’s well-being. The aim of this paper was to examine teacher connectedness in detail and its potential association with emotional well-being. More specifically, we set out to analyse whether teacher connectedness acted as a universal asset for boys and girls of different ages and countries as well as across adolescents with differing perceptions of their performance at school.
Methods: The study sample consisted of 9,444 young people aged 11, 13 and 15 years who had taken part in the World Health Organization (WHO) collaborative survey Health Behaviour in School-aged Children in Spain and England. After examining differences in teacher connectedness associated with demographic factors, we used general linear models to analyse the relationship between teacher connectedness and emotional well-being (including interaction teacher connectedness by country) across different age and performance-derived groups. 
Results: Results indicated some significant differences in teacher connectedness associated with age, country and perceived performance, but a consistent positive association between teacher connectedness and emotional well-being regardless of demographic factors, country and perceptions of school performance. Older adolescents and low achievers reported lower level of connectedness to their teachers, but the association between teacher connectedness and emotional well-being operated irrespective of adolescents’ age and perceived performance at school. 
Conclusion: Results support the perspective that teacher connectedness can act as a significant health asset that operates irrespective of key demographic factors, while they point to some inequalities in teacher connectedness associated with age and performance at school. These findings have significant implications for health promotion interventions.
Obtaining a hierarchy of contextual factors in shaping the sense of coherence of male and female adolescents.
García-Moya, I., Moreno, C. & Rivera, F. (2014). 
Journal of Happiness Studies, 15, 1267-1287 
JCR: PSYCHOLOGY, MULTIDISCIPLINARY (42 OF 129). Q2 / SOCIAL SCIENCES, INTERDISCIPLINARY (17 OF 97). Q1
FI: 1,683
Enlace
Abstract: Sense of coherence (SOC) is an important predictor of health and subjective well-being, but research on the factors that shape SOC development is scarce. Using structural equation modeling, this study obtained a hierarchy of the contributions of several contextual factors to SOC in a representative sample of adolescents (N = 4,943, M age = 15.43) selected for the Health Behaviour in School-aged Children survey in Spain. Goodness-of-fit indices consistent with good fit, logical parameter estimates and a level of explained variability of 38.2 % were found in the final model. The examination of parameter estimates provided a hierarchy of contextual factors in shaping SOC. Quality of parent–child relationships was the most influential factor and appeared at the top of the hierarchy. Positive models of behavior in the peer group, neighborhood assets and classmate support occupied intermediate positions, and teacher support appeared at the bottom of the hierarchy. Multi-group analysis revealed more commonalities than differences between male and female adolescents, with the exception of teacher support, which seemed to have a higher significance for the SOC of females.
Perceived quality of social relations and frequent drunkenness: A cross-sectional study of Spanish adolescents.
Kjærulff, T.M., Rivera, F., Jiménez-Iglesias, A. & Moreno, C. (2014). 
Alcohol and Alcoholism, 49(4), 466-471. 
JCR: SUBSTANCE ABUSE (5 OF 35). Q1
FI: 2,889
Enlace
Aim: The aim of the study was to examine, for female and male students separately, whether perceived quality of relationships with peers and parents and relations in school predict self-reported frequent drunkenness among Spanish adolescents. 
Methods: The Spanish data from the Health Behaviour in School-aged Children Study (HBSC) 2010 survey were used including 1177 female and 1126 male students aged between 15 and 16 years. 
 Results: For both genders, students reporting low school satisfaction had increased odds of frequent drunkenness. Among females, low and medium levels of classmate support were associated with decreased odds of frequent drunkenness, whereas low perceived maternal knowledge as well as medium and low satisfaction with the family increased odds of being frequently drunk. The proportion of male students reporting medium satisfaction with friendships had significantly lower odds of frequent drunkenness compared with those with high level of satisfaction with friendships. 
Conclusion: We found different associations between perceived quality of social relations and frequent drunkenness among male and female students. Results showed that social relations seemed to better predictors of frequent drunkenness among female than male students and that other factors than social relations may contribute to explain excessive alcohol use among Spanish adolescents.
Developmental contexts and sense of coherence in adolescence: a systematic review.
Rivera, F., García-Moya, I., Moreno, C. & Ramos, P. (2013). 
Journal of Health Psychology, 18(6), 800-812. 
JCR: CLINICAL PSYCHOLOGY (50 OF 111). Q2
FI: 1,826
Enlace
Abstract: The salutogenic model has led to revolutionary changes in the study of health. In recent years, a large amount of research has been carried out on the relationship between sense of coherence and health, but relatively little is known about sense of coherence in adolescence. This study is a systematic review of the studies that looked at sense of coherence in adolescent samples. Valuable information is provided regarding the characteristics of the samples, the reliability of the sense of coherence scale versions, the influence of demographic variables and how family, school, peers and neighbourhood impact sense of coherence development. Furthermore, future directions for the study of sense of coherence in adolescence are provided.
Understanding the joint effects of family and other developmental contexts on the sense of coherence (SOC): A person-focused analysis using the Classification Tree.
García-Moya, I., Moreno, C. & Jiménez-Iglesias, A. (2013).  
Journal of Adolescence, 36(5), 913-923.  
JCR: DEVELOPMENTAL PSYCHOLOGY (34 OF 65). Q3 
FI: 1,638
Enlace
Abstract: Using a person-focused approach, the present study sought to identify meaningful constellations of contextual factors that led to predominantly high and low levels of sense of coherence (SOC). Specifically, the contributions of the quality of parent-child relationships, teacher and classmate support, models of behaviour in the peer group, and neighbourhood assets were examined in a representative sample of Spanish adolescents aged 13 to 18 that had taken part in the 2010 edition of the study Health Behaviour in School-aged Children. The quality of parent-child relationships emerged as the main predictor of SOC for the whole sample, but the remaining factors also made significant contributions, which underlines the importance of the simultaneous analysis of the main contexts in adolescents' lives. Additionally, the identified constellations usually included compensatory effects, so no factor should be considered to be completely determining. Interestingly, the role of support at school was different depending on contextual profiles.
School context and health in adolescence. The role of sense of coherence.
García-Moya, I., Rivera, F., & Moreno, C. (2013).
Scandinavian Journal of Psychology, 54, 243-249. 
JCR: MULTIDISCIPLINARY PSYCHOLOGY (56 DE 127). Q2
FI: 1,147
Enlace
Abstract: The aim of this study was to examine the role of school variables and sense of coherence (SOC) in the explanation of health. For this purpose, data were collected from a representative sample of adolescents, aged 13 to 18 years, selected for the Health Behavior in School-aged Children survey in Spain. Using Structural Equation Modelling, three nested models were tested that represented different hypothesized models of the relationships among school factors, SOC and health. According to goodness-of-fit indices, in the best model, school-related stress and SOC mediated the influence of support from classmates and teachers on health, and SOC had a direct effect on stress. The results supported the idea that a supportive school climate and SOC are relevant to adolescents' health. Furthermore, SOC was the most influential variable; apart from its direct positive effect on health, SOC seemed to condition the degree to which students perceived school demands to be stressful. Specifically, students with a high SOC were less likely to suffer from high levels of school-related stress.
Substance use in Portuguese and Spanish adolescents: Highlights from differences and similarities and moderate effects.
Simões, C., Gaspar-Matos, M., Moreno, C., Rivera, F., Batista-Foguet, J. M., & Simons-Morton, B. (2012). 
The Spanish Journal of Psychology, 15(3), 1024-1037
JCR: CLINICAL PSYCHOLOGY (50 OF 111). Q2
FI: 0,827
Enlace
Abstract: Many behaviors with lasting health impact are initiated in adolescence. Substance use is one such behavior. To analyse the factors involved in adolescent substance use among Portuguese and Spanish boys and girls, an explanatory model was developed using structural equations modelling. The model proposes that the impact of social contexts (family, friends, classmates and teachers) on substance use (tobacco, alcohol and illicit drugs) is mediated by perceptions of well-being (psychological symptoms, well-being and school satisfaction). Data on 1589 Portuguese (mean age = 13.27, SD = .59) and 4191 Spanish adolescents (mean age = 13.21; SD = .47) who took part in the HBSC/WHO survey were analysed. The model fits the data of each country (CFI > .90; RMSEA < .03) and the majority of the relationships proposed in the model have been as expected for both samples. The relations with a major effect, for both countries, were: the negative effect of family on psychological symptoms and the positive effect of family on subjective well-being; the negative effect of classmates on psychological symptoms; the positive effect of teachers on school satisfaction; the effect of psychological symptoms (negative) and school satisfaction (positive) on well-being; the negative effect of school satisfaction on tobacco and alcohol use; and the positive effect of tobacco on alcohol use, and alcohol use on cannabis. For each of the dependent factors studied (tobacco, alcohol and illicit drugs), the levels of explained variance varied between 9% (for tobacco use) and 46% (for alcohol use). Some non-invariant paths were obtained in country comparisons, controlling for gender. In multivariate analyses the paths from tobacco use to cannabis and from alcohol to cannabis were significant, but much stronger for Spanish girls than Portuguese girls.
Does social capital travel? Influences on the life satisfaction of young people living in England and Spain.
Morgan, A. R., Rivera, F., Moreno, C., & Haglund, B. (2012). 
BMC Public Health, 12:138.
JCR: PUBLIC ENVIRONMENTAL & OCCUPATIONAL HEALTH (55 OF 139). Q2
FI: 2,076
Enlace
Background: This study used a social capital framework to examine the relationship between a set of potential protective ('health assets') factors and the wellbeing of 15 year adolescents living in Spain and England. The overall purpose of the study was to compare the consistency of these relationships between countries and to investigate their respective relative importance. 
Methods: Data were drawn from the 2002, English and Spanish components of the WHO Health Behaviour in School-Aged Children (HBSC) survey A total of 3,591 respondents (1884, Spain; 1707, England) aged 15, drawn from random samples of students in 215 and 80 schools respectively were included in the study. A series of univariate, bivariate and multivariate (general linear modelling and decision tree) analyses were used to establish the relationships. Results: Results showed that the wellbeing of Spanish and English adolescents is similar and good. Three measures of social capital and 2 measures of social support were found to be important factors in the general linear model. Namely, family autonomy and control; family and school sense of belonging; and social support at home and school. However, there were differences in how the sub components of social capital manifest themselves in each country--feelings of autonomy of control, were more important in England and social support factors in Spain. 
Conclusions: There is some evidence to suggest that social capital (and its related concept of social support) do travel and are applicable to young people living in Spain and England. Given the different constellation of assets found in each country, it is not possible to define exactly the precise formula for applying social capital across cultures. This should more appropriately be defined at the programme planning stage.
The classification of Spanish adolescents based on substance consumption patterns and the analysis of the relationships within their social developmental contexts.
Ramos, P., Moreno, C., Rivera, F., & López, A. (2011).
The Spanish Journal of Psychology, 14 (2), 734-745.
JCR: MULTIDISCIPLINARY PSYCHOLOGY (72 OF 125). Q4
FI: 0,740
Enlace
Abstract: This research is part of the 2006 edition of the Health Behavior in School-aged Children (HBSC) study. The data presented were composed of a sample of 15942 Spanish adolescents ranging from 13 to 18 years of age. The instruments used included a variety of questions related to substance consumption among adolescents, their bio-psycho-social adjustment and developmental contexts, all of which are part of the HBSC study instrument bank. Through classification analysis, as well as significance and effect size tests, we obtained relevant information about the current epidemiology of substance consumption among Spanish adolescents. These results are representative of the Spanish adolescent population which allows the typical risk profile attributed to young people to be clarified. A gradual adjustment can be seen in terms of substance consumption levels in youth and that same level in their friends. Likewise, the analysis of the developmental context (family, friends and school) provides important information when it comes to preventing substance consumption, thus showing the advantages that coherence and connection have between the different environments where youth live, grow up and develop.
Share by: