Vida sentimental y cortejo adolescente en el ámbito de la convivencia escolar y juvenil / Adolescent Flirting and Sentimental Life in School and Juvenile Settings / Vida sentimental e namoro adolescente no âmbito da convivência escolar e juvenil

Resumen Objetivo. La investigación está haciendo evidente que los procesos psicoevolutivos de cortejo e inicio de las primeras relaciones sentimentales inciden en la vida social de los centros escolares. La convivencia escolar es un constructo complejo que exige el análisis de todos los elementos relevantes para el bienestar de los miembros de la comunidad educativa. Este trabajo presenta un estudio sobre las experiencias sentimentales durante la adolescencia y su asociación con el bienestar subjetivo, o satisfacción percibida con diversos ámbitos de la vida. Método. Se utilizó una muestra representativa conformada por 2512 participantes de entre 11 y 18 años (49.8% chicas; edad media = 14.33; DT = 1.68), escolarizados en centros públicos y privados de Andalucía, España. Resultados. Se observó que la experiencia sentimental ejercía un efecto positivo en el bienestar subjetivo de los y las participantes y que aumentaba con la edad, encontrando diferencias significativas entre los sexos. Conclusión. Estos resultados se discuten en términos de las posibles implicaciones que, para la convivencia escolar, puede tener una buena gestión psicoeducativa del proceso de cortejo, y la necesidad de incluir esta meta en el proyecto educativo de los centros escolares.

Abstract Objective. This research evaluates the manner in which psycho-evolutional processes of flirting and the initiation of the first sentimental relationships come into play in the social life in schools. Healthy school relationships are complex constructions that must be studied thoroughly for the wellbeing of the members of the educational community. This research presents a study of adolescent sentimental experiences and their relationship to subjective wellbeing, or perceived satisfaction in diverse settings of life. Method. A sample of 2512 participants between 11 and 18 years old was used (49.8% girls; median age = 14.33; TD = 1.68), students from public and private institutions in Andalucía, Spain. Results. A positive effect, brought about by sentimental experience, was observed in the subjective wellbeing of the participants; this increased with the age of the participant. There were significant differences between the sexes. Conclusion. These results are discussed in terms of the possible implications for healthy school relationships on the positive psycho-educational management of flirting, and the need to include this goal in the educational projects of educational centers.

Resumo Escopo. A pesquisa está fazendo evidente que os processos psicoevolutivos do namoro e início das primeiras relações sentimentais incidem na vida social dos centros escolares. A convivência escolar é um construto complexo que exige a análise de todos os elementos relevantes para o bem-estar dos membros da comunidade educativa. Este trabalho apresenta um estudo sobre as experiências sentimentais durante a adolescência e sua associação com o bem-estar subjetivo, ou satisfação percebida com diversos âmbitos da vida. Metodologia. Foi utilizada uma amostra representativa conformada por 2512 participantes de entre 11 e 18 anos de idade (49.8% mulheres, idade média=14.33; DT=1.68), escolarizados em centros públicos e privados de Andaluzia, Espanha. Resultados. Foi observado que a experiência sentimental exerceu um efeito positivo no bem-estar subjetivo dos e das participantes e que aumentava com a idade, achando diferenças significativas entre os sexos. Conclusão. Estes resultados são discutidos em termos das possíveis implicações que, para a convivência escolar, pode ter uma boa gestão psicoeducativa do processo de namoro, e a necessidade de incluir esta meta no projeto educativo dos centros escolares.

Psychological Well-Being During Adolescence: Stability and Association With Romantic Relationships.

The concept of well-being is complex and is in common use not only in the area of health but also in the field of human development. Well-being depends on both the individual and the environment, and during childhood and adolescence, the environmental factor can be decisive. Family, school, and peers are widely recognized as significant contexts for successful development, but romantic context is also undoubtedly important. Romantic relationships constitute a new dimension in the adolescent's social life, but little attention so far has been paid to their importance in well-being. Defined as developmental tasks, they have been associated both positive and negative outcomes, although their impact on well-being has not yet been clarified. This study uses a eudaimonic approach to evaluate four dimensions of psychological well-being: self-acceptance, positive interpersonal relationships, autonomy, and life development, and has a two-fold objective: (1) to analyze adolescents' levels of psychological well-being and their stability over time, and (2) to analyze the association between romantic relationships and adolescents' psychological well-being. Using a longitudinal design, we analyzed data from a sample of 747 adolescents from Andalusia (Spain) between 13 and 17 years old (50.5% girls, mean age wave 1 = 14.55, SD = 0.84). The results revealed medium to high levels of psychological well-being, which remained stable throughout the time of the study, and an increase in wave 2 only in positive interpersonal relationships dimension. The Structural Equation Modeling analysis showed romantic relationships as a predictor of psychological well-being, having a positive link with positive interpersonal relationships and with life development, and a negative link with autonomy and self-acceptance. These results are discussed in terms of the need to use approaches focused on the specific characteristics and evolution of well-being during adolescence, as well as on the importance of considering romantic relationships as developmental assets which have the potential to influence well-being during these years.

Well-Being and Romantic Relationships: A Systematic Review in Adolescence and Emerging Adulthood.

Adolescence and emerging adulthood are both stages in which romantic relationships play a key role in development and can be a source of both well-being and negative outcomes. However, the limited number of studies prior to adulthood, along with the multiplicity of variables involved in the romantic context and the considerable ambiguity surrounding the construct of well-being, make it difficult to reach conclusions about the relationship between the two phenomena. This systematic review synthesizes the results produced into this topic over the last three decades. A total of 112 studies were included, following the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines. On the one hand, these works revealed the terminological heterogeneity in research on well-being and the way the absence of symptoms of illness are commonly used to measure it, while on the other hand, they also showed that romantic relationships can be an important source of well-being for both adolescents and emerging adults. The findings underline the importance of providing a better definition of well-being, as well as to attribute greater value to the significance of romantic relationships. Devoting greater empirical, educational, and community efforts to romantic development in the stages leading up to adulthood are considered necessary actions in promoting the well-being of young people.

Construyendo la Identidad Europea: una Mirada a las Actitudes Juveniles y al Papel de la Educación / Building the European identity: A look at youth attitudes and the role of education

Este estudio pretende avanzar en la comprensión del proceso de formación de una identidad europea en etapas previas a la edad adulta. Participaron 268 jóvenes españoles de entre 16 y 25 años, respondiendo cuestiones sobre el futuro de Europa y su propio futuro. Los resultados mostraron que la población investigada manifiesta una alta sensibilidad a valores democráticos, consideración de la diversidad cultural y respeto a los derechos humanos. La educación surge como una vía de respuesta ante los retos que estos valores representan. La edad solo incide en algunos elementos, pero es posible identificar dos perfiles diferenciados: aquellos con una identificación moderada con Europa y aquellos que se sienten más fuertemente vinculados al proyecto común europeo. Estos resultados muestran un perfil juvenil bastante identificado con la idea de una Europa unida que piensa en la educación como vía de socialización y aproximación a una cultura y un proyecto social común

This study aims to advance in the understanding of the process of forming a European identity in stages prior to adulthood. A sample of 268 young Spaniards between 16 and 25 years old participated, answering questions about the future of Europe and their own future. The results showed that this population shows a high sensitivity to democratic values, consideration of cultural diversity, and respect for human rights. Education emerges as a way of responding to the challenges that these values represent. Age only affects some elements, but it is possible to identify two differentiated profiles: young people with a moderate identification with Europe and young people who feel more strongly linked to the common European project. These results a profile of youth who are quite identified with the idea of a united Europe and who think of education as a way of socialization and approximation to a common culture and social project

Adolescents' Psychological Well-Being: A Multidimensional Measure.

Over the last few years, different theoretical approaches have emerged advocating for a positive understanding of adolescence, recognizing it as a stage characterized by plasticity, the acquisition of competences and the achievement of satisfactory levels of well-being and positive adjustment. Based on Ryff's multidimensional model of psychological well-being, this study aims: (1) to develop an adjusted measuring instrument for adolescents (Brief Scale of Psychological Well-Being for Adolescents), as well as analysing its psychometric properties; and (2) to conduct a descriptive analysis of the levels of psychological and subjective well-being among adolescent boys and girls. A sample of 1590 Andalusian adolescents (51% girls), aged between 13 and 19 years old participated in this study. The Confirmatory Factor Analysis (CFA) showed the validity of the instrument, with a multidimensional factorial solution of four factors (self-acceptance, positive interpersonal relationships, autonomy and life development) with good levels of internal consistency. Descriptive analyses showed good scores of psychological and subjective well-being among the adolescents, with a significant impact of sex and age in both measures of well-being. The results are discussed in terms of the importance of considering adolescent well-being from a multidimensional view and the need to promote positive development from a multifactorial perspective which takes into account the diversity of the variables involved.