Expectativas de futuro de adolescentes procedentes de distintos contextos sociales

Autores/as

  • Pilar Fornell Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Universidad de Cádiz, Cádiz (Spain) https://orcid.org/0000-0003-0801-0900
  • Amaranta Úrsula Ortiz-Bermúdez Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cádiz, Spain.
  • Álvaro Rodríguez-Mora Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Universidad de Cádiz, Cádiz (Spain) https://orcid.org/0000-0003-1869-4840
  • Laura Verdugo Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Universidad de Cádiz, Cádiz (Spain) https://orcid.org/0000-0002-1437-7242
  • Yolanda Sánchez-Sandoval Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Universidad de Cádiz, Cádiz (Spain) http://orcid.org/0000-0001-8341-7386
DOI: https://doi.org/10.6018/analesps.522701
Palabras clave: Expectativas de futuro, Adolescentes, Autopercepciones, Apoyo social percibido, En riesgo

Resumen

Este trabajo analiza las expectativas futuras durante la adolescencia y su relación con variables personales (edad, sexo, autoestima y satisfacción vital) y contextuales (apoyo social percibido y nivel de riesgo). La muestra está formada por 748 adolescentes, con edades comprendidas entre los 9 y 16 años (M = 11.93, SD = 1.42) procedentes de contextos con distinto nivel de riesgo social. Los resultados muestran que las expectativas futuras disminuyen a medida que aumenta la edad, con pocas diferencias encontradas en función del sexo. Autopercepciones y sentimientos de apoyo social más positivos se asocian a mejores expectativas futuras. En relación al nivel de riesgo, contextos más vulnerables tienen un efecto negativo en las expectativas futuras. Los análisis de regresión muestran la capacidad predictiva de las variables estudiadas. Finalmente, el modelo de ecuaciones estructurales confirma el efecto causal positivo del ajuste psicológico y del apoyo social percibido, así como la influencia negativa de los contextos con mayores desventajas sociales, sobre las expectativas de futuro. Los resultados encontrados proponen la necesidad de instaurar programas preventivos orientados a fomentar los recursos personales de los niños, especialmente en aquellos que pertenecen a contextos vulnerables.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Yolanda Sánchez-Sandoval, Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Universidad de Cádiz, Cádiz (Spain)

Profesora Titular de Universidad

Dept. Psicología (Universidad de Cádiz)

Citas

Agger, C., Meece, J., & Byun, S.Y. (2018). The influences of family and place on rural adolescents’ educational aspirations and post-secondary enrollment. Journal of Youth and Adolescence, 47(12), 2554-2568. https://doi.org/10.1007/s10964-018-0893-7

Atienza, F. L., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicométricas de la Escala de Satisfacción con la Vida en Adolescentes [Psychometric properties of the of Satisfaction with Life Scale in Adolescents]. Psicothema, 12(2), 314-319.

Ato, M., López, J.J. & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. http://dx.doi.org/10.6018/analesps.29.3.178511

Badillo, L. I. (2020). Percepción de los jóvenes acerca de sus expectativas a futuro en cuatro instituciones educativas del municipio de Soacha (Cundinamarca, Colombia) [Perception of young people about their future expectations in four educational institutions in the municipality of Soacha (Cundinamarca, Colombia)]. Revista Papeles, 12(23), 86-97.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 1-26.

Beal, S. J., & Crockett, L. J. (2010). Adolescents’ occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1), 258-265. https://doi.org/10.1037/a0017416

Beal, S. J., & Crockett, L. J. (2013). Adolescents’ occupational and educational goals: A test of reciprocal relations. Journal of Applied Developmental Psychology, 34(5), 219-229. https://doi.org/10.1016/j.appdev.2013.04.005

Bentler, P. M. (2005). EQS. Structural equations program manual. Multi-variate Software.

Branje, S., De Moor, E. y Spitzer, J. (2021). Dynamics of Identity Development in Adolescence: A Decade in Review. Journal of Research on Adolescence, 31(4), 908-927. https://doi.org/10.1111/jora.12678

Braveman, P., Egerter, S., & Williams, D. R. (2011). The social determinants of health: Coming of age. Annual Review of Public Health, 32, 381-398. https://doi.org/10.1146/annurev-publhealth-031210-101218

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Brown, S. L., Teufel, J. A., Birch, D. A., & & Kancherla, V. (2006). Gender, age, and behavior differences in early adolescent worry. Journal of School Health, 76(8), 430-437. https://doi.org/10.1111/j.1746-1561.2006.00137.x

Castro, A., & Sánchez-López, M. D. P. (2000). Objetivos de vida y satisfacción autopercibida en estudiantes universitarios [Life goals and self-perceived satisfaction in university students]. Psicothema, 12(1), 87-92. https://doi.org/https://doi.org/10.1177/0002716203260102

Cerqueira, A., Gaspar, T., Botelho, F., Godeau, E. & Gaspar de Martos, M. (2022). Alcohol and tobacco use in Portuguese adolescents: The relationship with social factors, future expectations, physical and psychological symptoms. Children & Society, 36(4), 1-16. https://doi.org/10.1111/chso.12552

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Academic Press.

Consejería de Igualdad y Políticas Sociales. Junta de Andalucía (2018). Estrategia Regional Andaluza para la Cohesión e Inclusión Social. Intervención en Zonas Desfavorecidas (ERACIS) [Andalusian Regional Strategy for Cohesion and Social Inclusion. Intervention in Disadvantaged Areas].

Díaz, D., Fuentes, I. & Senra, N. C. (2018). Adolescencia y autoestima: su desarrollo desde las instituciones educativas. Revista Conrado, 14(64), 98-103.

Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71-75.

Dubow, E. F., Arnett, M., Smith, K., & Ippolito, M. F. (2001). Predictors of future expectations of inner-city children: A 9-month prospective study. Journal of Early Adolescence, 21(1), 5-28. https://doi.org/https://doi.org/10.1177/0272431601021001001

Eryilmaz, A. (2011). The relationship between adolescents’ subjective well-being and positive expectations towards future. Dusunen Adam, 24(3), 209-215. https://doi.org/10.5350/DAJPN2011240306

Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191.

Fernández, J. M., Fernández, D. D., Malpica, M. J., & Mohamed, A. H. (2010). Relación entre el apoyo social, la satisfacción vital y las expectativas de futuro de menores acogidos en centros de protección [Relationship between social support, life satisfaction and future expectations of minors in protection centers]. Electronic Journal of Research in Educational Psychology, 8(2), 643-654. https://doi.org/10.25115/ejrep.v8i21.1372

Fernández, W. P. (2018). Expectativas de futuro y satisfacción con la vida en estudiantes del distrito El Porvenir. Doctoral Thesis. [Future expectations and satisfaction with life in students of the district of El Porvenir. Institutional repository]. Universidad Privada del Norte.

Garces-Delgado, Y., Santana-Vega, L. E., & Feliciano-Garcia, L. (2020). Life designs in adolescents at risk of social exclusion. Revista de Investigacion Educativa, 38(1), 149–165. https://doi.org/10.6018/rie.332231

Gonçalves, J., Ferreira, J., Dalbosco, D., & Castellá, J. (2013). Expectativas quanto ao futuro de adoelscentes em diferentes contextos [Future expectations in adolescents from different contexts]. Acta Colombiana de Psicología, 16(1), 91-100.

Herrera, D., Matos, L., Martínez, P., & Lens, W. (2015). Perpectiva de tiempo futuro y satisfacción con la vida en adolescentes: un estudio transcultural [Perspective of future time and satisfaction with life in adolescents: a cross-cultural study]. Revista de Orientación Educacional, 29(55), 37-54.

Injuve. (2020). Informe Juventud en España 2020 [Report Youth in Spain 2020]. Instituto de la Juventud. Ministerio de Sanidad, Consumo y Bienestar Social.

Iovu, M. B., Hărăguș, P. T., & Roth, M. (2016). Constructing future expectations in adolescence: Relation to individual characteristics and ecological assets in family and friends. International Journal of Adolescence and Youth, 23(1), 1–10. https://doi.org/10.1080/02673843.2016.1247007

Jackman, D. M., & MacPhee, D. (2017). Self-esteem and future orientation predict adolescents’ risk engagement. Journal of Early Adolescence, 37(3), 339–366. https://doi.org/10.1177/0272431615602756

Jiménez, T. I. (2011). Autoestima de riesgo y protección: Una mediación entre el clima familiar y el consumo de sustancias en adolescentes [Risk and protective self-esteem: A mediation between family climate and substance use in adolescents]. Psychosocial Intervention, 20(1), 63-73. https://doi.org/10.5093/in2011v20n1a6

Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well-being in adolescence over time? Journal of Research on Adolescence, 22(2), 235-251. https://doi.org/10.1111/j.1532-7795.2012.00783.x

Kelley, T., Kessel, A., Collings, R., Rubenstein, B., Monnickendam, C., & Solomon, A. (2021). Evaluation of the iHEART mental health education programme on resilience and well-being of UK secondary school adolescents. Journal of Public Mental Health, 20(1), 43-50. https://doi.org/10.1108/JPMH-03-2020-0019

Kim, T., & Kim, J. (2020). Linking adolescent future expectations to health in adulthood: Evidence and mechanisms. Social Science and Medicine, 263. https://doi.org/10.1016/j.socscimed.2020.113282

Lawson, K. M., Atherton, O. E., Ferrer, E. & Robins, R. W. (2020). The Development of Educational Aspirations and Expectations from Adolescence to Young Adulthood: A Longitudinal Study of Mexican-Origin Youth. Social Psychological and Personality Science, 11(7), 965-974. https://doi.org/10.1177/1948550619893961

Lee, C. & Liao, L. (2021). Feasibility of Intervention Program to Prevent Adolescent Health Compromising Behaviors. The Journal of School Nursing, 0(0), 1-11. https://doi.org/10.1177/10598405211046198

Luzzo, D. A., & McWhirter, E. H. (2001). Sex and ethnic differences in the perception of educational and career-related barriers and levels of coping efficacy. Journal of Counseling and Development, 79(1), 61-67. https://doi.org/10.1002/j.1556-6676.2001.tb01944.x

Machado, E. M., & Santos, M. A. (2007). Opinions of high schoolers about family relationship and their plans for the future. Paidéia, 17(36), 103-114. https://doi.org/10.1590/s0103-863x2007000100010

Manzano-Sánchez, D., Gómez-Mármol, A., Conte Marín, L., Jiménez-Parra, J. F. & Valero-Valenzuela, A. (2021). Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage. International Journal of Environmental Research and Public Health, 18(9), 45-58. https:// doi.org/10.3390/ijerph18094558

Martín-Romero, N., & Sánchez-López, A. (2021). Factores motivacionales y de autoconcepto implicados en la predicción del rendimiento académico en Educación Secundaria. Apuntes de Psicología, 39(2), 65-74.

Martín-Albo, J., Núñez, J. L., Navarro, J. G., & Grijalvo, F. (2007). The Rosenberg Self-Esteem Scale: Translation and validation in university students. The Spanish Journal of Psychology, 10(2), 458-467. https://doi.org/doi:10.1017/s1138741600006727

McDade, T. W., Chyu, L., Duncan, G. J., Hoyt, L. T., Doane, L. D., & Adam, E. K. (2011). Adolescents’ expectations for the future predict health behaviors in early adulthood. Social Science and Medicine, 73(3), 391-398. https://doi.org/10.1016/j.socscimed.2011.06.005

McWhirter, E. H., & McWhirter, B. T. (2008). Adolescent future expectations of work, education, family, and community development of a new measure. Youth y Society, 40(2), 182-202. https://doi.org/10.1177/0044118X08314257

Mercader, I., Oropesa, N. F., Ángel N. G. & Fernández-Martínez, M. M. (2022). Perfil Motivacional, Expectativas de Futuro y Actitudes hacia el Estudio de los Estudiantes de Educación Secundaria en España: Resultados del Informe PISA 2018. Revista Internacional de Investigación Ambiental y Salud Pública, 19(7). https://doi.org/10.3390/ijerph19073864

Michael, R., Kim, T. S., Hutchison, A., Cinamon, R. G., Gerstein, L. H., Park, J., Choi, Y., Bellare, Y., & Collins, R. (2017). U.S. and Israeli young women’s future perceptions. International Journal for Educational and Vocational Guidance, 17(2), 121-141. https://doi.org/10.1007/s10775-015-9320-8

Moksnes, U. K., Bradley Eilertsen, M. E., & Lazarewicz, M. (2016). The association between stress, self-esteem and depressive symptoms in adolescents. Scandinavian Journal of Psychology, 57(1), 22-29. https://doi.org/10.1111/sjop.12269

Nurmi, J. E. (1989). Development of orientation to the future during early adolescence: A four‐year longitudinal study and two cross‐sectional comparisons. International Journal of Psychology, 24(1-5), 195-214. https://doi.org/10.1080/00207594.1989.10600042

Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11(1), 1–59. https://doi.org/10.1016/0273-2297(91)90002-6

Oettingen, G., & Mayer, D. (2002). The motivating function of thinking about the future: Expectations versus fantasies. Journal of Personality and Social Psychology, 83(5), 1198-1212. https://doi.org/10.1037/0022-3514.83.5.1198

Oppenheimer, L. (1987). Cognition and social variables in the plan of action. In S.L. Freidman, E. Kofsky Scholnick, & R. Cocking (Eds.), Blueprints for thinking: the role of planning in cognitive development (pp. 356-392). Cambridge.

Otzen, T. & Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphol, 35(1), 227-232.

Parrilla, A., Galleco, C., & Moriña, A. (2010). El complicado tránsito a la vida activa de jóvenes en riesgo de exclusión: Una perspectiva biográfica [The complicated transit to the active life of young people at risk of exclusion: A biographical perspective]. Revista de Educacion, 351(1), 211-233.

Pavot, W., Diener, E., Colvin, C. R., & Sandvik, E. (1991). Further validation of the Satisfaction with Life Scale; Evidence for the cross-method convergence of well-being measures. Journal of Personality Assessment, 57(1), 149-161. https://doi.org/10.1207/s15327752jpa5701_17

Prince, D. M., Epstein, M., Nurius, P. S., Gorman-Smith, D., & Henry, D. B. (2016). Reciprocal Effects of Positive Future Expectations, Threats to Safety, and Risk Behavior Across Adolescence. Journal of Clinical Child & Adolescent Psychology, 1-14. https://doi.org/10.1080/15374416.2016.1197835

Robbins, R. N., & Bryan, A. (2004). Relationships between future orientation, impulsive sensation seeking, and risk behavior among adjudicated adolescents. Journal of Adolescent Research, 19(4), 428-445. https://doi.org/10.1177/0743558403258860

Rosenberg, M. (1965). Society and the adolescent self-image. University Press.

Ruiz Jiménez, M. T., Saiz Galdós, J., Montero Arredondo, M. T., & Navarro Bayón, D. (2017). Adaptación de la Escala Multidimensional de Apoyo Social Percibido en población con trastorno mental grave [Adaptation of the Multidimensional Scale of Perceived Social Support in the population with severe mental disorder]. Revista Española de Neuropsiquiatría, 37(132), 415-437. https://doi.org/10.4321/s0211-57352017000200006

Sánchez-Sandoval, Y., & Verdugo, L. (2016). Desarrollo y validación de la Escala de Expectativas de Futuro en la Adolescencia (FE) [Development and validation of the Scale of Future Expectations in Adolescence]. Anales de Psicologia, 32(2), 545-554. https://doi.org/10.6018/analesps.32.2.205661

Schmidt, C. J., Pierce, J., & Stoddard, S. A. (2016). The mediating effect of future expectations on the relationship between neighborhood context and adolescent bullying perpetration. Journal of Community Psychology, 44(2), 232-248. https://doi.org/10.1002/jcop

Seginer, R. (2000). Defensive pessimism and optimism correlates of adolescent future orientation: A domain-specific analysis. Journal of Adolescent Research, 15(3), 307-326. https://doi.org/10.1177/0743558400153001

Seginer, R. (2008). Future orientation in times of threat and challenge: How resilient adolescents construct their future. International Journal of Behavioral Development, 32(4), 272-282. https://doi.org/10.1177/0165025408090970

Seginer, R. (2009). Future orientation. Developmental and ecological perspectives. Springer.

Sharp, E. H., Seaman, J., Tucker, C. J., Van Gundy, K. T., & Rebellon, C. J. (2020). Adolescents’ future aspirations and expectations in the context of a shifting rural economy. Journal of Youth and Adolescence, 49(2), 534-548. https://doi.org/10.1007/s10964-019-01152-6

Sipsma, H. L., Ickovics, J. R., Lin, H., & Kershaw, T. S. (2015). the impact of future expectations on adolescent sexual risk behavior. Journal of Youth and Adolescence, 44(1), 170–183. https://doi.org/10.1007/s10964-013-0082-7

Song, J., Bong, M., Lee, K., & Kim, S. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107(3), 821-841. https://doi.org/http://dx.doi.org/10.1037/edu0000016

Stoddard, S. A., & Pierce, J. (2015). Promoting positive future expectations during adolescence: The role of assets. American Journal of Community Psychology, 56(3-4), 332–341. https://doi.org/10.1007/s10464-015-9754-7

Verdugo, L., Freire, T., & Sánchez-Sandoval, Y. (2018). Understanding the Connections between Self-perceptions and Future Expectations: A Study with Spanish and Portuguese Early Adolescents. Revista de Psicodidactica, 23(1), 39-47. https://doi.org/10.1016/j.psicod.2017.07.005

Verdugo, L., & Sánchez-Sandoval, Y. (2022). Psychological and social adjustment as antecedents of high school students’ future expectations. Journal of Psychologists and Counsellors in Schools, 32(1), 39-53. https://doi.org/10.1017/jgc.2020.1

Zhao, J., Li, R., Ma, J., & Zhang, W. (2019). Longitudinal relations between future planning and adolescents’ academic achievement in China. Journal of Adolescence, 75(July), 73-84. https://doi.org/10.1016/j.adolescence.2019.07.002

Zimbardo, P. (1994). Foreword. In Z. Zaleski (Ed.), Psychology of future orientation.

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30-41. https://doi.org/10.1207/s15327752jpa5201_2

Publicado
27-04-2023
Cómo citar
Fornell, P., Ortiz-Bermúdez, A. Úrsula, Rodríguez-Mora, Álvaro, Verdugo, L., & Sánchez-Sandoval, Y. (2023). Expectativas de futuro de adolescentes procedentes de distintos contextos sociales. Anales de Psicología / Annals of Psychology, 39(2), 294–303. https://doi.org/10.6018/analesps.522701
Número
Sección
Psicología social y organizacional

Publication Facts

Metric
This article
Other articles
Peer reviewers 
2,4 promedio

Reviewer profiles  N/D

Author statements

Author statements
This article
Other articles
Data availability 
N/A
16%
External funding 
N/D
32% con financiadores
Competing interests 
N/D
11%
Metric
Para esta revista
Other journals
Articles accepted 
Artículos aceptados: 52%
33% aceptado
Days to publication 
362
145

Indexado: {$indexList}

Editor & editorial board
profiles
Academic society 
N/D
Editora: 
Editum - Servicio de Publicaciones de la Universidad de Murcia (España)