Psicología Educativa -  Educational Psychology Psicología Educativa -  Educational Psychology
Psicología Educativa 23 (2017) 37-43 - Vol. 23 Num.1 DOI: 10.1016/j.pse.2016.09.003
Protective factors and resilience in adolescents: The mediating role of self-regulation
Factores de protección y resiliencia en adolescentes: la autorregulación como variable mediadora
Paulo César Diasa,, , Irene Cadimeb
a Faculty of Philosophy and Social Sciences, Catholic University of Portugal
b Research Centre on Child Studies, University of Minho, Portugal
Received 13 September 2015, Accepted 21 September 2016

The main goal of this study was to explore the mediating role of self-regulation in the relationship between protective factors and resilience. The sample was composed of 393 adolescents who attended secondary education. Participants were assessed using the Healthy Kids Resilience Assessment to collect information about four protective factors–school, home, community and peer environment–and resilience. Two dimensions of self-regulation–goal setting and impulse control–were assessed using the Short Self-Regulation Questionnaire. The results indicated that home, community and peer environment predicted significantly the levels of resilience of the students. Home environment was the main resilience predictor. Goal setting and impulse control abilities were also predictors of resilience but no evidence was found for a mediating effect of the self-regulation dimensions on the relationship between protective factors and resilience. Results are discussed and implications for prevention from a developmental perspective are presented.


El objetivo principal de este estudio fue explorar el papel mediador de la autorregulación en la relación entre los factores protectores y la resiliencia. La muestra se compone de 393 adolescentes de cursos de bachillerato. Los participantes fueron evaluados mediante el Healthy Kids Resilience Assessment para recoger información sobre cuatro factores protectores–entorno escolar, entorno familiar, entorno de la comunidad y entorno entre pares–y resiliencia. Dos dimensiones de la autorregulación–establecimiento de objetivos y control de los impulsos–se evaluaron utilizando el Short Self-Regulation Questionnaire. Los resultados indicaron que el ambiente familiar, de la comunidad y entre iguales predijo significativamente los niveles de resiliencia de los estudiantes. El entorno familiar fue el principal predictor de la resiliencia. El establecimiento de objetivos y la capacidad de control de impulsos también fueron predictores de la resiliencia, pero no se encontraron pruebas de un efecto mediador de las dimensiones de la autorregulación sobre la relación entre los factores de protección y resiliencia. Se discuten los resultados y se presentan implicaciones para la prevención desde una perspectiva del desarrollo.

Protective factors, Resilience, Self-regulation, Mediation
Palabras clave
Factores de protección, Resiliencia, Autorregulación, Mediación
Psicología Educativa 23 (2017) 37-43 - Vol. 23 Num.1 DOI: 10.1016/j.pse.2016.09.003
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