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Anales de Psicología

versión On-line ISSN 1695-2294versión impresa ISSN 0212-9728

Resumen

PINHEIRO MOTA, Catarina  y  MENA MATOS, Paula. Parents, teachers and peers: contributions to self-esteem and coping in adolescents. Anal. Psicol. [online]. 2014, vol.30, n.2, pp.656-666. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.30.2.161521.

Consistent with attachment theory, the quality of relationships with significant figures plays a vital role in psychosocial development, contributing, among other aspects, to the development of coping and self-esteem. The purpose of this study is to determine the differential contribution of relational variables (namely relationship with parents, peers and teachers) in predicting coping and self-esteem in a sample of 216 adolescents, 14 to 19 aged, from both genders. Parental attachment, relationships with peers and with teachers evidence different configurations in explaining self-esteem and coping variables. Self-esteem is predicted positively by quality of emotional bond and negatively by parental inhibition of exploration and individuality. Active coping is predicted positively by self-esteem and attachment to peers. However there is an indirect and positive effect of quality of emotional bond in active coping, through self-esteem and peers attachment. Relationship with peers is increased by quality of relationship with teachers. Results are discussed according to attachment theory and an ecological perspective of development.

Palabras clave : Relational variables; self-esteem; coping; adolescence.

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