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Psychological Well-Being and Its Relations to School Trajectory and Family Educational Capital in High Intellectual Ability Adolescents

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  • Doris Castellanos-Simons

    (Center for Transdisciplinary Research in Psychology, Autonomous University of the State of Morelos, Cuernavaca, Morelos 62209, Mexico)

  • Katia María Pérez-Pacheco

    (Center for Transdisciplinary Research in Psychology, Autonomous University of the State of Morelos, Cuernavaca, Morelos 62209, Mexico)

  • Eduardo Hernández-Padilla

    (Center for Transdisciplinary Research in Psychology, Autonomous University of the State of Morelos, Cuernavaca, Morelos 62209, Mexico)

Abstract

The psychological well-being of adolescents depends on diverse contextual factors, in particular those relating to the educational and cultural capital of families. The study examined the relationships between psychological well-being of high-ability adolescents, family educational capital, and their school trajectory. The participants were 101 students from 1st year of a public high school in Morelos, Mexico, previously identify by their high intellectual ability. They completed an ad hoc form with information about cultural and academic aspects, and the Spanish version of the Ryff’s Psychological Well-Being Scale. Results shown that the School trajectory factor only had significant effects on Control environment and Purpose in life’s dimensions. Meanwhile the analysis of variances yielded that Cultural capital showed significant differences with the following well-being scales: General, Self-acceptance, Positive relations, and Purpose in life. Furthermore, the interaction between Sex and Cultural capital had only significant effects on Positive Relations and Environmental control favoring men over women, while the interaction of Cultural capital and School trajectory had significant effects only on Purpose in Life dimension. The results emphasize the need for studies that clarify the role of sociocultural context factors in understanding the comprehensive development of highly able adolescents and their psychological well-being.

Suggested Citation

  • Doris Castellanos-Simons & Katia María Pérez-Pacheco & Eduardo Hernández-Padilla, 2020. "Psychological Well-Being and Its Relations to School Trajectory and Family Educational Capital in High Intellectual Ability Adolescents," Sustainability, MDPI, vol. 12(21), pages 1-24, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:21:p:9190-:d:440347
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    References listed on IDEAS

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    1. Ed Diener, 1994. "Assessing subjective well-being: Progress and opportunities," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 31(2), pages 103-157, February.
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    Cited by:

    1. Hui Jin & Xu Ma & Shi Jiao, 2022. "Cultural Capital and Its Impact on Academic Achievement: Sustainable Development of Chinese High School Students," Sustainability, MDPI, vol. 14(22), pages 1-18, November.
    2. Ru Chen & Xin Chen, 2023. "Latent Profile Analysis of the Positive Development of Migrant Adolescents: the Roles of Family Capital and Resilience," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1733-1754, August.

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