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Peer-reviewedCC BYAdolescents

Psychosocial Resources and Adolescent Well-Being: Reassessing the Explanatory Role of Vulnerability

  • Alberto Horno1
  • Cristian Céspedes-Carreño2
  • Andrés Rubio3
  • Damarys Roy4
  • Sergio Fuentealba-Urra4
  • Fernanda Cancino-Norambuena1
  • Juan Carlos Oyanedel4
4 affiliations
  1. 1Doctorado en Educación y Sociedad, Facultad de Educación y Humanidades, Universidad Andrés Bello, Santiago 7591538, Chile
  2. 2Facultad de Ciencias Sociales, Universidad Andrés Bello, Santiago 7591538, Chile
  3. 3Facultad de Economía y Negocios, Universidad Andrés Bello, Santiago 7591538, Chile
  4. 4Facultad de Educación y Humanidades, Universidad Andrés Bello, Santiago 7591538, Chile
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Abstract

This study examined the relative contribution of structural vulnerability and individual psychological resources in explaining subjective well-being among Chilean adolescents. From an ecological perspective, it assessed whether resilience and perseverance, or grit, mediate the relationship between school vulnerability and subjective well-being. A cross-sectional, non-experimental correlational design was used with a sample of 3774 secondary school students in Chile. Subjective well-being, resilience, and perseverance were measured using self-report instruments, whereas school vulnerability was operationalized through the School Vulnerability Index (SVI). Results indicated that school vulnerability was negatively associated with subjective well-being, although with a small effect size. In contrast, resilience and perseverance showed stronger positive associations, with resilience emerging as the strongest predictor in multivariate models. Hierarchical regression analyses showed that SVI and age explained only a small proportion of variance in well-being, whereas adding resilience and perseverance substantially increased explained variance. Bootstrapped mediation analyses indicated significant but small indirect effects, suggesting partial mediation. Resilience accounted for the largest indirect effect. Overall, findings suggest that adolescent subjective well-being is more strongly explained by psychological resources than structural vulnerability alone. These results challenge deterministic interpretations of school vulnerability and highlight the importance of strengthening socioemotional competencies in educational settings.

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Cite

BibTeXRIS
BibTeX
@article{horno2026psychosocial,
  title = {{Psychosocial Resources and Adolescent Well-Being: Reassessing the Explanatory Role of Vulnerability}},
  author = {Alberto Horno and Cristian Céspedes-Carreño and Andrés Rubio and Damarys Roy and Sergio Fuentealba-Urra and Fernanda Cancino-Norambuena and Juan Carlos Oyanedel},
  journal = {Adolescents},
  year = {2026},
  month = sep,
  doi = {10.3390/adolescents6050076},
  url = {https://doi.org/10.3390/adolescents6050076},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Psychosocial Resources and Adolescent Well-Being: Reassessing the Explanatory Role of Vulnerability
AU  - Alberto Horno
AU  - Cristian Céspedes-Carreño
AU  - Andrés Rubio
AU  - Damarys Roy
AU  - Sergio Fuentealba-Urra
AU  - Fernanda Cancino-Norambuena
AU  - Juan Carlos Oyanedel
PY  - 2026
DA  - 2026/09/01
JO  - Adolescents
DO  - 10.3390/adolescents6050076
UR  - https://doi.org/10.3390/adolescents6050076
AB  - This study examined the relative contribution of structural vulnerability and individual psychological resources in explaining subjective well-being among Chilean adolescents. From an ecological perspective, it assessed whether resilience and perseverance, or grit, mediate the relationship between school vulnerability and subjective well-being. A cross-sectional, non-experimental correlational design was used with a sample of 3774 secondary school students in Chile. Subjective well-being, resilience, and perseverance were measured using self-report instruments, whereas school vulnerability was operationalized through the School Vulnerability Index (SVI). Results indicated that school vulnerability was negatively associated with subjective well-being, although with a small effect size. In contrast, resilience and perseverance showed stronger positive associations, with resilience emerging as the strongest predictor in multivariate models. Hierarchical regression analyses showed that SVI and age explained only a small proportion of variance in well-being, whereas adding resilience and perseverance substantially increased explained variance. Bootstrapped mediation analyses indicated significant but small indirect effects, suggesting partial mediation. Resilience accounted for the largest indirect effect. Overall, findings suggest that adolescent subjective well-being is more strongly explained by psychological resources than structural vulnerability alone. These results challenge deterministic interpretations of school vulnerability and highlight the importance of strengthening socioemotional competencies in educational settings.
SN  - 2673-7051
ER  -