Padres, profesores y pares: contribuciones para la autoestima y coping en los adolescentes.

Consistent with attachment theory, the quality of relationships with significant figures plays a vital role in psychosocial development, con-tributing, among other aspects, to the development of coping and self-esteem. The purpose of this study is to determine the differential contribu-tion of relational variables (namely relationship with parents, peers and teachers) in predicting coping and self-esteem in a sample of 216 adoles-cents, 14 to 19 aged, from both genders. Parental attachment, relationships with peers and with teachers evidence different configurations in explain-ing self-esteem and coping variables. Self-esteem is predicted positively by quality of emotional bond and negatively by parental inhibition of explora-tion 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. [ABSTRACT FROM AUTHOR]