anales de psicología / annals of psychology 2023, vol. 39, nº 2 (may), 294-303 https://doi.org/10.6018/analesps.522701 © Copyright 2023: Editum. Universidad de Murcia (Spain) ISSN print: 0212-9728. ISSN online: 1695-2294. https://revistas.um.es/analesps Creative Commons 4.0: BY-SA - 294 - Future expectations of adolescents from different social backgrounds Pilar Fornell, Amaranta Úrsula Ortíz-Bermúdez, Álvaro Rodríguez-Mora, Laura Verdugo,and Yolanda Sánchez-Sandoval * Departamento de Psicología, Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Universidad de Cádiz, Cádiz (Spain) Título: Expectativas de futuro de adolescentes procedentes de distintos contextos sociales. Resumen: Este trabajo analiza las expectativas futuras durante la adoles- cencia y su relación con variables personales (edad, sexo, autoestima y satis- facción vital) y contextuales (apoyo social percibido y nivel de riesgo). La muestra está formada por 748 adolescentes, con edades comprendidas en- tre los 9 y 16 años (M = 11.93, SD = 1.42) procedentes de contextos con distinto nivel de riesgo social. Los resultados muestran que las expectativas futuras disminuyen a medida que aumenta la edad, con pocas diferencias encontradas en función del sexo. Autopercepciones y sentimientos de apo- yo social más positivos se asocian a mejores expectativas futuras. En rela- ción al nivel de riesgo, contextos más vulnerables tienen un efecto negativo en las expectativas futuras. Los análisis de regresión muestran la capacidad predictiva de las variables estudiadas. Finalmente, el modelo de ecuaciones estructurales confirma el efecto causal positivo del ajuste psicológico y del apoyo social percibido, así como la influencia negativa de los contextos con mayores desventajas sociales, sobre las expectativas de futuro. Los resulta- dos encontrados proponen la necesidad de instaurar programas preventivos orientados a fomentar los recursos personales de los niños, especialmente en aquellos que pertenecen a contextos vulnerables. Palabras claves: Expectativas de futuro. Adolescentes. Autopercepciones. Apoyo social percibido. En riesgo. Abstract: This paper analyzes adolescents’ future expectations (FE) and their relationship with personal variables (age, sex, self-esteem, and life sat- isfaction) and contextual variables (perceived social support and level of risk). The sample includes 748 adolescents, aged 9-16 (M = 11.93, SD = 1.42), coming from contexts with different levels of social risk. The results show that FE decrease as age increases, with few differences found based on sex. More positive self-perceptions and perceived social support are as- sociated with better FE. Concerning the level of risk, more vulnerable con- texts have a higher negative effect on FE. The regression analysis reveals the predictive capacity of the studied variables. The structural equation model confirms the positive causal effect of psychological adjustment and perceived social support, as well as the negative influence of contexts with greater social disadvantages on adolescent FE. The results suggest the need to establish preventive programs aimed at promoting personal resources of children, especially those who come from vulnerable contexts. Keywords: Future expectations. Adolescents. Self-perceptions. Perceived social support. At-risk. Introduction Future expectations (FE) are defined as beliefs about the probability that an event will occur in the future (Oettingen & Mayer, 2002), influencing the planning and setting of goals, guiding behavior and human development (Bandura, 2001; Nurmi, 1991; Seginer, 2000). Previous studies have shown a relationship between a more favorable current ad- justment and having more positive FE. For example, higher performance and motivation (Martín-Romero & Sánchez- Lopez., 2021; Zhao et al., 2019), higher expectations of achievement (Badillo, 2020), as well as a better emotional and social adjustment (Verdugo & Sánchez-Sandoval, 2022) have been associated with higher FE. Having good FE in adolescence can become an indicator of good psychosocial health in adulthood (Kim & Kim, 2020). Conversely, a nega- tive view of the future is related to risky behaviors (Prince et al., 2016; Sipsma et al., 2015) and substance use (Cerqueira et al., 2022). Thinking about the future and building percep- tions of oneself in the future act as a source of resilience and motivation (Lawson et al., 2020). * Correspondence address [Dirección para correspondencia]: Yolanda Sánchez-Sandoval, Department of Psychology, Faculty of Educa- tional Sciences, University of Cádiz, Avenida República Saharaui, s/n, 11519 Puerto Real, Cádiz (Spain). E-mail: yolanda.sanchez@uca.es (Article received: 29-04-2022; revised: 31-05-2022; accepted: 21-07-2022) Adolescence and Future Expectations Although future orientation is an evolutionary task pre- sent throughout life, it acquires special relevance during the adolescent stage. The literature places the beginning of the comprehension of the time perspective and concern about the future around the age of 12 (Jiménez, 2011; Oppenhei- mer, 1987). The decisions one makes then will largely mark one's future life projects (Badillo, 2020). In this period, the "I am" (now) and the "I want to be" (future) converge, guiding human behavior towards desired future goals (Garces- Delgado et al., 2020). Adolescence is conceived as a stage of reflection on future opportunities, desires, and expectations (Lee & Liao, 2021; Seginer, 2008). As they explore future opportunities, make decisions, set goals and achieve them, adolescents are forging their identities, one of the main tasks of adolescence (Branje et al., 2021). In short, FE are essential in adolescent psychosocial development and are considered a positive pathway to adulthood (McDade et al., 2011). There is little research analyzing the antecedents of the construction of future perceptions. The study and knowledge of these variables could be key to intervening and promoting more positive future life projects (Iovu et al., 2016). Individual and contextual differences related to age, sex, socioeconomic status, and family context interact in the construction of FE (Nurmi, 1991). From an ecological per- spective (Bronfenbrenner, 1979), we have identified individ- ual variables, psychological variables, and some contextual variables that could be involved in the construction of FE. Among them, research shows that having a good current