Browsing by Author "Alfaro, Jaime"
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Item A systematic narrative review of subjective well-being promotion intervention programmes in the school setting(2022) Chuecas, María Josefina; Alfaro, Jaime; Benavente, Maríavictoria; Ditzel, LoretoGiven the growing number of interventions aimed at promoting well-being in the school setting, this narrative review sought to synthesise available evidence about the characteristics of the interventions: theoretical components, evaluation designs and their reported results. Two electronic databases (EBSCO and Scopus) were searched, and articles published between 2015 and 2020 were included. A total of 1477 articles were identified from these search engines and based on the systematic scrutinising process a total of 55 articles were included in the review. Only one-third of the studies employed experimental, causal designs. Therefore, the review is unable to make conclusive statements about promising approaches, Nevertheless, the results show that the majority of interventions used to promote school children's well-being were based on positive psychology, most of which were focused on promoting positive emotions. The studies reviewed also suggest that longer interventions, with a higher number of sessions, which are targeted at multiple components of positive emotions are more likely to yield positive results. Almost all these studies were carried out in developed countries, with only one empirical work in Latin America. Therefore, more robust experimental studies using causal designs are needed, and more empirical work is needed in low-and middle-income countries on effective practices in developing children's subjective well-being.Item Gender attitudes, school violence and well‑being among Chilean adolescents(2022) Varela, Jorge J.; Sánchez, Paulina A.; Aguayo, Francisco; González, Constanza; Alfaro, Jaime; Tezanos-Pinto, Pablo deGender attitudes are of interest to psychology due to their correlation with various risk behaviors such as aggressive behavior among adolescents, greater violence in their romantic relationships, perpetration of physical violence against the female partner and homophobic attacks. In Chile, gender attitudes are of public concern due to the rates of violence in the adolescent population; however, the association between gender attitudes, school violence and subjective well-being in this population has been scarcely studied. For this reason, the objective of this article is to examine the relationship between gender attitudes, school violence and subjective well-being in Chilean adolescents. The sample was based on 882 adolescents from 7 to 12th grade (48.5% female, average age of 12.4 years). Four scales were used to examine the relationship between gender attitudes, school violence and subjective well-being, using structural equations modeling. We modeled multiple mediations, where the relationship between gender attitudes and well-being was mediated by perpetration, but not for victimization. The results show that gender attitudes are associated with higher reports of school violence, both as perpetrator and as victim. At the same time, school violence is associated with lower subjective well-being in perpetrators, but not in victims. Addressing this problem is vital as a way to educate on equitable gender attitudes, prevent the development of violent behavior and promote subjective well-being of adolescents in Chile.Item Informe de Resultados: Estudio Efectos de la Cuarentena Covid-19 en el Bienestar Adolescente(Universidad del Desarrollo. Facultad de Psicología, 2021) Alfaro, Jaime; Benavente, Mariavictoria; Rodríguez-Rivas, Matías; Melipillán, Roberto; Cabrera, Tamara; Varela, Jorge; Reyes, Fernando; Pacheco, DanielaEl presente informe corresponde al reporte de resultados del “Estudio Efecto de la Cuarentena COVID-19 en Bienestar adolescente”, realizado en marco del Proyecto de investigación Fondecyt Regular “Estudio longitudinal de factores individuales y escolares predictores de la trayectoria del Bienestar Subjetivo durante la adolescencia (nº 1180607)”. El estudio que reportamos tiene como principal objetivo contribuir al análisis de los efectos que ha tenido sobre el desarrollo y funcionamiento psicosocial de los adolescentes chilenos el intenso periodo de confinamiento a causa de la pandemia por Coronavirus que hemos debido enfrentar en Chile.Item Propiedades Psicométricas de la Escala de Satisfacción con la Vida de los Estudiantes (SLSS) de Huebner en una Muestra de Adolescentes Chilenos(2019) Benavente, Mariavictoria; Cova, Félix; Alfaro, Jaime; Varela, Jorge J.Se exploran las propiedades psicométricas de la Escala de Satisfacción con la Vida de los Estudiantes (SLSS) de Huebner en una muestra de adolescentes. A través de análisis factoriales confirmatorios, se ponen a prueba 2 modelos de estructura factorial, un modelo que sigue la estructura monofactorial y otro bifatorial, surgido a partir del Análisis Factorial Exploratorio, en el cual el segundo factor está conformado por los ítems invertidos. El modelo bifactorial es el que presenta mejores índices de ajuste. Posteriormente se comprueba mediante análisis de multigrupos la invarianza del modelo según sexo. Se discute la solución de dos factores en relación a las características de los ítems y de la adolescencia. El estudio aporta al uso y desarrollo de herramientas de medición de autoinforme para el estudio del bienestar subjetivo en adolescentes.Item Psychometric Properties of the Community Sense Scale in the Classroom in a sample of Chilean students(2022) Benavente, Mariavictoria; Fábrega Lacoa, Jorge; Alfaro, Jaime; Varela, Jorge J.; Chuecas, María Josefina; Yaikin, Tamara; Carrillo, GiselaIt is only recently that the sense of community in contexts other than the neighbor- hood has started to be studied, providing evidence on the associations between this variable in the school environment and various dimensions of integral development in childhood and adolescence. However, in the Latin American context, there are no validated scales to perform these measurements. The present study examined the structure, reliability and convergent validity of the Community Sense Scale in the Classroom (SCo-SC) proposed by Petrillo, Capone and Donizzetti. The participants of the study were 1065 students aged 10 to 12 from urban areas. The confrmatory factor analysis coincides with the authors’ proposal; however, due to the high homo- geneity indexes of the scale, a Bifactor analysis model was carried out. The results indicate that the SCo-SC is an adequate instrument to measure the Community Sense in the Classroom and that it is positively related to satisfaction with life and with school during childhood.Item School and Neighborhood Relationships that Affect Well-Being Based on Chilean Children and Adolescent’s Understandings(2022) Aspillaga H., Carolina; Alfaro, Jaime; Carrillo, Gisela; Inostroza, Camila; Escobar, Katherine; Villarroel, AlejandraThis article studies the perceptions that Chilean children and adolescents hold about the personal and distinctive qualities of their relationships in both the school and neighborhood contexts associated with the experience of well-being using a qualitative methodological framework. It takes as its foundation the relevance of studying well-being from an ecological perspective to help identify and differentiate the processes and dynamics that take place in the multiple contexts of daily life and delves into their effects on the well-being experience of children and adolescents. A sample of 21 children and adolescents between the ages of 10 and 15 was used to obtain the data through semi-structured interviews and then analyzed by thematic, which identified five categories associated with the relationships the participants have at schools and in the neighborhoods that affect their well-being. The categories are organized according to their characteristics and properties along a continuum between well-being and dissatisfaction. One conclusion is that feeling a sense of belonging, closeness, support and safety both among peers and with adults in the school and neighborhood contexts is pertinent to the well-being of the children and adolescents. Another key finding is the importance of motivating and entertaining teaching–learning relationships in school settings, as well as feeling pleased and satisfied with the physical and material conditions of their neighborhoods and schools.Item The Intersectoral Cascade: a Case Study on Perceived Conflict in Implementing Child Development Systems(2022) Quiroz Saavedra, Rodrigo; Alfaro, Jaime; Rodríguez-Rivas, Matías; Lastra, ValentinaThis article presents a case study on perceived conflict and its outcomes on implementing a system of programs and services for child development support. A multi-level collaboration model is used to deeply examine aspects of conflicts perceived by professionals responsible for implementing the system at the national, state, and local levels. This research adopted a single case approach with qualitative methods using semi-structured interviews and exploratory thematic analysis. A total of 29 professionals working at social development and health ministries, state departments, and one municipality participated in this study. The results show that professionals perceive one main unresolved conflict at each of the ecological levels. These conflicts are related to an informalized collaboration agreement between the Ministry of Social Development and the Ministry of Education, an interrupted resource flow from the national level to local level, and an unmanageable internal pressure at the state level. Furthermore, the compensatory strategies they use to deal with these conflicts are ineffective and lead to negative implementation outcomes. We suggest that future research should explore systemic conflict for the collaboration processes among the professionals to improve, thus increasing the quality of system implementationItem The negative association of perceived stress with adolescents’ life satisfaction during the pandemic period: The moderating role of school community support(2023) Rodríguez-Rivas, Matías; Alfaro, Jaime; Benavente, María Victoria; Varela, Jorge J.; Melipillán, Roberto; Reyes, FernandoPurpose: To analyze the association of perceived stress on the life satisfaction of Chilean adolescents during the recent pandemic, and to evaluate the moderating role that school community support provides. Methods: A total of 1337 adolescents in Chile (56.6% females), aged 14 through 19 (M = 15.99; SD = 1.3) participated. Descriptive statistics, a multiple linear regression model, and moderation analysis were all employed. Results: Females were associated with lower levels of Life Satisfaction (B = − 0.19, p = .042), which was not the case for the Age variable (p = .160). The level of Perceived Stress was shown to have a negative association on Life Satisfaction (B = − 1.93, p < .001). The moderation analysis revealed an interaction factor between Perceived Stress and School Community Support as pre- dictors of Life Satisfaction (B = 0.37, t = 4.91, p < .001), showing that higher levels of School Community Support moderated the negative effect of Perceived Stress on Life Satisfaction. Conclusions: Perceived stress during the pandemic had a negative association on life satisfaction. School community support was a protective factor for this negative effect, even in the case of online classes due to school closures. Strengthening the connection between adolescents and their school communities along with providing additional tools and resources in support of such a connection are both essential.Item Trayectorias del bienestar en la infancia y adolescencia en Chile: estudio longitudinal de predictores individuales y escolares del Bienestar Subjetivo(Universidad del Desarrollo. Facultad de Psicología. Instituto de Bienestar Socioemocional, 2024) Alfaro, Jaime; Melipillán, Roberto; Varela, Jorge; Reyes Reyes, Fernando; Aspillaga, Carolina; Benavente, Mariavictoria; Carrillo Bestagno, Gisela; Rodríguez-Rivas, MatíasEste informe reporta los resultados de un estudio longitudinal de las dinámicas del Bienestar Subjetivo (BS) en población chilena adolescente, con foco en factores tanto individuales como escolares que influyen en su cambio a lo largo del tiempo (Fondecyt N°1180607). Este estudio se centra en la Satisfacción con la Vida (SV) y los afectos, tanto positivos como negativos (AP y AN) y analiza la relación de estas dimensiones con el entorno educativo y socioeconómico. El informe también incorpora una evaluación de los impactos que la pandemia de COVID-19 ha tenido en el BS de esta población estudiada, considerando cómo estos efectos se entrelazan con los factores individuales y escolares previamente identificados como relevantes en este proceso. La metodología adoptada es mixta: por un lado, se emplea un enfoque cuantitativo para el análisis longitudinal de las interacciones entre el BS y variables de índole psicológica, personal y escolar –incluyendo autoestima, violencia escolar y sentido de pertenencia a la comunidad educativa, entre otras variables. Así también, por otro lado, se implementa un estudio cualitativo para profundizar en las trayectorias del bienestar desde la perspectiva de las vivencias subjetivas de los participantesItem Well-being, school and age, from the understandings of Chilean children(2023) Alfaro, Jaime; Carrillo, Gisela; Aspillaga, Carolina; Villarroel, Alejandra; Varela, Jorge J.This research studies the relationships that promote well-being in the school setting from the perspective of Chilean children’s understandings and how these vary with age by comparing 10- to 11- and 14- to 15-year-old students using a sample of 21 children. The material was collected using semi-structured interviews followed by a thematic content analysis. Seven school categories were identified: performance-based relationships; relationships of support (or lack thereof) from the adult world; relationships with teachers who facilitate (or fail to) learning; supportive peer relationships, fun and friendship; contentious peer relationships; relationships with the school as a whole; and relationships with the material conditions and physical environment of the school. The children perceive their well-being as affected by: relationships between students and teachers, the exigencies of schoolwork, discipline and control, support and interpersonal communication, peer relationships, the availability of affective support, conflict resolution, and poor treatment (bullying). They also talk about the school as a whole and the entirety of interactions transpiring there, affective links with the adult world, and its socio-spatial, infrastructure and habitability conditions. The two studied age groups present common elements, although there are also distinctive, heterogeneous traits of each group that depict the diversity of the well-being experience related to age.