Browsing by Author "Cabrera, Tamara"

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    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, Daniela
    El 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.
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    Subjective Well‑being, Bullying, and School Climate Among Chilean Adolescents Over Time
    (2021) Varela, Jorge J.; Sánchez, Paulina A.; González, Constanza; Oriol, Xavier; Valenzuela, Pilar; Cabrera, Tamara
    Negative relationships among peers, such as bullying, are risk factors for children’s life satisfaction (LS). This is due to their negative impact on youth development over time. LS refers to the evaluation people make of their lives and overall quality of life. Within the school context, there are several important dimensions to the development of LS among adolescents, such as peer relationships and also school climate. School satisfaction and school bonding are two dimensions of school climate which can afect the occurrence of bullying during the adolescence. Although there has been substantial research on children’s LS, little research has been done in South America using longitudinal data to examine the importance of school variables that infuence bullying and LS. Thus, the purpose of the study is to examine the long-term efect of school satisfaction, bonding, and bullying on adolescent LS one year after bullying victimization. Structural equation modeling was used on a sample of 555 Chilean adolescents with a mean age of 13.5 years old of which 42.9% are females. School satisfaction was negatively related to bullying perpetration, but not to bullying victimization. Conversely, school bonding was negatively associated with bullying victimization, but not with bullying perpetration. Lastly, bullying victimization was associated with lower levels of LS one year after the experience, even when controlling for age and gender. Bullying perpetration had no efect on LS. These results highlight the importance of school variables and peer relationships for adolescent LS development over time and reinforce the importance of preventative initiatives in schools.

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