DSpace Repository :: Browsing by Author "Carrillo, Gisela"

Browsing by Author "Carrillo, Gisela"

Now showing 1 - 6 of 6

A sense of community at school and the subjective well‐being of Chilean students
(2021) Villarroel, Alejandra; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando; Carrillo, Gisela; Ditzel, Ana Loreto
Understand the degree to which a Sense of Community at School can predict the Life Satisfaction of Chilean students in the fifth and seventh grades. The classroom and school components will be presented separately. The research was designed as a descriptive study using a survey with a probabilistic sample made up of 1959 students (52.6% male and 47.4% female) in the fifth and seventh grades at elementary schools in the cities of Concepción and Santiago in Chile. A multiple linear regression analysis was done using the Multidimensional Scales of School Sense of Community (SOC‐S) and Classroom Sense of Community (SOC‐C) as predictors of life satisfaction measured with the Student Life Satisfaction Scale (SLSS). Multigroup analysis was conducted to make comparisons by sex and grade. The dimension of “sense of belonging and emotional connection” of the SOC‐C and the dimension of “belonging” of the SOC‐S predict life satisfaction for fifth grade students. The additional dimension of “emotional connection” of the SOC‐S scale was included for the seventh‐grade students. The sense that one is part of the school community is a dimension that affects childhood life satisfaction. Its level of contribution varies by age, with the sense of belonging and emotional connection variables being the relevant ones.
Bullying and subjective well-being: A hierarchical socioeconomical status analysis of Chilean adolescents
(2020) Varela, Jorge J.; Fábrega Lacoa, Jorge; Carrillo, Gisela; Benavente, Mariavictoria; Alfaro Inzunza, Jaime; Rodríguez, Carlos
Inequality is a major concern for governments and policymakers in poor’s and developing countries. High levels of inequity negatively affect the lives of children and adolescents and their subjective well-being (SWB). Moreover, bullying behavior also harm the SWB of its victims. Previous studies have examined the negative consequences of bullying, but have failed to consider socioeconomic status (SES) and the nested effects of the school. The purpose of this study was to examine the effect of bullying on SWB by considering the role of SES at the school level. We examined a sample of 1,914 adolescents from 26 schools in two Chilean regions (mean age: 11.54 years; 47.1% female) using Hierarchical Linear Modeling with different subjective well-being measures at the student level. We used the type of school (private versus public) and socioeconomic status. Our results indicate a negative relationship between bullying and different measures of SWB. SES appears to be negatively related at the school level on well-being, which evidences other features to be considered in relation to prevention. This is evidence of the negative effects of levels of risk and inequality in Chilean schools on the subjective well-being of adolescents.
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, Gisela
It 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.
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, Alejandra
This 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.
Well-Being from the Understanding of Children and Adolescents: a Qualitative Metasynthesis
(2021) Carrillo, Gisela; Alfaro Inzunza, Jaime; Aspillaga H., Carolina; Inostroza, Camila; Ramírez-Casas del valle, Lorena; Villarroel, Alejandra
Within the framework of the increasing academic valuation of the use of qualitative methodologies for the study of the well-being of children and adolescents, a systematic review of the available empirical production was developed through the “Qualitative Metasynthesis” methodology. The purpose of the study was to analyze and describe, jointly and integratively, the main common and shared aspects of the available knowledge on the dimensions that, according to the children and adolescent’s understandings, are significant for their well-being. During the second semester of the year 2018, the SCOPUS and Web of Science databases were reviewed, identifying a total of 76 articles of which 13 met the inclusion criteria and were analyzed following the methodology of constant comparison, interpretation of results and conceptual reinterpretation proposed by Sandelowski and Barroso (2007). The results brought about the delimitation and description of five categories: “Positive notion of oneself”; “Good treatment and support relations”; “Recognition”; “Significant activities”; and “Contextual aspects”. The obtained results contribute to the systematization of the knowledge about well-being provided from qualitative methodologies, thus contributing to the development of indicators for the study of well-being with information on domains and significant areas for children and adolescents.
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.

Browsing by Author "Carrillo, Gisela"

Results Per Page

Sort Options