Browsing by Author "Melipillán, Roberto"

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    Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents
    (2022) Varela, Jorge J.; Muñoz, Gonzalo J.; Reschlyc, Amy; Melipillán, Roberto
    Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences – particularly bullying behavior as a victim or perpetrator – impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students’ cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.
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    Community and school violence as significant risk factors for school climate and bonding of teachers in Chile: A national hierarchical multilevel analysis
    (2021) Varela, Jorge J.; Melipillán, Roberto; González, Constanza; Letelier, Pablo; Massis, María Camila; Wash, Nicole
    Community and school violence involve aggressive behaviors among youth and adults. Researchers have focused mostly on aggression among students without considering teachers as victims of violence. The study's purpose was to examine the consequences of community violence, school violence, and school climate on the levels of teacher's bonding to the school. We examined data of 5733 teachers from 510 schools in 68 different communities in Chile. We used Hierarchical Linear Modeling to examine the relationship between the individual, school, and community‐level variables. We found direct associations with school bonding at the individual level for victim school violence, school climate, size and type of school, and violence in the community at the community level. Our results highlight the importance of school violence prevention from a comprehensive perspective, starting at the community level, followed by the school to provide more teacher's support.
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    Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students
    (2022) Squicciarini Navarro, Ana María; Peña Quintanilla, Felipe; Sánchez Campos, Paola; Varela, Jorge J.; Melipillán, Roberto; Reschly, Amy L.
    Student engagement is associated with various aspects of students’ school experiences, including student achievement, high school completion, and post-secondary success. As measurement of student engagement has grown in countries around the world, few studies have been conducted in South America. This study examined a translated version of the Student Engagement Instrument, widely used in the U.S. and other countries, in a study of 2337 adolescents in Chile. Consistent with prior research, confirmatory factor analyses revealed a six-factor solution as the best fit for the data. However, fewer items were retained than on the studies of the SEI with students in the U.S. The Future Goals and Aspirations and Extrinsic motivation subscales were associated, in expected directions, with achievement 1 year later.
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    Exploring the Influence School Climate on the Relationship between School Violence and Adolescent Subjective Well-Being
    (2019) Varela, Jorge J.; Sirlopú, David; Melipillán, Roberto; Espelage, Dorothy; Green, Jennifer; Guzmán, Javier
    School climate plays a key, protecting role against adverse outcomes when young individuals face peer victimization. Here we examined the potential relationships among adolescent’s wellbeing, school violence, and school climate in a sample of 2006 Chilean students (48% female) aged 10–21 (M = 14.97, SD = 1.86) from 20 schools located in the same school department. Participants completed a self-report questionnaire assessing wellbeing, school violence, and school climate. Using multilevel (Hierarchical Linear Modeling; HLM) methods we found that positive interpersonal relationships (an indicator of school climate) were significantly associated to wellbeing at schools (γ01 = .24, p < .01). School bonding was also associated to peer victimization and wellbeing (γ90 = .14, p < .10). Our results highlight the importance of improving school related factors in order to achieve a more supportive environment for youth wellbeing.
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    Factores asociados prospectivamente a sintomatología depresiva en adolescentes tempranos de sexo femenino
    (2012) Cova, Félix; Rincón, Paulina; Inostroza, Carolina; Melipillán, Roberto
    Este estudio analiza prospectivamente la relación entre soporte familiar, estilo inferencial depresogénico y rumiación negativa con sintomatología depresiva en adolescentes. Se focaliza en adolescentes de sexo femenino, donde la depresión es más prevalente. Participaron 142 estudiantes de primer año de secundaria, con un promedio de edad de 14.2 años. Las evaluaciones de seguimiento fueron a 6, 13 y 24 meses de la primera evaluación. Controlada la depresión inicial, se observó relación entre soporte familiar y estilo inferencial depresogénico con sintomatología depresiva. Los resultados respaldan las teorías cognitivas de la depresión e indican la importancia de considerar estos factores en los programas preventivos de depresión.
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    Indicadores de Procesos de Éxito en Psicoterapia Cognitiva
    (2012) Quiñones, Álvaro; Melipillán, Roberto; Ugarte, Carla
    El propósito de la presente investigación fue identificar indicadores de procesos en psicotera-pia asociados a éxito. Para ello se procedió a estudiar tres procesos de psicoterapia de orientación cognitiva, video-grabados, y transcritos en la totalidad de las sesiones. Dos casos fueron exitosos y uno no exitoso, considerando diversos criterios. En los casos estudiados se identificaron cinco variables de proceso terapéutico, las cuales fueron positivas y negativas, en función del bienestar psicológico. Se aplicaron dos análisis estadísticos de tipo cuantitativo. En primer lugar, un análisis de contenido que permitió observar las frecuencias para las cinco variables en los tres procesos terapéuticos, y en segundo lugar, el análisis de biplot permitió identificar un patrón diferencial de asociaciones de variables entre los casos analizados.
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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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    Perceptions of Safety, Satisfaction with Neighborhood and Life Satisfaction Among Chilean Adolescents
    (2019) Varela, Jorge J.; Alfaro Inzunza, Jaime; Melipillán, Roberto; Oyarzún Gómez, Denise; González-Carrasco, Mònica
    The perception of safety and neighborhood satisfaction are related to children and adolescents’ life satisfaction. Most previous studies have examined these variables separately. However, studies are yet to determine the direct or indirect simultaneous interactions among these variables, limiting our understanding of the mechanism (s) that underline adolescents’ life satisfaction. We tested a mediation model using a structural equational modeling in a sample of 808 Chileans adolescents (42.2% female; mean age: 12.5). Our results demonstrate a direct effect of perceptions of safety at home and in the community upon life satisfaction. Similarly, we found an indirect effect through neighborhood satisfaction on adolescents’ life satisfaction. Our results highlight a relationship between safety and life satisfaction, incorporating neighborhood satisfaction among adolescents. Therefore, we suggest safety prevention programs should include community components, such as neighborhood satisfaction, given its relationship with life satisfaction during adolescence.
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    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, Fernando
    Purpose: 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.
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    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, Matías
    Este 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 participantes

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