Browsing by Author "Oriol, Xavier"
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Item Gratitude as a Protective Factor for Cyberbullying Victims: Conditional Effects on School and Life Satisfaction(2021) Oriol, Xavier; Varela, Jorge J.; Miranda, RafaelRecently, studies linking the emotion of dispositional gratitude to cyberbullying have attracted attention. However, this is still a seminal research area that requires further scientific studies. Through longitudinal data, this study aims to analyze the mitigating effect of gratitude on cybervictimization and two indicators of adolescent subjective well-being, namely school and life satisfaction. To this end, 221 adolescents attending private schools in Peru (age: mean (M) = 12.09; standard deviation (SD) = 0.89) were selected to respond to a self-administered questionnaire in two waves that were six months apart. Descriptive data show that 27% of cybervictims also suffer other types of traditional bullying. The overlaps between forms of bullying contribute to higher probabilities of experiencing low school and life satisfaction compared to non-victims after six months. The results of the moderation analysis show that experience high gratitude help students to maintain stable levels of life satisfaction regardless of the prevalence of cyberbullying after six months The results are discussed in terms of the relevance of fostering gratitude from early ages.Item 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, TamaraNegative 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.Item Teachers’ wellbeing, affects, and burnout during the pandemic in Chile(2022) Varela, Jorge J.; Guzmán, Paulina; Oriol, Xavier; Romo, Francisca; Miranda, RafaelThe COVID-19 pandemic has had a dramatic impact upon teachers across the world. In Chile, the confinement also had a negative effect on teachers’ wellbeing. However, there are no studies assessing teachers’mental health, affect, burnout, or social support during this period. Consequently, our study tested a mediation moderation model with Macro from SPSS in a sample of 635 teachers examining subjective wellbeing with the Pemberton Happiness Index, their emotions using the Positive and Negative Affect Schedule, their burnout with the Questionnaire for the Evaluation of Burnout Syndrome and their social support with the Social Support Questionnaire-Short Form. The study results suggest that the impact of burnout on teachers’ wellbeing is mediated by negative and positive emotions. Additionally, this mediation was moderated by social support levels perceived by teachers. These results confirm the importance of providing additional support to teachers during the Pandemic.