Browsing by Author "Strasser, Katherine"
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Publication Efectos del Sexo, los Estereotipos y la Identidad de Género en la Motivación Lectora de Estudiantes Hombres y Mujeres(2024) Espinoza, Ana María; Strasser, Katherine; Carvacho, HéctorEste estudio buscó contribuir a nuestra comprensión de la brecha de sexo en la motivación lectora del estudiantado, centrándoseen el rol de variables relacionadas con el género. 303 estudiantes chilenos/as de enseñanza media (51% mujeres) respondieron cuestionarios de autorreporte. Se utilizaron modelos de ecuaciones estructurales para evaluar si la identidad de género del estudiantado mediaba en la relación entre el sexo biológico y la motivación por la lectura (autoconcepto y valor), así como para evaluar los efectos diferenciales de la identidad de género y de los estereotipos de género asociados a la lectura en la motivación lectora de estudiantes hombres y mujeres. Los resultados revelaron efectos directos del sexo biológico del estudiantado, pero no efectos indirectos. El análisis multigrupo mostró que para las estudiantes mujeres, la adherencia a estereotipos de género asociados a la lectura tuvo un efecto positivo en su autoconcepto lector, mientras que para los estudianteshombres tuvo un efecto negativo en el valor que atribuyen a la lectura. Se discuten las implicancias de estos hallazgos para la promoción de la equidad en la enseñanza y aprendizaje de la lectura en educación secundariaPublication Effects of sex, gender stereotypes and gender identity in male and female students’ reading motivation(2025) Espinoza, Ana María; Strasser, Katherine; Carvacho, HéctorThis study aimed to enhance our understanding of the biological sex gap inthereading motivationof studentsby focusing on the role of gender variables. 303 Chilean secondary students (51% female) completed self-report questionnaires. Structural equation models were employed to assess whether gender identity mediated the relationship betweenbiologicalsex and reading motivation (reading self-concept and value) and to examine the differential effects of gender identity and reading-gender stereotypes on the reading motivation of male and female students. The results indicated direct effects of biological sex but no indirect effects. Multi-group analysis revealed that for female students, adherence to reading-gender stereotypes positively influenced reading self-concept, whereas for males, it negatively affected reading value. Implications for promoting equity in the teaching and learning of reading in secondary education are discussed.Item Therapeutic verbal communication in change episodes: a comparative microanalysis of linguistic basic forms(2016) Krause, Mariane; Altimir, Carolina; Pérez Ewert, J. Carola; Echávarri, Orietta; Valdés, Nelson; Strasser, KatherineThis study examines clients’ and therapists’ verbal communication during psychotherapy, in order to determine its relation to ongoing change and outcome. It replicates previous studies showing the specificity of verbalizations depending on the speaker (client or therapist) and the phase of therapy, adding its relation to change measured at the level of process and final outcome. 7,009 speaking turns of clients and therapists, nested in 139 change episodes, were analysed regarding the use of the five Linguistic Basic Forms included in the Therapeutic Activity Coding System (TACS) through Hierarchical Modelling. Results show that three of these Linguistic Basic Forms — Question, Assertion and Agreement — are related to ongoing change as well as to final outcome.