Browsing by Author "Tezanos-Pinto, Pablo de"

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    Actitudes implícitas y explícitas hacia personas con síndrome de Down: un estudio en colegios con y sin programas de integración de Chile
    (2012) Sirlopú, David; González, Roberto; Bohner, Gerd; Siebler, Frank; Millar, Andrés; Ordóñez, Gabriela; Torres, David; Tezanos-Pinto, Pablo de
    La integración escolar puede disminuir el prejuicio entre sus miembros a través del contacto. En esta área, las investigaciones suelen utilizar medidas explícitaspero son escasas las que han usado mediciones implícitas. En este artículo sepretende evaluar ambos tipos de actitudes hacia las personas con síndrome de Down (PCSD). Ochenta estudiantes chilenos entre los 11 y 15 años,pertenecientes a colegios con ysin programas de integración,participaron de este estudio. Las actitudes implícitas fueron medidas a través del Test de Asociación Implícita (IAT). Los resultados mostraron que los estudiantes, independiente del sistema escolar, mostraron sesgo implícito hacia las PCSD. En las actitudes explícitas, si bien ambas muestras exhibieron bajos niveles de prejuicio, en los colegios integrados se expresó menos ansiedad hacia las PCSD. Finalmente, la calidad, cantidad ysaliencia se asociaron con menor ansiedad y más estereotipospositivos hacia las PCSD.
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    Gender attitudes, school violence and well‑being among Chilean adolescents
    (2022) Varela, Jorge J.; Sánchez, Paulina A.; Aguayo, Francisco; González, Constanza; Alfaro, Jaime; Tezanos-Pinto, Pablo de
    Gender attitudes are of interest to psychology due to their correlation with various risk behaviors such as aggressive behavior among adolescents, greater violence in their romantic relationships, perpetration of physical violence against the female partner and homophobic attacks. In Chile, gender attitudes are of public concern due to the rates of violence in the adolescent population; however, the association between gender attitudes, school violence and subjective well-being in this population has been scarcely studied. For this reason, the objective of this article is to examine the relationship between gender attitudes, school violence and subjective well-being in Chilean adolescents. The sample was based on 882 adolescents from 7 to 12th grade (48.5% female, average age of 12.4 years). Four scales were used to examine the relationship between gender attitudes, school violence and subjective well-being, using structural equations modeling. We modeled multiple mediations, where the relationship between gender attitudes and well-being was mediated by perpetration, but not for victimization. The results show that gender attitudes are associated with higher reports of school violence, both as perpetrator and as victim. At the same time, school violence is associated with lower subjective well-being in perpetrators, but not in victims. Addressing this problem is vital as a way to educate on equitable gender attitudes, prevent the development of violent behavior and promote subjective well-being of adolescents in Chile.
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    Sibling and School Bullying Victimization and Its Relation With Children’s Subjective Well-Being in Indonesia: The Protective Role of Family and School Climate
    (2024) Borualogo, Ihsana Sabriani; Varela, Jorge; Tezanos-Pinto, Pablo de
    Studies on the influence of family and school climates on the relationships between sibling and school bullying victimization and children’s subjective well-being (SWB) in Indonesia are still scarce. The aims of this study are to investigate family and school climates as protective factors for children from the negative consequences of bullying by siblings or other children in school on SWB. The study used the third-wave data of the Children’s Worlds survey that was collected in Indonesia in October 2017. Participants of the study were children aged 10 and 12 years old (N = 15,604; 49.8% girls, 50.2% boys, Mean age = 10.55; SD = 1.17). There are four questionnaires used in the study: five items measure bullying at home and at school, the Children’s Worlds Subjective Well-Being Scale, six items measure family climate, and four items measure school climate. Data were analyzed using R and the lavaan library for multilevel structural equation modeling, using full information maximum likelihood (FIML) for missing data and robust maximum likelihood (ML) estimation. Results showed that children who experienced bullying incidents, both at home by siblings and at school, predicted lower levels of SWB. School climate and family climate predicted higher levels of SWB. Results also showed that school bullying interacted significantly with school climate, while sibling bullying interacted significantly with family climate. Schools with students that reported more positive levels of family climate also reported higher levels of SWB. Students from public schools reported higher levels of SWB, which is unexpected.

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