Browsing by Author "Torres-Vallejos, Javier"

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    Access to material resources and the subjective well-being of children in Brazil and Chile
    (2021) Ditzel, Ana Loreto; Chuecas, María Josefina; Bedín, Lívia; Torres-Vallejos, Javier; Villarroel, Alejandra; Benavente, Mariavictoria; Alfaro Inzunza, Jaime; Castellá Sarriera, Jorge; Juarros-Basterretxea, Joel
    This article analyzes the relationships between the material conditions and the subjective well-being of 3,716 children (50.5% girls) between 10 and 12 years of age (M = 11.4) in Chile and Brazil. These are the two Latin American countries that took part in the third wave of the Children’s Worlds research. The material conditions of the children were assessed using latent classes. A multivariate analysis of covariance was done next in order to test the influence of material conditions over the children's subjective well-being and interpersonal relationships. The association between gender and country variables of the children was also studied. The results showed that although the average subjective well-being scores of the children were high in general, the class analysis showed significant differences between the results for children with better material conditions than those with poorer material conditions. The latter group presented lower subjective well-being levels. MANCOVA was used to analyze the mean differences in subjective well-being levels and interpersonal relationships controlling variables of gender and country of residence. This showed that children with greater access to better material conditions showed significantly higher levels of subjective well-being levels and had a more positive view of their interpersonal relationships in all areas assessed compared to those who reported worse material conditions. These results are discussed in view of the high indices of material deprivation that exist in Latin America during childhood as well as how these findings may help better understand the well-being of children living in Latin American countries
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    Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program
    (2022) Ditzel, Ana Loreto; Casas, Ferran; Torres-Vallejos, Javier; Reyes Reyes, Fernando; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando Teddy
    This article analyzes the subjective well-being and satisfaction with the use of free time of 1,033 Chilean children (49.1% girls) aged 9 to 14 years of whom 568 attend a public after-school Program and 465 do not. The satisfaction levels of participants in the Program are also assessed. All of the children are living in contexts of high social vulnerability, and they attend municipal schools. Well-being scales previously validated in Chile and free-time use items internationally used were applied here. The scales’ fit and score equivalence between groups were evaluated with a confirmatory factor analysis and multi-group structural equations analysis. The overall results show that children in both groups presented high levels of subjective well-being. Although the majority of those attending the Program had higher scores, the differences did not reach statistical significance. With the more specific analysis, the children attending the Program showed significantly higher scores in some subjective well-being aspects. They also felt happier and more satisfied with their use of free time compared to the group not attending the Program. The results also indicated high satisfaction with the Program, a significant correlation between Program participation, and a greater diversity of activities pursued outside of the classroom. The impact of socio-demographic variables such as age and gender were analyzed using multiple regression. The effect of public initiatives on children’s well-being is discussed in light of the scant research currently available in the field. Two other points are discussed as well. Specifically, the results of this research may add to the knowledge around child subjective well-being. The use of subjective well-being indicators when evaluating public policies in support of childhood is also addressed.
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    La Percepción de Apego con la Escuela Como un Factor Protector Para Conductas Antisociales en Escolares Chilenos
    (2020) Varela, Jorge J.; Torres-Vallejos, Javier; González, Constanza; García, Oriana García
    La escuela puede ser considerada un espacio vital de desarrollo humano e incluso un factor protector para el desarrollo de conductas de riesgo en adolescentes. El presente estudio buscó examinar la percepción de un mayor apego escolar como un factor protector de la influencia de pares en conductas antisociales en el contexto chileno. Se usó una muestra estratificada con afijación igual de 815 escolares de 7° año básico a IV año medio provenientes de 15 establecimientos escolares seleccionados aleatoriamente de 5 diferentes NSE de la Región Metropolitana, 46,6% mujeres, con una edad promedio de 15,11 años DE = 1,78). Se utilizó una adaptación del instrumento Communities That Care Youth Survey, analizando el reporte de conductas antisociales en la escuela, relación con pares antisociales, consumo de drogas por parte de pares y apego con la escuela. Por medio de un análisis de regresión múltiple, se evidenció un efecto de interacción, en donde para aquellos estudiantes que perciben un mayor apego con la escuela, la influencia de los pares con conductas antisociales se ve moderada, en comparación con los estudiantes que tienen una percepción de bajo apego con la escuela. Este resultado provee evidencia sobre la importancia del apego con la escuela para prevenir conductas antisociales en adolescentes y para informar programas de prevención en contextos escolares

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