Browsing by Author "Valenzuela, Pilar"
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Item Students With High Metacognition Are Favourable Towards Individualism When Anxious(2022) Barrientos, Mauricio S.; Valenzuela, Pilar; Hojman, Viviana; Reyes, GabrielMetacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one’s own skills and act accordingly, in order to maximise one’s own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.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.