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Browsing by Author "Varela, Jorge"

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Assessing the Teacher Emotions Scale in Chile: Does it relate to teachers’ well-being?
(2024) Romo-Escudero, Francisca; Guzmán, Paulina; Helma Koomen; LoCasale-Crouch, Jennifer; Wyman, Ignacio; Varela, Jorge
Teachers’ emotions connect significantly to well-being, classroom practices and student relationships, addressing a gap in research primarily focused on English-speaking contexts. This study aims to bridge this gap by validating a Spanish version of the Teacher Emotions Scale (TES) among Chilean educators and investigating its relationship with well-being. The study employed an online questionnaire encompassing demographic details, TES assessments and well-being evaluations. TES adopts a discrete emotion approach, distinguishing nuanced differences between Enjoyment, Anger and Anxiety. Well-being was gauged through both Psychological well-being and Burnout scales. Confirmatory Factor Analysis (CFA) involving 2,689 participants affirmed the internal validity of TES, favoring a three-factor model (Enjoyment, Anger, Anxiety). TES factors consistently exhibited statistical significance, with specific factors predicting distinct well-being aspects. This pioneering study introduces a robust quantitative measure for understanding teachers’ emotional experiences in Spanish-speaking educational contexts, contributing valuable insights into the interplay between emotions, well-being and effective teaching practices.
Covitality and life satisfaction: a multilevel analysis of bullying experiences and their relation with School attachment
(2023) Varela, Jorge; De Tezanos-Pinto, Pablo; Guzmán, Paulina; Cuevas-Pavincich, Francisca; Benavente, Mariavictoria; Furlong, Michael; Alfaro Inzunza, Jaime
Adolescent mental health research highlights the importance of individual strengths and well-being, which have been organized by different conceptual models. The covitality model is one example that proposes a meta-construct integrating different domains. Even though some prior research examines the relationship between covitality and bullying, there is a research gap regarding the specific mechanisms involved. In this study, we examined how school bullying may be asso ciated with covitality and life satisfaction and how this relationship may be mediated by school attachment. We used a multilevel analysis with 1,697 students (51% female, age: M=12.25, SD=2.11) from 62 classrooms in Chile. Our results show that at the individual level, victims of bullying report lower levels of well-being and covitality, which is explained by lower levels of school attachment. Bullying was also associated with higher levels of life satisfaction and covitality at the classroom level, and the relationship with covitality may also be partly explained by school attachment. These results underscore the importance of bullying prevention at the individual and the classroom level and the relevance of contextual variables in understanding its effects.
Docentes en Chile durante la Pandemia COVID: Un estudio cuantitativo sobre sus emociones, bienestar y desgaste profesional
(2023) Guzmán, Paulina; Varela, Jorge; Oriol,Xavier; Canales, Arnaldo; Quintana, Arturo
La pandemia ha impactado la vida de las personas, especialmente, en la escuela. Sin embargo, no existen estudios en Chile que hayan examinado las implicancias en los docentes de este nuevo contexto. El estudio caracteriza el bienestar de docentes chilenos a partir de diferentes variables, claves para la enseñanza y aprendizaje, tales como el desgaste laboral, el bienestar docente, al igual que sus emociones positivas y negativas, como también el apoyo social percibido. Para estos fines se usó una muestra de 635 docentes, 40.66 años en promedio, en su mayoría mujeres (92,3%). Los resultados arrojaron que los profesores de menor edad experimentan mayores emociones negativas y desgaste, las mujeres, mayor desgaste psíquico que los hombres, mientras que los docentes de colegios particulares subvencionados menores índices de bienestar. Se discuten las implicancias de estos resultados en las intervenciones la importancia de generar instancias de apoyo para el ejercicio de su profesión.
El diseño como articulador para mejorar el bienestar y la convivencia escolar / Design as an articulator to improve school well-being and school coexistence
(Universidad del Desarrollo. Facultad de Diseño, 2023-12) Hojman, Viviana; Varela, Jorge
Propiciar ambientes seguros de aprendizaje, donde prime la tolerancia, la inclusión y que contribuyan a una convivencia escolar armoniosa, son algunos de los grandes desafíos de la educación hoy. En tiempos que cambian vertiginosamente, urge superar el modelo del profesor hablando, alumnos escuchando. Se ha comprobado que las aulas, escuelas y liceos participativos ponen en valor a las y los estudiantes, mientras enriquecen el aprendizaje. Sobre acciones concretas para lograr una educación integral y el rol que puede cumplir el diseño al entregar las herramientas necesarias, profundizan en el siguiente artículo los autores Viviana Hojman y Jorge Varela. Fostering safe and inclusive learning environments is a significant challenge in education today, contributing to harmonious school coexistence. In rapidly changing times, it is urgent to overcome the model of the teacher talking to students who are expected to listen. It has been proven that participatory classrooms and high schools that value students' opinions enrich their learning. In the following article, authors Viviana Hojman and Jorge Varela elaborate on concrete actions to achieve comprehensive education and design's role in providing the necessary tools.
Elaboración de un Programa de fortalecimiento de la convivencia escolar y la inclusión para el nivel de 5to año básico
(Universidad del Desarrollo. Facultad de Psicología, 2021-07) Romero Berkhoff, Gabriela; Valdés Hernández, Cristian; Le fort, José; Varela, Jorge
El presente proyecto fue ejecutado en un Colegio de la comuna de Pichilemu, en el contexto del trabajo de grado del Magíster en Psicología Educacional de la Universidad del Desarrollo. El proyecto abordó el desarrollo de la enseñanza de resolución de conflictos de manera no violenta, de forma de anular la idea de que no existirán conflictos, sino más bien, acompañando en el aprendizaje de que los conflictos son inherentes al funcionamiento social (Sandoval, 2014). Para esto se realizó un diagnóstico que consistió en entrevistas dirigidas a actores claves y en el análisis de datos secundarios, obteniendo como problema principal que las relaciones de convivencia e inclusión están deterioradas en el 5to año básico. De esta forma, el objetivo del proyecto fue desarrollar relaciones de convivencia e inclusión armónicas en los niveles de quinto básico, mediante la generación de mecanismos de resolución de conflictos asertivos en los estudiantes. Con este propósito, se generó un programa de fortalecimiento de la convivencia escolar e inclusión, mediante la resolución pacífica de conflictos, la comunicación asertiva entre estudiantes y habilidades parentales, a partir de conocimiento teórico, aplicado y compartido para abordar tales temáticas. Así, el resultado final del proyecto fue un programa consistente en cuatro guías teóricas y dos guías prácticas, además de material anexo. En este sentido, se promueven herramientas para que docentes y estudiantes puedan desarrollar un buen clima de aula aprovechando el conflicto como una oportunidad de mejora, con especial énfasis en la autonomía.
Feasibility, acceptability, and appropriability of a national whole-school program for reducing school violence and improving school coexistence
(2024) Rojas-Andrade, Rodrigo; Lopez Leiva, Verónica; Varela, Jorge; Soto García, Pamela; Álvarez, Juan Pablo; Ramírez, María Teresa
Introduction: The increase in school violence following the COVID-19 pandemic underscores the need for schools to adopt a multilevel whole-school approach. This study examines a national program designed by the Chilean Ministry of Education, in collaboration with universities, as part of the Ministry’s Educational Reactivation Plan, aimed at improving school climate management across Chile. Methods: The “Learning to Live Together Program” (LLT) was implemented across all 16 regions of Chile, focusing on establishing school climate networks, providing direct intensive university technical assistance, and enhancing professional development and training. The feasibility, acceptability, and appropriability of the LLT program were assessed through a survey distributed to 1,561 staff members from 783 schools. Participants responded to a comprehensive set of instruments measuring acceptability, appropriability, feasibility, attitudes toward implementation, fidelity, and initial perceived results. Results: The results indicate high initial adoption rates and significant improvements in the assessed dimensions. The enhancement of school climate practices and strengthening school collaboration networks were of considerable relevance. Discussion: These findings support the efficacy of the multilevel wholeschool approach as a viable strategy for Latin American countries, providing critical data for educational and governmental decision-making. Furthermore, this study provides evidence that these outcomes may be applicable to the implementation of similar policies in different contexts and countries.
Game theory in the classroom: low cooperative relationships identify bullying patterns in elementary schools
(2024) Landaeta Torres, Víctor; Candia Vallejos, Cristian; Pulgar, Javier; Fábrega, Jorge; Varela, Jorge; Yaikin, Tamara; Monge, Cecilia; Rodriguez-Sickert, Carlos
Cooperation and bullying have a subtle yet important interaction that influences the social dynamics in elementary school classrooms. We investigate this interplay in a large sample of 1112 students across 47 public primary classrooms in Chile. Using a video game interface to create a dyadic, non-anonymous social dilemma, we map the cooperative social network within each classroom. In addition, we collect peer nomination data and use the Illinois Bullying Scale to categorize students as bullies, victims, or bully victims. Our results indicate that low levels of received cooperation significantly increase the likelihood of students being identified with the dual role of both bully and victim, known as the bully-victim profile. This negative relationship remains robust even after controlling for demographic and classroom context variables using multilevel regression models and is consistent when employing causal inference techniques such as statistical matching. We propose that the relationship between received cooperation and the bully-victim profile stems from the capacity of received cooperation to capture key factors influencing social relationships among students, such as popularity, prosociality, GPA, and aggressiveness. Our study contributes to the understanding of human interaction in educational settings and it offers a new framework for targeted interventions in primary education, providing insights for future educational policies and practices.
Gestión y manejo de la cultura escolar "Prácticas pedagógicas"
(Universidad del Desarrollo. Facultad de Psicología, 2023) Ojeda Ormazábal, Victoria; Ortega Huenchumán, Fernando; Valderas Gómez, Ximena; Varela, Jorge
El presente trabajo tiene como objetivo visualizar la influencia de la cultura escolar en diversos ámbitos de un centro educativo, centrándose específicamente en el pilar de prácticas, creencias y valores. Para poder llevar a cabo esta intervención fue necesario realizar una revisión teórica exhaustiva de la cultura escolar, ya que, hasta el momento existe una escasez de información frente al impacto que genera la cultura en las conductas, reglamentos y formas de relación. Es necesario destacar que la investigación fue realizada por medio de plataformas, tales como: zoom, google meet y canvas, ya que debido a la contingencia de nivel internacional COVID no pudimos llevar a cabo el plan de intervención de manera presencial, sin embargo, las dinámicas y trabajos en equipo fueron grabadas y se encuentran disponibles. Para recoger información se empleó un método mixto aplicando cuestionarios de manera individual, entrevistas semiestructuradas y un taller participativo al cuerpo docente del establecimiento, con la finalidad de recoger todos los datos necesarios. Al analizar la información obtenida, se identificó la escasa valoración de las docentes del jardín infantil frente al apoyo metodológico de enseñanza, es decir, la falta de herramientas para formular nuevas estrategias de aprendizaje. Por ende, en base a las necesidades del cuerpo docente se realizaron tres capacitaciones con sus respectivos apoyos visuales (ppt), evaluaciones y retroalimentación. Las temáticas abordadas se basaron en las preferencias que manifiestan las docentes y asistentes de la educación, contextualizada al nivel preescolar. Las capacitaciones fueron realizadas de manera sincrónica, es decir, mediante la plataforma zoom y se dividieron en tres grupos, ya que, se coordinaron las actividades para no interrumpir sus quehaceres en el establecimiento educativo. Con los resultados obtenidos podemos clasificar la información en cuatro grandes pilares: Favorecer el proceso de enseñanza-aprendizaje, Planificar en torno a las necesidades de los estudiantes, Salir de la monotonía educativa y motivación, los cuales se van a profundizar más adelante. Finalmente, el establecimiento intervenido para este año 2023 implementó dentro de sus metodologías, a través de sus planificaciones, las temáticas trabajadas en las capacitaciones (rincones de aprendizaje, gamificación y aprendizajes simulados) entregando de esta forma un aprendizaje más lúdico a sus párvulos.
Implicancias del ciberacoso en el desarrollo de sintomatología depresiva mayor en jóvenes entre 15 y 29 años en Chile
(2024) Rojas, Fernanda; Bravo, Constanza; Miranda, Rafael; Varela, Jorge; Pacheco, Emanuel
El uso de medios digitales de comunicación y socialización entre los jóvenes trae consigo nuevos estresores, riesgos y formas de agresión, como el ciberacoso. Objetivo: evaluar la relación entre el ciberacoso (CB) y la sintomatología asociada a la depresión mayor (SDM) en jóvenes chilenos entre 15 y 29 años. Métodos: encuesta a través de la plataforma StatKnows. El muestreo fue de carácter probabilístico y estratificado con afijación proporcional al tamaño de selección bifásica. Se accedió a la muestra y a los datos de forma virtual, respetando los estándares bioéticos de la investigación con humanos. Resultados: en todas las edades estudiadas, aumenta la probabilidad de experimentar sintomatología depresiva a medida que aumentan los niveles de ciber agresión, especialmente en el grupo comprendido entre 19 a 24 años. Conclusiones: los resultados obtenidos reflejan diversos factores de la adultez-emergente que otorgan mayor vulnerabilidad a este grupo, y ponen énfasis en la importancia de estudiar el fenómeno en edades no escolares, dado que esta forma de agresión no es exclusiva a la adolescencia y tampoco lo son sus efectos en la salud mental.
Informe de Resultados: Estudio Efectos de la Cuarentena Covid-19 en el Bienestar Adolescente
(Universidad del Desarrollo. Facultad de Psicología, 2021) Alfaro, Jaime; Benavente, Mariavictoria; Rodríguez-Rivas, Matías; Melipillán, Roberto; Cabrera, Tamara; Varela, Jorge; Reyes, Fernando; Pacheco, Daniela
El presente informe corresponde al reporte de resultados del “Estudio Efecto de la Cuarentena COVID-19 en Bienestar adolescente”, realizado en marco del Proyecto de investigación Fondecyt Regular “Estudio longitudinal de factores individuales y escolares predictores de la trayectoria del Bienestar Subjetivo durante la adolescencia (nº 1180607)”. El estudio que reportamos tiene como principal objetivo contribuir al análisis de los efectos que ha tenido sobre el desarrollo y funcionamiento psicosocial de los adolescentes chilenos el intenso periodo de confinamiento a causa de la pandemia por Coronavirus que hemos debido enfrentar en Chile.
Intervención educacional: articulación del equipo directivo en el área académica y formativa del nivel 6° básico
(Universidad del Desarrollo. Facultad de Psicología, 2021) Ramírez Belmar, Mauricio Arturo; Le Fort Sáez, José; Varela, Jorge
El presente informe entrega información del proceso de intervención educacional realizado en un establecimiento educacional particular pagado de la comuna de Colina, durante el segundo semestre del año 2020. El objetivo general del proyecto fue articular al equipo directivo en el área académica y formativa en el nivel de 6º básico a través de la elaboración de estrategias de trabajo colaborativo en el consejo de ciclo (liderazgo de nivel intermedio), para que con ello impactara en el desarrollo integral de los estudiantes. Más específicamente focalizado en el abordaje del clima escolar y clima de aula. En el transcurso del informe se expone parte de los procesos más relevantes realizados en la intervención, siendo estos el diagnóstico basado en la triangulación de informaciones, los antecedentes teóricos y empíricos principales que formaron parte de las adaptaciones realizadas en el transcurso del trabajo, el diseño de la intervención realizado a través de la metodología de marco lógico e incorporando la variante pandemia como elemento clave para los logros de las acciones propuestas, las adecuaciones realizadas desde la priorización de objetivos hasta las acciones, los resultados obtenidos y entregados al establecimiento educacional y las conclusiones que surgieron luego de la implementación de la intervención, posibilitando evaluar y destacar los aprendizajes logrados. Entre las conclusiones, se logra evidenciar la necesidad del trabajo conjunto y la construcción de una modalidad efectiva de trabajo colaborativo que optimice los tiempos, generando como resultado un documento de propuestas interdisciplinarias para potenciar el aprendizaje de los estudiantes.
Measuring school social climate in Latin America: the need for multidimensional and multi-informant tests – A systematic review
(2023) Bravo-Sanzana, Mónica V.; Varela, Jorge; Oscar Terán-Mendoza, Oscar; Rodríguez-Rivas, Matías E.
Introduction: School social climate is central to understanding learning experiences in education environments. Previous studies describe various conceptual and operational definitions around the construct; however, there are no records of reviews focused on Latin America. Aim: This study sought to analyze the available evidence and the quality of school social climate measures in Latin America through a systematic review of the literature based on the PRISMA methodology and the COSMIN checklist to assess the psychometric properties of the instruments. Methodology: The Web of Science, Scopus, Psycinfo, and SciELO databases were consulted. A total of 582 records was identified, of which 27 fulfilled the inclusion criteria and methodological quality to be included in the systematization. Results: The results show that the country with the greatest scientific production on the topic is Chile, the measures are centered mainly on the students’ perspective and the most used instrument is the CECSCE. In addition, a common aspect to all the records is that they were not sufficient to capture the complexity of school social climate. Conclusion: Multidimensional and multi-informant measures are needed to adequately assess the construct.
Preschool and school aggression: adaptation and validation of the preschool social behavior scale in Chile
(2023) Varela, Jorge; Mujica, Paula; Melipillan, Edmundo Roberto; Benavente, Mariavictoria; Villacura, Paula
Recognizing aggressive behavior at an early age is vital to identify problematic trajectories that may increase the risk of behavioral and social adaptation problems at school and during adolescence. This requires scales capable of measuring this behavior. In this study, the Scale of Preschool Social Behavior (psbs) - Teacher Form was validated using a Confirmatory Factor Analysis (cfa) in a national context. We used a sample of 538 children and 12 educators from 4 kindergartens and 5 public schools in Santiago, Chile. The results revealed two main factors: aggression and pro-social behavior, similar to the original scale. This study contributes to the early detection of physical and relational aggression in the preschool stage through the development of reliable measurements that guide prevention programs.
Quantitative evaluation of a theoretical-conceptual model based on affective and socio-behavioral dimensions to explain the academic performance of mathematics students
(2024) Marín-Álvarez, Felipe; Flores-Prado, Luis; Figueroa, Oriana; Polo Rodrigo, Pablo; Varela, Jorge; Muñoz Reyes, José Antonio
Objective: There is evidence that suggests that affective dimensions, personality traits, as well as students’ cooperative interpersonal interactions, are an important element in the students learning process. In this work we propose a theoretical model, based on evidence, that shows the direct and indirect relationships between these factors and academic performance in mathematics courses, in undergraduate and school students. Methods: To understand the type of relationships between these variables, the PANAS psychometric test of positive and negative affect, the BIG FIVE personality test and the economic decision game DUPLES GAME were applied. The study sample was 130 students between 17 and 22 years of age from undergraduate and school (M ± SD = 20.1 ± 3.99). Results: From a path analysis, statistically significant relationships were found, for example, a direct relationship between neuroticism and positive affect, which in turn is related to academic performance. We also found a direct relationship between neuroticism and negative affect, extraversion and positive affect. This allows us to propose that some of the independent variables of the model directly and indirectly influence the academic performance of students in the subject of mathematics. Conclusion: Positive affect and negative affect directly affect academic performance in mathematics, neuroticism has a direct impact on negative affect and extraversion direct impact on positive affect. Consequently, there are direct and indirect relationships between personality traits and affective dimensions, which affect the academic performance of mathematics students.
School violence, school bonding and adherence to school norms and its Association with life satisfaction among chilean and foreign students
(2024) Varela, Jorge; González, Constanza; Bravo‑Sanzana, Mónica; Melipillan, Roberto; Melipillan, Edmundo Roberto; Reyes-Reyes, Fernando; Reyes Reyes, Fernando Teddy; Pacheco Olmedo, Daniela
In recent years, there has been an increasing recognition of the importance of understanding the educational experiences of immigrant students, particularly in diverse societies like Chile. Immigrant students often encounter unique challenges related to language, culture, and social integration, which can significantly impact their perceptions of school norms, school bonding, experiences of school violence, and overall well-being. However, there is a limited understanding of the specific differences between Chilean students and immigrant students in these domains. This study aims to bridge this gap by examining the differences between Chilean and immigrant students in their perception of school norms, levels of school bonding, experiences of school violence, and well-being. The study used a sample of 2,040 high school students residing in Chile from 20 schools (Mage = 14.9; 49% girls; 11.3% youths of immigrant origin). Results indicated that non-Chilean students exhibited higher levels of behavioral norms and lower levels of bonding. No statistically significant differences were observed for school violence and well-being. Implications for the development of educational policies that promote strategies for the development of a positive school climate are discussed, conceiving the school from the perspective of diverse and inclusive classrooms, which allow for the enrichment of culture and promote the well-being of the entire educational community.
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.
The Passion for Teaching: Exploring the Determinants of Teacher Work Engagement
(Universidad del Desarrollo. Facultad de Psicología, 2024) Guzmán Martínez, Paulina; Varela, Jorge
Trayectorias del bienestar en la infancia y adolescencia en Chile: estudio longitudinal de predictores individuales y escolares del Bienestar Subjetivo
(Universidad del Desarrollo. Facultad de Psicología. Instituto de Bienestar Socioemocional, 2024) Alfaro, Jaime; Melipillán, Roberto; Varela, Jorge; Reyes Reyes, Fernando; Aspillaga, Carolina; Benavente, Mariavictoria; Carrillo Bestagno, Gisela; Rodríguez-Rivas, Matías
Este informe reporta los resultados de un estudio longitudinal de las dinámicas del Bienestar Subjetivo (BS) en población chilena adolescente, con foco en factores tanto individuales como escolares que influyen en su cambio a lo largo del tiempo (Fondecyt N°1180607). Este estudio se centra en la Satisfacción con la Vida (SV) y los afectos, tanto positivos como negativos (AP y AN) y analiza la relación de estas dimensiones con el entorno educativo y socioeconómico. El informe también incorpora una evaluación de los impactos que la pandemia de COVID-19 ha tenido en el BS de esta población estudiada, considerando cómo estos efectos se entrelazan con los factores individuales y escolares previamente identificados como relevantes en este proceso. La metodología adoptada es mixta: por un lado, se emplea un enfoque cuantitativo para el análisis longitudinal de las interacciones entre el BS y variables de índole psicológica, personal y escolar –incluyendo autoestima, violencia escolar y sentido de pertenencia a la comunidad educativa, entre otras variables. Así también, por otro lado, se implementa un estudio cualitativo para profundizar en las trayectorias del bienestar desde la perspectiva de las vivencias subjetivas de los participantes
Violencia de Pareja Adolescente: ¿Qué nos ofrece el estudio de las habilidades sociocognitivas?
(Universidad del Desarrollo. Facultad de Psicología. IBEM, 2024) Sánchez, Paulina; Varela, Jorge
En general, existen distintas teorías que explican la violencia de pareja, mayormente enfocadas en adultos. Sin embargo, existen elementos que diferencian la violencia de pareja en adultos de aquella que ocurre en adolescentes. En el estudio de la violencia de pareja adolescente (VPA), destacan los marcadores de riesgo ambientales e individuales. A nivel individuo, la investigación sobre procesos sociocognitivos es prometedora, pero escasa. El presente artículo enfatiza la relevancia del estudio de las habilidades sociocognitivas para la comprensión de la VPA. Además, argumenta qué modelos explicativos de la agresión y violencia son relevantes de integrar, destacando el “Modelo Social-Cognitivo del Procesamiento de la Información para la Resolución de Problemas Sociales” de Huesmann
Wellbeing, social media addiction and coping strategies among Chilean adolescents during the pandemic
(2023) Varela, Jorge; Pérez, J. Carola; Rodríguez-Rivas, Matías E.; Chuecas, María Josefina; Romo, Javiera
Introduction: During the COVID-19 pandemic, adolescents had to deal with a range of mental health problems that has increased social media addiction levels with adverse effects on life satisfaction. Previous studies have explored coping mechanisms to deal with this addiction problem, but did not consider the need to simultaneously cope with different dimensions. Therefore, our study aimed to examine the moderating effect of various coping mechanisms on the relationship between social media addiction and adolescent life satisfaction. Methods: Self-report questionnaires were applied to 1290 secondary school students (age mean = 16.03, SD = 1.27, range: 14 to 19; and 57% female). An exploratory and a confirmatory factor analysis were performed to determine the factor structure of the Brief-Cope 28 scale. Then, a descriptive and correlational analysis of the variables and a multiple linear regression analysis was performed. Results: We found that the social media addiction risk was negatively associated with life satisfaction, adaptive strategies were positively correlated to life satisfaction, and maladaptive strategies were negatively correlated to it. Also, a moderation model was evaluated in which four stress management strategies, namely acceptance and perspective-taking, seeking socio-emotional support, active coping, and maladaptive strategies all conditioned the relationship between social media addiction risk and life satisfaction after controlling for demographic variables and the specific strategies of using comedy, religion and substance use. Results indicate additive and multiplicative effects of management strategies for stressful situations in the studied relationship. Seeking socio-emotional support and active coping were positively related to life satisfaction and maladaptive strategies were negatively associated with it. Multiplicative effects indicate that the relationship between the social media addiction risk and life satisfaction depends only on the acceptance and perspective taking that adolescents report. When adolescents reported having low or average levels of acceptance and perspective taking, there was a negative correlation with general life satisfaction, a connection that grew markedly stronger. In contrast, no connection between social media addiction and life satisfaction was detected for adolescents who report higher levels of acceptance and perspective-taking. Discussion: Abuse of social media and the use of maladaptive stress coping strategies were risk factors that decreased life satisfaction among adolescents during the COVID-19 pandemic period.

Browsing by Author "Varela, Jorge"

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