DSpace Repository :: Browsing by Author "Varela, Jorge J."

Browsing by Author "Varela, Jorge J."

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Bienestar docente durante la Pandemia COVID-19: La Comparación entre Ecuador y Chile
(2021) López-Orellana, Cindy Tatiana; Varela, Jorge J.; Guzmán Martínez, Paulina de los Ángeles; Piedra-Martínez, Elisa; Freire Pesántez, Andrea; Baculima Bacuilima, Janneth Lucía; Cordero Cobos, Lucia
El quehacer docente se ha visto afectado a causa de la crisis sanitaria a nivel mundial, los docentes han debido transformar la forma de hacer su trabajo y enfrentar nuevos desafíos profesionales. El objetivo de este estudio es identificar y comparar entre docentes chilenos y ecuatorianos percepciones de bienestar emocional, social y laboral durante la pandemia; también identificar diferencias por género y la relación entre el nivel de bienestar y diferentes dimensiones socioemocionales. Participaron 881 docentes de preescolar, primaria y secundaria de ambos países, quienes respondieron un cuestionario en línea sobre carga laboral/doméstica, horario laboral, apoyo institucional, afectos positivos y negativos, apoyo social, desgaste emocional, bienestar y ciberacoso. Los resultados reportan mayor carga laboral y doméstica durante la pandemia, también se evidencian puntuaciones con tendencia positiva en todas las dimensiones socioemocionales, sin embargo los docentes ecuatorianos de forma significativa han percibido menos carga laboral, doméstica y desgaste, mayor bienestar general, sentimientos positivos y apoyo, lo que indica que características sociodemográficas influyen en la forma de afrontar situaciones de crisis. Otra variable de influencia fue el género, en donde las mujeres han percibido una mayor carga a nivel emocional, social y laboral. Se evidencia correlación positiva alta entre bienestar general con sentimientos positivos y apoyo social; correlaciones negativas altas entre bienestar general con sentimientos negativos y desgaste emocional. En conclusión, estos resultados revelan la realidad socioemocional que están viviendo los docentes durante la pandemia y da pautas para generar acciones que promuevan el bienestar general de esta población.
Bienestar subjetivo de la infancia en Chile en el contexto internacional
(Universidad del Desarrollo. Facultad de Psicología, 2016) Alfaro Inzunza, Jaime; Guzmán Piña, Javier; Oyarzún, Denise; Reyes Reyes, Fernando; Sirlopú, David; Varela, Jorge J.
Bullying and subjective well-being: A hierarchical socioeconomical status analysis of Chilean adolescents
(2020) Varela, Jorge J.; Fábrega Lacoa, Jorge; Carrillo, Gisela; Benavente, Mariavictoria; Alfaro Inzunza, Jaime; Rodríguez, Carlos
Inequality is a major concern for governments and policymakers in poor’s and developing countries. High levels of inequity negatively affect the lives of children and adolescents and their subjective well-being (SWB). Moreover, bullying behavior also harm the SWB of its victims. Previous studies have examined the negative consequences of bullying, but have failed to consider socioeconomic status (SES) and the nested effects of the school. The purpose of this study was to examine the effect of bullying on SWB by considering the role of SES at the school level. We examined a sample of 1,914 adolescents from 26 schools in two Chilean regions (mean age: 11.54 years; 47.1% female) using Hierarchical Linear Modeling with different subjective well-being measures at the student level. We used the type of school (private versus public) and socioeconomic status. Our results indicate a negative relationship between bullying and different measures of SWB. SES appears to be negatively related at the school level on well-being, which evidences other features to be considered in relation to prevention. This is evidence of the negative effects of levels of risk and inequality in Chilean schools on the subjective well-being of adolescents.
Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents
(2022) Varela, Jorge J.; Muñoz, Gonzalo J.; Reschlyc, Amy; Melipillán, Roberto
Whereas most research has focused on the influence of teachers on student engagement, we postulate that peer experiences – particularly bullying behavior as a victim or perpetrator – impact student engagement over time. Using a sample of 525 adolescents (46% female, mean age = 13.51) nested within 31 classrooms from Chilean schools selected by convenience sampling design, we examined the relationship between victim and perpetrator on student engagement. Concurrently, we examined school bonding as a predictor of student engagement as well as its potential role as a protective factor. Our results indicated that perpetration predicted students’ cognitive engagement (at the individual level), whereas both being a victim (at the individual level) and school bonding (at the individual and classroom levels) predicted emotional engagement. However, classroom-level school bonding did not moderate the relationship between bullying and student engagement. Our study highlights the importance of building positive school climates for improving student engagement.
Bullying, Cyberbullying, Student Life Satisfaction and the Community of Chilean Adolescents
(2019) Varela, Jorge J.; Guzmán, Javier; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando
Feeling support from the community is a vital aspect of adolescents’ quality of life. Negative experiences at school, such as bullying and cyberbullying can have an adverse impact on adolescents’ life satisfaction that can expand to different domains of their lives including community variables. The goal of the present study was to examine the association between peer victimization, life satisfaction and community support among Chilean adolescents. We used a sample of 497 youths enrolled in grades 9 to 12 of public and private schools in different Chilean districts. Results indicate a negative association between bullying and cyberbullying behavior on community support through life satisfaction. Peer victimization can have negative consequences for youths at a personal level on their assessments of life satisfaction, which can expand to feeling less support from the community. Feeling less support from the community can be detrimental to healthy youth development and adolescents’ quality of life. Community prevention efforts can thus provide emotional support for youth victims of bullying and cyberbullying.
Caracterización de cyberbullying en el gran Santiago de Chile, en el año 2010
(2014) Varela, Jorge J.; Pérez Ewert, J. Carola; Schwaderer Z., Hermann; Astudillo, Javiera; Lecannelier A., Felipe
El estudio caracteriza el cyberbullying en estudiantes del gran Santiago de Chile (2010). Se aplicó una encuesta de autorreporte (Cuestionario de Experiencias de Internet) a 1.357 estudiantes entre 7º básico a IVº medio. El diseño de muestra fue no probabilístico por cuotas en 32 establecimientos educacionales, ponderados según género, curso y tipo de dependencia. El 50% fueron hombres, con un promedio de edad 15 años (DS= 1,82 años). Resultados: El 11,4% reportó haber sido víctima de algún tipo de cyberbullyingy el 12,5% victimario. No se encontraron diferencias significativas en las víctimas según sexo, curso y tipo de dependencia. Sólo los hombres reportan identificarse en forma más frecuente con los victimarios que las mujeres. Conclusiones: El cyberbullying es un fenómeno existente en la realidad chilena, siendo - mayormente - homogéneo en su presentación. Dado esto, se plantean nuevos desafíos y preguntas respecto a sus consecuencias tanto para los estudiantes como para todo el sistema escolar.
El Clima y Acoso Escolar como Predictores de la Covitalidad y Bienestar en Niños, Niñas y Adolescentes en Chile
(2021) Varela, Jorge J.; Tezanos‐Pinto, Pablo de; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando
Community and school violence as significant risk factors for school climate and bonding of teachers in Chile: A national hierarchical multilevel analysis
(2021) Varela, Jorge J.; Melipillán, Roberto; González, Constanza; Letelier, Pablo; Massis, María Camila; Wash, Nicole
Community and school violence involve aggressive behaviors among youth and adults. Researchers have focused mostly on aggression among students without considering teachers as victims of violence. The study's purpose was to examine the consequences of community violence, school violence, and school climate on the levels of teacher's bonding to the school. We examined data of 5733 teachers from 510 schools in 68 different communities in Chile. We used Hierarchical Linear Modeling to examine the relationship between the individual, school, and community‐level variables. We found direct associations with school bonding at the individual level for victim school violence, school climate, size and type of school, and violence in the community at the community level. Our results highlight the importance of school violence prevention from a comprehensive perspective, starting at the community level, followed by the school to provide more teacher's support.
Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students
(2022) Squicciarini Navarro, Ana María; Peña Quintanilla, Felipe; Sánchez Campos, Paola; Varela, Jorge J.; Melipillán, Roberto; Reschly, Amy L.
Student engagement is associated with various aspects of students’ school experiences, including student achievement, high school completion, and post-secondary success. As measurement of student engagement has grown in countries around the world, few studies have been conducted in South America. This study examined a translated version of the Student Engagement Instrument, widely used in the U.S. and other countries, in a study of 2337 adolescents in Chile. Consistent with prior research, confirmatory factor analyses revealed a six-factor solution as the best fit for the data. However, fewer items were retained than on the studies of the SEI with students in the U.S. The Future Goals and Aspirations and Extrinsic motivation subscales were associated, in expected directions, with achievement 1 year later.
Cyberbullying Among Chilean Students and the Protective Effects of Positive School Communities
(2017) Varela, Jorge J.; Zimmerman, Marc A.; Ryanc, Allison M.; Stoddard, Sarah A.
Cyberbullying is a type of bullying that involves the use of technology to harm other students. Most researchers have examined individual-level characteristics, but the perception of school climate and school characteristics such as type, size, and level of vulnerabilities have not been considered using multilevel methods. Using a sample of 8,237 Chilean seventh graders from 1,322 schools we examined individual- and school-level predictors of cyberbullying perpetration. Cyberbullying perpetration was predicted by prior victimization, interpersonal relationships, and gender. We found an interaction effect between interpersonal relationships and teacher support for victims. Our findings support the notion that school policies and culture can play a vital role in the prevention of cyberbullying, supporting a protective resilience model.
Cyberbullying. Bullying and antisocial behavior among chilean adolescents
(2021) Varela, Jorge J.; Sánchez, Paulina A.; Chuecas, María Josefina; Benavente, Mariavictoria; González, Constanza; Acuña-Wagner, Esteban Andrés; Olaya Torres, Adriana
Cyberbullying is a phenomenon that affects teenagers around the globe. Studies suggest that it has a negative impact on both victims and aggressors, becoming a public health concern. Previous studies have sought to define its predictors; however, most studies have not assessed the relationship between cyberbullying and traditional bullying or other types of aggression. Herein, we aimed to assess the association between antisocial behaviors and traditional bullying as forms of aggression that could predict cyberbullying in victims and perpetrators. A total of 791 adolescents from Santiago, Chile, were included in our study; mean age of 13.57 years old, 46.06% female. We used the structural equations model to test our model. Our results show a good fit of the model, showing a relation between antisocial behaviors and bullying, but only for the perpetrator. Bullies were associated with the roles of cyberbullying victim and cyberbullying perpetrator. Bullying victims were only associated with cyberbullying victims. Our results confirm the relation between different types of aggressive behavior, particularly for perpetrators, which could account for a unique dynamic for bullying and cyberbullying perpetrators. Prevention programs should explore more comprehensive interventions aimed at adolescents and promote a better understanding of this type of aggression
Diseño y validación de un manual de trabajo para la adecuación de expectativas entre apoderados, apoderadas y docentes de un colegio Montessori
(Universidad del Desarrollo. Facultad de Psicología, 2021-07) Muñiz Herrera, María Ignacia; Saavedra Peirano, Daniela Andrea; Varela, Jorge J.; Le fort, José Antonio
El presente proyecto se desarrolló en un colegio particular de la comuna de Peñalolén, de metodología Montessori, con el fin de generar un manual que permita adecuar las expectativas en el vínculo entre docentes y apoderados de Taller II (tercero y cuarto básico), temática contingente en este nivel y relevante para la psicología educacional, en cuanto a que dicha inadecuación genera efectos que limitan un buen clima escolar y sanas relaciones interpersonales. La influencia de las relaciones interpersonales en la formación socioafectiva de los estudiantes, hace necesario el análisis de la relación entre Familia y Escuela, ya que “son los dos grandes agentes socializadores responsables de la educación de los niños/as, prestando atención a las realidades en las que están inmersos, e intentando dar respuesta a las demandas que cada uno de ellos pueda presentar” (de León, 2011, p.1). Por lo tanto, adecuar las expectativas será el objetivo central de esta intervención, siendo este fenómeno, un componente clave para un vínculo sano entre docentes y apoderados, entendiendo este fenómeno como “las inferencias que una persona hace a partir de una información, correcta o falsa, y que implican la esperanza de ocurrencia de un suceso relacionado con la información sobre la cual tales juicios han sido realizados” (Núñez y Valle, 1989, p. 296). El desarrollo del manual de trabajo, como un instrumento para abordar el fenómeno anteriormente descrito, consideró además del contexto actual de pandemia, la factibilidad de trabajo autónomo por parte de la institución, así como el desarrollo de herramientas necesarias para que el equipo de gestión pudiese trabajar esta temática y la evaluación de los resultados. Este producto fue validado, tras su exposición, por agentes internos y externos a la institución y expertos en desarrollo de programas educativos. Estas interacciones dieron como resultado el Manual de Implementación del Programa “Reconociendo mis Expectativas” (*)1 . Considerando que un proyecto está en constante cambio, se hizo necesario, tras su implementación y evaluación, dejar el manual abierto a futuras intervenciones y posibilidades de ampliar el campo de intervención.
Evaluación de la efectividad del Programa Vínculos para la prevención e intervención del Bullying en Santiago de Chile
(2013) Pérez Ewert, J. Carola; Astudillo, Javiera; Varela, Jorge J.; Lecannelier A., Felipe
El Bullying, por sus características y consecuencias, se ha transformado en una preocupación central en los colegios, los cuales han desarrollado diferentes formas de afrontarlo. El objetivo principal de este artículo es evaluar la efectividad de un programa de prevención e intervención de Bullying y Ciberbullying, en una muestra de 320 alumnas en un colegio de Santiago de Chile, a través de un diseño pre-post. El programa utilizó estrategias preventivas e integrales orientadas a realizar intervenciones en los distintos niveles del sistema escolar: colegio, sala de clases, individuo y familia. Los resultados demostraron que el programa es efectivo en disminuir el reporte de ser testigos de Bullying y la victimización de manotaje a través de internet. La efectividad del programa se debería a que se respetaron los lineamientos de los programas que han demostrado ser efectivos.
Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison
(2019) Varela, Jorge J.; Savahl, Shazly; Adams, Sabirah; Reyes Reyes, Fernando
Bullying at school represents a major challenge in different school cultural contexts. As a result, victims of bullying experience negative consequences that influence their daily life and personal well-being. School climate in particular is important to consider in the prevention of bullying and its consequences. However, few studies have examined the effects of bullying victimization on children’s subjective well-being (SWB), using hierarchical analysis, in different cultural contexts. Therefore, the current study examined the role of bullying victimization and school climate on children’s SWB in two different contexts, Chile and South Africa. The study forms part of and uses data from the Children’s Worlds Study in these contexts. With a combined sample of 1829 children aged 12-years old, the data were analyzed using hierarchical linear modeling and structural equation modeling. The key findings indicate that bullying victimization was a significant predictor of children’s SWB at the individual and school level (school climate) in Chile and South Africa. Further, a cross-level interaction effect of school climate on the relationship between bullying victimization and SWB was found in Chile only. Mediational analysis demonstrated a good fit of the data for both countries, and indicated that bullying victimization had a direct effect on SWB, and an indirect effect through school climate. These results contribute to a better understanding of the role of school climate for bullying behavior, especially for victims. Schools represent an important institution, beyond the cultural context, that can help foster children’s social development by promoting a positive school climate.
Exploring the Influence School Climate on the Relationship between School Violence and Adolescent Subjective Well-Being
(2019) Varela, Jorge J.; Sirlopú, David; Melipillán, Roberto; Espelage, Dorothy; Green, Jennifer; Guzmán, Javier
School climate plays a key, protecting role against adverse outcomes when young individuals face peer victimization. Here we examined the potential relationships among adolescent’s wellbeing, school violence, and school climate in a sample of 2006 Chilean students (48% female) aged 10–21 (M = 14.97, SD = 1.86) from 20 schools located in the same school department. Participants completed a self-report questionnaire assessing wellbeing, school violence, and school climate. Using multilevel (Hierarchical Linear Modeling; HLM) methods we found that positive interpersonal relationships (an indicator of school climate) were significantly associated to wellbeing at schools (γ01 = .24, p < .01). School bonding was also associated to peer victimization and wellbeing (γ90 = .14, p < .10). Our results highlight the importance of improving school related factors in order to achieve a more supportive environment for youth wellbeing.
Future Expectations, Attitude Toward Violence, and Bullying Perpetration During Early Adolescence: A Mediation Evaluation
(2015) Stoddard, Sarah A.; Varela, Jorge J.; Zimmerman, Marc
Background: Hopeful future expectations have been linked to positive developmental outcomes in adolescence; however, the association between future expectations and bullying perpetration has received less attention. Objectives: We examined the relationship between future expectations and physical and relational bullying perpetration and tested a mediation model that linked future expectations with bullying through attitude toward violence. Methods: Structural equation modeling was used to examine the relationship between future expectations and bullying perpetration (relational and physical) and to test whether these relationships were mediated by attitude toward violence in a sample of U.S. seventh-grade students (Mage = 12.86 years, N = 196, 60% female, 46% African American). Results: Attitude toward violence fully mediated the relationship between future expectations and physical bullying (indirect effects = −0.08, 95% CI [−0.15, −0.01], R2 = .17). The relationship between future expectations and relational bullying was partially mediated by attitudes toward violence (indirect effects = −0.07, 95% CI [−0.14, −0.002], R2 = .20). Discussion: Our findings suggest that future expectations can play a role in reducing attitude toward violence and physical and relational bullying perpetration among youth. Interventions that help support the development of future goals and aspirations could play a vital role in bullying prevention efforts.
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.
Gratitude as a Protective Factor for Cyberbullying Victims: Conditional Effects on School and Life Satisfaction
(2021) Oriol, Xavier; Varela, Jorge J.; Miranda, Rafael
Recently, studies linking the emotion of dispositional gratitude to cyberbullying have attracted attention. However, this is still a seminal research area that requires further scientific studies. Through longitudinal data, this study aims to analyze the mitigating effect of gratitude on cybervictimization and two indicators of adolescent subjective well-being, namely school and life satisfaction. To this end, 221 adolescents attending private schools in Peru (age: mean (M) = 12.09; standard deviation (SD) = 0.89) were selected to respond to a self-administered questionnaire in two waves that were six months apart. Descriptive data show that 27% of cybervictims also suffer other types of traditional bullying. The overlaps between forms of bullying contribute to higher probabilities of experiencing low school and life satisfaction compared to non-victims after six months. The results of the moderation analysis show that experience high gratitude help students to maintain stable levels of life satisfaction regardless of the prevalence of cyberbullying after six months The results are discussed in terms of the relevance of fostering gratitude from early ages.
Innovative Technology–Based Interventions to Reduce Stigma Toward People With Mental Illness: Systematic Review and Meta-analysis
(2022) Rodríguez-Rivas, Matías; Cangas, Adolfo J.; Cariola, Laura A.; Varela, Jorge J.; Valdebenito, Sara
Background: Stigma toward people with mental illness presents serious consequences for the impacted individuals, such as social exclusion and increased difficulties in the recovery process. Recently, several interventions have been developed to mitigate public stigma, based on the use of innovative technologies, such as virtual reality and video games. Objective: This review aims to systematically review, synthesize, measure, and critically discuss experimental studies that measure the effect of technological interventions on stigmatization levels. Methods: This systematic review and meta-analysis was based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines and included studies in English and Spanish published between 2016 and 2021. Searches were run in 5 different databases (ie, PubMed, PsycInfo, Scopus, Cochrane Library, and ScienceDirect). Only randomized controlled trials were included. Two independent reviewers determined the eligibility, extracted data, and rated methodological quality of the studies. Meta-analyses were performed using the Comprehensive Meta-Analysis software. Results: Based on the 1158 articles screened, 72 articles were evaluated as full text, of which 9 were included in the qualitative and quantitative syntheses. A diversity of interventions was observed, including video games, audiovisual simulation of hallucinations, virtual reality, and electronic contact with mental health services users. The meta-analysis (n=1832 participants) demonstrated that these interventions had a consistent medium effect on reducing the level of public stigma (d=–0.64; 95% CI 0.31-0.96; P<.001). Conclusions: Innovative interventions involving the use of technologies are an effective tool in stigma reduction, therefore new challenges are proposed and discussed for the demonstration of their adaptability to different contexts and countries, thus leading to their massification
Ley de Violencia Escolar en Chile desde la percepción y valoración de sostenedores municipales
(2019) Bravo, José; Varela, Jorge J.; Pereira, Adrián; González, Rodrigo; Guerrero, Valeria
Desde la creación de la Ley de Violencia (N°20.536) en Chile hemos visto importantes avances en diferentes reformas del sistema escolar chileno. No obstante, desconocemos la percepción y valoración que tiene esta legislación para los diferentes actores del sistema escolar de nuestro país. Para el presente estudio se aplicó una encuesta semi-estructurada a 96 sostenedores municipales a lo largo de Chile en la cual se abordaron tres dimensiones respecto de la (1) evaluación general de la ley, (2) implementación de la ley y (3) valoración general de esta. Como resultado se encontró que si bien la gran mayoría de los sostenedores reportan conocer la ley, que las principales estrategias de la misma se están implementando en los establecimientos a su cargo y que consideran que la normativa es un aporte a la gestión de la convivencia y a la prevención de la violencia escolar, finalmente la calificación final evidencia una valoración baja de éste cuerpo normativo por parte de los sostenedores.

Browsing by Author "Varela, Jorge J."

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