Browsing by Author "Villarroel, Alejandra"
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Item A sense of community at school and the subjective well‐being of Chilean students(2021) Villarroel, Alejandra; Alfaro Inzunza, Jaime; Reyes Reyes, Fernando; Carrillo, Gisela; Ditzel, Ana LoretoUnderstand the degree to which a Sense of Community at School can predict the Life Satisfaction of Chilean students in the fifth and seventh grades. The classroom and school components will be presented separately. The research was designed as a descriptive study using a survey with a probabilistic sample made up of 1959 students (52.6% male and 47.4% female) in the fifth and seventh grades at elementary schools in the cities of Concepción and Santiago in Chile. A multiple linear regression analysis was done using the Multidimensional Scales of School Sense of Community (SOC‐S) and Classroom Sense of Community (SOC‐C) as predictors of life satisfaction measured with the Student Life Satisfaction Scale (SLSS). Multigroup analysis was conducted to make comparisons by sex and grade. The dimension of “sense of belonging and emotional connection” of the SOC‐C and the dimension of “belonging” of the SOC‐S predict life satisfaction for fifth grade students. The additional dimension of “emotional connection” of the SOC‐S scale was included for the seventh‐grade students. The sense that one is part of the school community is a dimension that affects childhood life satisfaction. Its level of contribution varies by age, with the sense of belonging and emotional connection variables being the relevant ones.Item 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, JoelThis 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 countriesItem School and Neighborhood Relationships that Affect Well-Being Based on Chilean Children and Adolescent’s Understandings(2022) Aspillaga H., Carolina; Alfaro, Jaime; Carrillo, Gisela; Inostroza, Camila; Escobar, Katherine; Villarroel, AlejandraThis article studies the perceptions that Chilean children and adolescents hold about the personal and distinctive qualities of their relationships in both the school and neighborhood contexts associated with the experience of well-being using a qualitative methodological framework. It takes as its foundation the relevance of studying well-being from an ecological perspective to help identify and differentiate the processes and dynamics that take place in the multiple contexts of daily life and delves into their effects on the well-being experience of children and adolescents. A sample of 21 children and adolescents between the ages of 10 and 15 was used to obtain the data through semi-structured interviews and then analyzed by thematic, which identified five categories associated with the relationships the participants have at schools and in the neighborhoods that affect their well-being. The categories are organized according to their characteristics and properties along a continuum between well-being and dissatisfaction. One conclusion is that feeling a sense of belonging, closeness, support and safety both among peers and with adults in the school and neighborhood contexts is pertinent to the well-being of the children and adolescents. Another key finding is the importance of motivating and entertaining teaching–learning relationships in school settings, as well as feeling pleased and satisfied with the physical and material conditions of their neighborhoods and schools.Item The Subjective Well-Being of Chilean Children Living in Conditions of High Social Vulnerability(2021) Ditzel, Ana Loreto; Casas, Ferran; Torres‑Vallejos, Javier; Villarroel, AlejandraThis article analyzes the subjective well-being and life satisfaction of 1033 Chilean children (507 girls and 526 boys) aged 9 to 14 years (M=11.02, SD=1.18) living in the socio-economic state of poverty. Diferent subjective well-being scales were admin- istered to assess both afective and cognitive components, be they context-free or dif- ferent domains of life satisfaction, including the use of free time. A structural equa- tion modelling was put to the test measuring to what degree the various components of well-being were correlated to a second order latent variable showing good ft. Later, the general results returned middle high scores on these scales with signifcant diferences found by gender, especially for afective and overall life satisfaction components. Boys displayed higher overall subjective well-being scores than girls. These diferences were less evident when assessing the subjective well-being in specifc domains; the boys’ and girls’ scores were closer here. These results are discussed along with their contributions toward understanding subjective well-being in childhood as a complex, multi-faceted concept. These fndings may turn out to be particularly interesting when it comes to designing and evaluating public policies geared toward children by providing evidence that supports the inclusion of socio-emotional and relational variables in the promotion of improved quality of life for children living in poverty.Item Well-Being from the Understanding of Children and Adolescents: a Qualitative Metasynthesis(2021) Carrillo, Gisela; Alfaro Inzunza, Jaime; Aspillaga H., Carolina; Inostroza, Camila; Ramírez-Casas del valle, Lorena; Villarroel, AlejandraWithin the framework of the increasing academic valuation of the use of qualitative methodologies for the study of the well-being of children and adolescents, a systematic review of the available empirical production was developed through the “Qualitative Metasynthesis” methodology. The purpose of the study was to analyze and describe, jointly and integratively, the main common and shared aspects of the available knowledge on the dimensions that, according to the children and adolescent’s understandings, are significant for their well-being. During the second semester of the year 2018, the SCOPUS and Web of Science databases were reviewed, identifying a total of 76 articles of which 13 met the inclusion criteria and were analyzed following the methodology of constant comparison, interpretation of results and conceptual reinterpretation proposed by Sandelowski and Barroso (2007). The results brought about the delimitation and description of five categories: “Positive notion of oneself”; “Good treatment and support relations”; “Recognition”; “Significant activities”; and “Contextual aspects”. The obtained results contribute to the systematization of the knowledge about well-being provided from qualitative methodologies, thus contributing to the development of indicators for the study of well-being with information on domains and significant areas for children and adolescents.Item Well-being, school and age, from the understandings of Chilean children(2023) Alfaro, Jaime; Carrillo, Gisela; Aspillaga, Carolina; Villarroel, Alejandra; Varela, Jorge J.This research studies the relationships that promote well-being in the school setting from the perspective of Chilean children’s understandings and how these vary with age by comparing 10- to 11- and 14- to 15-year-old students using a sample of 21 children. The material was collected using semi-structured interviews followed by a thematic content analysis. Seven school categories were identified: performance-based relationships; relationships of support (or lack thereof) from the adult world; relationships with teachers who facilitate (or fail to) learning; supportive peer relationships, fun and friendship; contentious peer relationships; relationships with the school as a whole; and relationships with the material conditions and physical environment of the school. The children perceive their well-being as affected by: relationships between students and teachers, the exigencies of schoolwork, discipline and control, support and interpersonal communication, peer relationships, the availability of affective support, conflict resolution, and poor treatment (bullying). They also talk about the school as a whole and the entirety of interactions transpiring there, affective links with the adult world, and its socio-spatial, infrastructure and habitability conditions. The two studied age groups present common elements, although there are also distinctive, heterogeneous traits of each group that depict the diversity of the well-being experience related to age.