Browsing by Author "Yaikin, Tamara"

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    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.
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    Psychometric Properties of the Community Sense Scale in the Classroom in a sample of Chilean students
    (2022) Benavente, Mariavictoria; Fábrega Lacoa, Jorge; Alfaro, Jaime; Varela, Jorge J.; Chuecas, María Josefina; Yaikin, Tamara; Carrillo, Gisela
    It is only recently that the sense of community in contexts other than the neighbor- hood has started to be studied, providing evidence on the associations between this variable in the school environment and various dimensions of integral development in childhood and adolescence. However, in the Latin American context, there are no validated scales to perform these measurements. The present study examined the structure, reliability and convergent validity of the Community Sense Scale in the Classroom (SCo-SC) proposed by Petrillo, Capone and Donizzetti. The participants of the study were 1065 students aged 10 to 12 from urban areas. The confrmatory factor analysis coincides with the authors’ proposal; however, due to the high homo- geneity indexes of the scale, a Bifactor analysis model was carried out. The results indicate that the SCo-SC is an adequate instrument to measure the Community Sense in the Classroom and that it is positively related to satisfaction with life and with school during childhood.

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