Artículos Psicología

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A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools
(2019) Godfrey, David; Seleznyov, Sarah; Anders, Jake; Wollaston, Nicholas; Barrera, Fabián
This paper presents a methodology for the developmental evaluation of a lesson study programme in primary and secondary schools. Our approach combined the principles of, i) user-focused evaluation, in which as evaluators we acted as participatory members of the innovation team and sought to involve users in the design and implementation of evaluation tools, ii) a multi-level logical model to guide data collection and impact measurement, and iii) an ‘improving rather than proving’ approach to evaluation. The evaluation tools were used on a programme to promote lesson study in London schools involving 133 teachers and 33 schools. The evaluation methodology included outcomes at school leadership, teacher and student levels. Issues of internal and external validity are discussed and strengths and weaknesses are described. Findings showed promise in the use of our scale to measure changes in teacher pedagogical outcomes and in the recording of qualitative changes to both teachers and students as a result of the lesson study cycles. Suggestions for the future use and development of this methodology are proposed, including better use of control groups and quantitative measures to record changes in learning outcomes for students.
A global experiment on motivating social distancing during the COVID-19 pandemic
(2022) Legate, Nicole; Nguyen, Thuy-vy; Weinstein, Netta; Moller, Arlen; Legault, Lisa; Vally, Zahir; Tajchman, Zuzanna; Zsido, Andras N.; Zrimsek, Miha; Chen, Zhang; Ziano, Ignazio; Gialitaki, Zoi; Ceary, Chris D.; Jang, Yuna; Lin, Yijun; Kunisato, Yoshihiko; Yamada, Yuki; Xiao, Qinyu; Jiang, Xiaoming; Du, Xinkai; Yao, Elvin; Ryan, William S.; Wilson, John Paul; Cyrus-Lai, Wilson; Jimenez-Leal, William; Law, Wilbert; Unanue, Wenceslao; Collins, W. Matthew; Richard, Karley L.; Vranka, Marek; Ankushev, Vladislav; Schei, Vidar; Lerche, Veronika; Kovic, Vanja; Krizanic, Valerija; Kadreva, Veselina Hristova; Adoric, Vera Cubela; Tran, Ulrich S.; Yeung, Siu Kit; Hassan, Widad; Silva, Jaime; Olaya Torres, Adriana Julieth
A methodological approach to couples therapy using a conjoint relational drawing process for the description of and intervention with relational patterns and meaning-attributions
(2019) Molina, María Elisa; Tapia Villanueva, Luis; Fossa, Pablo; Pereira, Ximena; Aspillaga H., Carolina; Puerta, Sofía de la
The consultants’ observation and understanding of relational patterns in couples therapy is a main therapeutic objective and a resource for change. The Conjoint Relational Drawing Process (CRDP) methodology uses a drawing technique to enable the display and efficient observation of relational patterns. It was designed to address the relational process in couples therapy. Two couples participated in making a conjoint drawing that was video-recorded and later observed and analysed by the couple and the therapist and the researchers. The relational pattern descriptions and meaning attributions about the video-recorded drawings were analysed in the therapeutic and research contexts. As a result, new perspectives regarding relational patterns and meaning attributions emerged, revealing modes of interaction that allowed new viewpoints about difficulties and ways forward. This approach for the clinical application of CRDP contributed to the evaluation and intervention in the couples’ therapy, and enabled issues to be defined early in the process
A Multi-Country Study of Harms to Children Because of Others’ Drinking
(2017) Laslett, Anne-Marie; Rankin, Georgia; Waleewong, Orratai; Callinan, Sarah; Hoangs, Hanh T. M.; Florenzano, Ramón; Hettige, Siri; Obot, Isidore; Siengsounthone, Latsamy; Ibanga, Akanidomo; Hope, Ann; Vu, Hanh T. M.; Thamarangsi, Thaksaphon; Rekve, Dag; Room, Robin
Objective: This study aims to ascertain and compare the prevalence and correlates of alcohol-related harms to children cross-nationally. Method: National and regional sample surveys of randomly selected households included 7,848 carers (4,223 women) from eight countries (Australia, Chile, Ireland, Lao People’s Democratic Republic [PDR], Nigeria, Sri Lanka, Thailand, and Vietnam). Country response rates ranged from 35% to 99%. Face-to-face or telephone surveys asking about harm from others’ drinking to children ages 0–17 years were conducted, including four specific harms: that because of others’ drinking in the past year children had been (a) physically hurt, (b) verbally abused, (c) exposed to domestic violence, or (d) left unsupervised. Results: The prevalence of alcohol-related harms to children varied from a low of 4% in Lao PDR to 14% in Vietnam. Alcohol-related harms to children were reported by a substantial minority of families in most countries, with only Lao PDR and Nigeria reporting significantly lower levels of harm. Alcohol-related harms to children were dispersed sociodemographically and were concentrated in families with heavy drinkers. Conclusions: Family-level drinking patterns were consistently identified as correlates of harm to children because of others’ drinking, whereas sociodemographic factors showed few obvious correlations.
A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic
(2021) Wang, Ke; Goldenberg, Amit; Dorison, Charles A.; Silva, Jaime; PSA Group
The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n= 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world.
A qualitative study of the experience of parents attending a psychoanalytic parent-toddler group
(2013) Barros, Maria; Kitson, Annabel; Midgley, Nick
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 Loreto
Understand 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.
A systematic narrative review of subjective well-being promotion intervention programmes in the school setting
(2022) Chuecas, María Josefina; Alfaro, Jaime; Benavente, Maríavictoria; Ditzel, Loreto
Given the growing number of interventions aimed at promoting well-being in the school setting, this narrative review sought to synthesise available evidence about the characteristics of the interventions: theoretical components, evaluation designs and their reported results. Two electronic databases (EBSCO and Scopus) were searched, and articles published between 2015 and 2020 were included. A total of 1477 articles were identified from these search engines and based on the systematic scrutinising process a total of 55 articles were included in the review. Only one-third of the studies employed experimental, causal designs. Therefore, the review is unable to make conclusive statements about promising approaches, Nevertheless, the results show that the majority of interventions used to promote school children's well-being were based on positive psychology, most of which were focused on promoting positive emotions. The studies reviewed also suggest that longer interventions, with a higher number of sessions, which are targeted at multiple components of positive emotions are more likely to yield positive results. Almost all these studies were carried out in developed countries, with only one empirical work in Latin America. Therefore, more robust experimental studies using causal designs are needed, and more empirical work is needed in low-and middle-income countries on effective practices in developing children's subjective well-being.
Academic emotions, college adjustment, and dropout intention in university students
(2023) Cobo-Rendón, Rubia; Hojman, Viviana; Cobo Rendón, Ramón
Introduction : In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out. Methods : The study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable. Results : Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations. Discussion : Generally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.
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, Joel
This 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 countries
Acoso Escolar y su Relación con el Consumo de Drogas y Trastornos Alimentarios: Comparación entre Adolescentes de Chile y España.
(2015) Carmona-Torres, José A; Cangas, Adolfo J.; Langer, Álvaro I.; Aguilar-Parra, José M.; Gallego, José
El objetivo de este trabajo fue analizar la asociación entre acoso escolar, trastornos alimentarios y consumo de drogas en adolescentes de España y Chile. Participaron estudiantes de Educación Secundaria y Bachillerato procedentes de Chile (n= 666) y España (n= 294). Los resultados muestran que los estudiantes de ambos países que actúan como acosadores presentan un consumo de drogas significativamente mayor que los no acosadores. Por su parte, las víctimas muestran un mayor riesgo de trastornos alimentarios. Siendo la fuerza de dichas asociaciones grandes y medias con base en el estimador del tamaño de efecto. Por el contrario, ser acosador no se ha asociado con trastornos alimentarios, ni ser víctima con consumo de drogas, salvo para el consumo de tabaco. Por su parte, mientras que los valores medios de acoso escolar son similares en ambas submuestras, los estudiantes españoles presentan un consumo mayor de sustancias y mayor riesgo de trastornos alimentarios. En conclusión, este estudio evidencia la vinculación entre ser acosador con consumo de drogas y ser víctima de acoso escolar con trastornos alimentarios.
Actitudes hacia la paz y la guerra, identidad social e ideología en universitarios peruanos
(2016) León, Ramón; Sirlopú, David
Finalizada la Guerra del Pacífico (1879-1884), las relaciones entre Chile y Perú han atravesado por etapas de animosidad o indiferencia a lo largo del tiempo. A fines del siglo XX, sin embargo, se gestó un mayor acercamiento entre los gobiernos y ciudadanos de ambos países. Una muestra de esto lo representa el actual dinamismo de los flujos comerciales bilaterales. Pero este periodo de integración podría enfrentar un retroceso, una vez que se conozca el fallo que entregará la Corte Internacional de La Haya sobre un diferendo marítimo entre estos países. Este fue el telón de fondo donde se desarrolló la presente investigación, cuyo propósito general fue explorar las actitudes hacia la paz y la guerra, entendidas como dos dimensiones independientes. Para tal fin, se utilizó la Escala de Actitudes hacia la Paz y la Guerra (EAPG) elaborada por Bizumic et al. (2013), la que fue aplicada a 449 universitarios de Lima (Perú). Se analizó la estructura factorial de la EAPG así como el papel predictor de la identidad nacional, la identidad latinoamericana, el nacionalismo y la Orientación a la Dominancia Social sobre las actitudes hacia la paz y la guerra. Los resultados muestran una solución de cuatro factores de la EAPG, además de una marcada tendencia al pacifismo entre los participantes. La identidad nacional y la Orientación a la Dominancia Social fueron los predictores más importantes. Estos hallazgos son discutidos a la luz de sus implicancias teóricas y socio-políticas.
Actitudes implícitas y explícitas hacia personas con síndrome de Down: un estudio en colegios con y sin programas de integración de Chile
(2012) Sirlopú, David; González, Roberto; Bohner, Gerd; Siebler, Frank; Millar, Andrés; Ordóñez, Gabriela; Torres, David; Tezanos-Pinto, Pablo de
La integración escolar puede disminuir el prejuicio entre sus miembros a través del contacto. En esta área, las investigaciones suelen utilizar medidas explícitaspero son escasas las que han usado mediciones implícitas. En este artículo sepretende evaluar ambos tipos de actitudes hacia las personas con síndrome de Down (PCSD). Ochenta estudiantes chilenos entre los 11 y 15 años,pertenecientes a colegios con ysin programas de integración,participaron de este estudio. Las actitudes implícitas fueron medidas a través del Test de Asociación Implícita (IAT). Los resultados mostraron que los estudiantes, independiente del sistema escolar, mostraron sesgo implícito hacia las PCSD. En las actitudes explícitas, si bien ambas muestras exhibieron bajos niveles de prejuicio, en los colegios integrados se expresó menos ansiedad hacia las PCSD. Finalmente, la calidad, cantidad ysaliencia se asociaron con menor ansiedad y más estereotipospositivos hacia las PCSD.
Adaptación del índice de bienestar personal para adolescentes en lengua española y portuguesa
(2014) Alfaro Inzunza, Jaime; Castellá Sarriera, Jorge; Casas, Ferran; Valdenegro, Boris; Abs, Daniel; Oyarzún, Denise; Bedin, Lívia
Se analizaron las propiedades psicométricas del Índice de Bienestar Personal en una muestra de adolescentes chilenos y brasileños. Se examinó la fiabilidad de la escala mediante el alfa de Cronbach, complementándose con un análisis de las correlaciones ítem-total de los distintos ámbitos de bienestar que la componen. Se realizó un análisis factorial exploratorio (componentes principales) y un análisis factorial confirmatorio multigrupo. Los resultados arrojan un alfa de Cronbach de 0.79 para la versión chilena y de 0.78 para la versión brasileña, que confirman niveles adecuados de fiabilidad encontrados en anteriores estudios. Las correlaciones entre ámbitos de bienestar arroja valores que van entre 0.224 y 0.496 para Chile y 0.24 a 0.46 para Brasil, similares a resultados obtenidos en otros países. Se confirman la estructura monofactorial de la escala, la adecuación de la estructura de la escala para los datos de las dos muestras y la comparabilidad de las medias de sus índices globales. Los resultados permiten suponer la existencia de otros ámbitos del bienestar de los sujetos que no fueron considerados en la propuesta original de la escala.
Adaptación y Análisis Psicométrico de la Versión Española del Índice Internacional de Función Eréctil (IIEF) en Población Chilena
(2017) Hernández, Rodolfo; Thieme, Tatiana; Araos, Fernando
Contar con instrumentos validados en Chile para Disfunción Eréctil (DE), motivó el validar la versión española del Índice Internacional de Función Eréctil (IIEF), en población chilena. Se realizó un estudio cuantitativo no experimental transversal, de muestra no probabilística por conveniencia, con 95 varones adultos de tres centros de salud (Concepción, Talcahuano y Santiago), durante Noviembre 2012 y Junio 2013. Expertos ciegos realizaron entrevista clínica utilizando criterios DSM-V y causas médico-quirúrgicas de DE. Luego de aplicación piloto y adaptación del IIEF, se logró la versión IIEF-Ch aplicándola a toda la muestra. Se analizaron los resultados con SPSS 15.0, obteniéndose alta correlación entre variables (X2: 956.533) y alta adecuación muestral (0,893); dos factores que explican el 81.59% de la varianza del instrumento, con alta confiabilidad (.971) y adecuada validez de criterio, alta sensibilidad (84.5%) y especificidad aceptable (91.9%). La IIEF-Ch es un instrumento válido y confiable para estudios sobre DE en Chile.
Adaptación y validación de dos cuestionarios sobre implementación de la tecnología en la docencia universitaria
(2022) Lobos, Karla; Cobo-Rendon, Rubia; Guzmán, Esteban; Bruna, Carola
El objetivo de este trabajo fue traducir y validar los cuestionarios de conocimiento técnico pedagógico del contenido (TPACK, en inglés) y aceptación de la tecnología (TAM, en inglés) en el uso de sistemas de gestión de aprendizaje en línea en una muestra de docentes universitarios chilenos. Se empleó un diseño instrumental y se realizó la traducción y adaptación al español de los cuestionarios. Participaron 292 docentes (n=137 mujeres) de una universidad chilena. Se efectuaron análisis factoriales exploratorios usando correlación policórica y se verificó la consistencia interna. En el caso del TPACK, se identificaron cuatro factores, distintos a la propuesta original, que explican el 62 % de la varianza. En el caso del TAM se confirmó la estructura original constituida por dos factores. Ambos cuestionarios presentaron adecuados índices de consistencia interna. En conclusión, ambos instrumentos son válidos y confiables para su utilización en la educación superior chilena.
Adaptación y validación de la versión chilena de la escala de impacto de evento-revisada (EIE-R)
(2011) Caamano W., Liliana; Fuentes M., Diego; González B., Luis; Melipillán Araneda, Roberto; Sepúlveda C., Marcelo; Valenzuela G., Elizabeth
Background: Impact of Event Scale Revised (IES-R), that evaluates the subjective perception of stress, is used to assess post traumatic stress disorder simptoms. Aim: To adapt and validate IES-R to the Chilean population. Material and Methods: Two hundred seventy eight subjects exposed to stressful life events of varying magnitude were assessed using the IES-R, the Beck Depression Inventory, the anxiety and somatoform subscales of the Depressive, Anxiety and Somatoform Disorders Scale and the AUDIT Questionnaire. Results: IES-R had adequate psychometric properties in terms of internal consistency, test-retest reliability, convergent and discriminating validity. It identified a principal factor, explaining 67% of the variance. Conclusions: The IES-R can be used in the Chilean population to assess the degree of suffering produced by a traumatic event. (Rev Med Chile 2011; 139: 1163-1168).
Adaptación y validación de la versión en español de la Escala de Respeto Incondicional hacia las personas en una muestra de escolares chilenos*
(2019) Sirlopú, David; Pérez-Salas, Claudia; Villarroel, Verónica; García, Catalina; Barrera, Kiyomi; Fierro, Eugenio; Castillo, Isidora
La Escala de Respeto Incondicional hacia las Personas (ERIP) mide las actitudes positivas hacia la autonomía, la igualdad y la integridad de los seres humanos. Esta investigación validó y analizó algunas propiedades psicométricas de la versión en español de la ERIP, en una muestra de 947 escolares chilenos entre 12 y 19 años (M = 15.47, DE = 1.49). Mediante análisis factoriales, exploratorio y confirmatorio, emergieron dos factores: Desprecio hacia los demás (F1) y Respeto hacia los demás (F2). La consistencia interna (F1: Omega = 0.82; F2: Omega = 0.78) así como la validez convergente y discriminante de la ERIP fueron adecuadas. Estos resultados indican que la ERIP es un instrumento válido y confiable para ser aplicado en adolescentes y jóvenes.
Adaptación y Validación de un Índice para la Promoción del Aprendizaje Autorregulado en Educación Superior
(2024) Bruna, Daniela; Pérez, María Victoria; Bustos, Claudio; Sánchez-Oñate, Alejandro Antonio
El presente artículo reporta un estudio psicométrico que buscó construir, adaptar y validar instrumentos para la medición de los conocimientos de autorregulación del aprendizaje, autoeficacia docente y prácticas de fomento de autorregulación del aprendizaje por parte de docentes universitarios. Esto se llevó a cabo mediante un diseño instrumental. Participaron 208 docentes de universidades privadas de la región del Biobío, Chile. Se aplicó un conjunto de tres instrumentos: el Cuestionario de Conocimiento sobre la Autorregulación del Aprendizaje, la Escala de Autoeficacia Docente y el Cuestionario de Prácticas para el Fomento de la Autorregulación del Aprendizaje. Los resultados muestran que el modelo de medición presenta un buen ajuste respecto del modelo teórico, con propiedades psicométricas de confiabilidad y validez de constructo adecuadas. Así, se constituye como el primer estudio en proporcionar evidencia conjunta de estas tres escalas para su uso en el contexto de instituciones de educación superior en Chile.
Adapting to Adversity: Effects of COVID-19 on Parenting in Chile
(2022) Perez Ewert, J. Carola; Aldoney, Daniela; Vivanco-Carlevari, Anastassia; Coo, Soledad; Guzmán, Eugenio J.; Silva, Jaime R.
The pandemic outbreak in March 2020 and its associated sanitary regulations and restrictions triggered an abrupt and significant change for society in general and for families’ organization in particular. In Chile, the Santiago Metropolitan District was under a strict lockdown that involved the closure of the entire educational system. From a systemic-family stress perspective, the impact of these changes might have consequences not only for each individual family member, but for the parental dynamic and, consequently, for children’s well-being. This paper presents the results of a followup study showing changes in self-reported parental depression and the perceived home organization of mothers and fathers assessed at three different moments: before the pandemic, at the initial outbreak, and after 1 month of strict lockdown. Relevant moderators were explored using linear mixed models to understand the within-subject changes in mothers’ and fathers’ self-reports across the different assessment times. Financial strain, personality traits of self-criticism and dependency, previous parent– child quality interaction, recent major stressful events, and number of children are highlighted as relevant factors that moderate changes in home chaos and parental mental health perception. Significant risks and protective factors are described for fathers and mothers. The use of pre-pandemic measures as baseline levels enabled the identification of personal and family characteristics that were related to better outcomes. The results help increase our understanding of the sanitary regulations’ impacts on the family system and identify vulnerability indicators that should be considered.

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