Person: Varela, Jorge
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Publication 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.Publication 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, JavieraIntroduction: 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.Publication 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, DanielaIn 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.Publication 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, PaulaRecognizing 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.Publication 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, JaimeAdolescent 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.Publication 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, ArturoLa 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.Publication 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, EmanuelEl 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.Publication 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 TeresaIntroduction: 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.Publication 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, CarlosCooperation 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.Publication 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 AntonioObjective: 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.