Person: Melipillan, Edmundo Roberto
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Melipillan
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Edmundo Roberto
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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 Improving anchoring vignette methodology in health surveys with image vignettes(2022) Hu, Mengyao; Lee, Sunghee; Xu, Hongwei; Melipillan, Edmundo Roberto; Smith, Jacqui; Kapteyn, ArieThe anchoring vignette method is designed to improve comparisons across population groups and adjust for differential item functioning (DIF). Vignette questions are brief descriptions of hypothetical persons for respondents to rate. Although this method has been adopted widely in health surveys, there remain challenges. In particular, vignettes are complex, increasing survey time and respondent burden. Further, the assumptions underlying this method are often violated. To overcome such challenges, this paper introduces an innovative technique, namely image anchoring vignettes, conveying vignette information with varying health levels in images. We conducted a cross-cultural experimental study to examine the performance of image and standard text vignettes in terms of response time, how well they satisfy the assumptions, and their DIF-adjusting quality using a confirmatory factor analysis. The study revealed that respondents can better differentiate the intensity levels of the three vignettes in the image vignette condition, compared to text vignettes. Response consistency assumption appears to be better satisfied for image vignettes than text vignettes. Using well-designed image vignettes greatly reduces survey time without losing the DIF-adjustment quality, indicating the potential of image vignettes to improve overall efficiencies of the anchoring vignette method. Improving vignette equivalence (i.e., minimizing different interpretations of vignettes by different groups), remains a challenge for both text and image vignettes. This study generates new insights into the design and use of image anchoring vignettes.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.