Person: Alfaro Inzunza, Jaime
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Alfaro Inzunza
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Jaime
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Publication Predictors of family, school and neighbourhood domain on life satisfaction in chilean adolescents(2022) Oyarzún Gómez, Denise; Casas, Ferran; Alfaro Inzunza, JaimeLos adolescentes viven en constante interacción con los ámbitos de su vida familiar, escolar y del barrio, dicha interrelación mantieneun papel activo que influye en su bienestar subjetivo. El objetivo del estudio fue determinar la influencia de los ámbitos familia, escuela y barrio sobre la satisfacción con la vida de adolescentes chilenos. La muestra fue de 1392 adolescentes, quienes participaron en la International Survey on Children’s Well-Being (ISCWeB) en Chile. Los resultados prueban que un modelo de ecuaciones estructurales configurado con cinco dimensiones referidas a la familia, la escuela y el barrio contribuyeron, conjuntamente, a explicar 41% de la varianza de la satisfacción con la vida de los estudiantes. Al añadir al modelo, las variables género, edad e índice de vulnerabilidad escolar no se observó ninguna influencia en la satisfacción vital. Un hallazgo inesperado y contradictorio con otros estudios fue que la satisfacción con la escuela no ejerció influencia en este modelo. Las implicancias del estudio refieren a que los resultados pueden funcionar como diagnóstico para proponer intervenciones del bienestar subjetivo basadas en fortalecer el ámbito familiar, escolar o del barrio de los estudiantes.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 Material Conditions and Their Relationship with Affective Components of Subjective Well-being in Children(2024) Ditzel, Ana Loreto; Chuecas, María Josefina; Benavente, María Victoria; Alfaro Inzunza, Jaime; Villarroel Gutiérrez, AlejandraThe purpose of this study was to analyze the relationship between material conditions, and affective components of subjective well-being in a representative sample, using data from the International Survey of Children’s Well-being (ISCWeB), of 1994 Chilean children in the 5th and 7th grades, with a mean age of 10.50 years (SD = 0.66) and 12.51 years (SD = 0.69), respectively. Descriptive statistical analyses were carried out, in addition to a regression analysis, considering age and gender variables. The main results showed that the majority of children report having material resources in the material conditions associated with basic needs and feeling happier to a greater extent. Regression analysis showed that children’s material conditions had a significant effect on positive and negative affect in both age groups. Children who reported greater access to material conditions had a higher mean positive affect. This effect was greater in the older group of children. In relation to gender, no significant differences were observed between girls and boys in the 10-yearold group, while in the 12-year-old group there were significant differences, both in positive and negative affect, with women reporting lower affective well-being. The results are discussed, which highlight the importance of considering the affective components of children’s subjective well-being when analyzing the material conditions in which they live and the differential effects according to age and gender.Publication Safety perceptions of good treatment and subjective well-being in 10- and 12-year-old children in three countries(2023) González‑Carrasco, Mònica; Bedin, Lívia; Alfaro Inzunza, Jaime; Castellá Sarriera, JorgeSatisfaction with safety and satisfaction with how adults listen to children and how they take what they say into account are the most important satisfaction domains that contribute to children’s subjective well-being (SWB). However, there is still more to know about what contributes to both domains. Little is understood about their mediating effects on the safety perceptions of being cared for and supported in terms of children’s SWB. Age and country are also relevant variables in this equation that suffers from a lack of information. Therefore, this article attempts to shed light on these questions by using the third wave of the Children’s Worlds data set that covers Spain, Brazil, and Chile and focuses on the 10- and 12-year-old age group. Results show that perceived contexts (home, school, and neighborhood) in each country are very important for assessing satisfaction with personal safety, while having parents who listen and take children’s opinions into account is very important for SWB in all contexts. The importance of the effects of feeling safe on SWB increases from late childhood to early adolescence, with its indirect effects being much more important than direct effects. Most children do not perceive to be listened to by teachers or do not perceive that what they say is taken into account by their teachers, which does not turn out to be very relevant for SWB in any of the three countries. Despite existing relationships between all of the variables analyzed, there are differences depending on the country and age group, with a common relationship observed between some of them.