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School violence, school bonding and adherence to school norms and its Association with life satisfaction among chilean and foreign students

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dc.contributor.authorVarela, Jorge
dc.contributor.authorGonzález, Constanza
dc.contributor.authorBravo‑Sanzana, Mónica
dc.contributor.authorMelipillan, Roberto
dc.contributor.authorMelipillan, Edmundo Roberto
dc.contributor.authorReyes-Reyes, Fernando
dc.contributor.authorReyes Reyes, Fernando Teddy
dc.contributor.authorPacheco Olmedo, Daniela
dc.date.accessioned2024-05-30T13:22:33Z
dc.date.available2024-05-30T13:22:33Z
dc.date.issued2024
dc.description.abstractIn 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.
dc.description.versionVersión publicada
dc.format.extent26 p.
dc.identifier.citationVarela, Jorge & González, Constanza & Bravo-Sanzana, Monica & Melipillan, Roberto & Reyes, Fernando & Pacheco-Olmedo, Daniela. (2023). School Violence, School Bonding and Adherence to School Norms and its Association with Life Satisfaction Among Chilean and Foreign Students. Child Indicators Research. 17. 1-26.
dc.identifier.doihttps://doi.org/10.1007/s12187-023-10075-5
dc.identifier.issn1874-897X
dc.identifier.urihttps://hdl.handle.net/11447/8947
dc.language.isoen
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subjectAdolescents
dc.subjectLife satisfaction
dc.subjectMigration
dc.subjectSchool social climate
dc.subjectSchool violence
dc.titleSchool violence, school bonding and adherence to school norms and its Association with life satisfaction among chilean and foreign students
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourceChild Indicators Research
dspace.entity.typePublication
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relation.isAuthorOfPublication26641677-4841-42fa-a6ca-79e75f650c2e
relation.isAuthorOfPublicationeb886cff-def5-469a-ad21-ddc78ecb2140
relation.isAuthorOfPublication.latestForDiscovery0bed95de-820c-4b23-9388-2bbe0e3b93ac

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