Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students.

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire "MSPSS" was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students' social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.

Propiedades psicométricas del PERMA-Profiler para la medición del bienestar en una muestra de estudiantes universitarios chilenos / Psychometric Properties of the PERMA-Profiler for the Measurement of Wellbeing in a Sample of Chilean University Students / Propriedades psicométricas do PERMA-Profiler para a medição do bem-estar em uma amostra de estudantes universitários chilenos

Resumen Introduction: en términos científicos y sociales, la investigación del bienestar ha sido relevante en los últimos años, lo que hace necesario investigar sobre las propiedades psicométricas de los cuestionarios que se utilizan para su medición. El objetivo de este trabajo fue estimar las propiedades psicométricas del cuestionario PERMA-Profiler en una muestra de estudiantes universitarios chilenos. Materialesy métodos: se evaluaron las respuestas de 1462 estudiantes universitarios de una universidad tradicional ubicada al sur de Chile, con una edad media de 19.09 años (DE=1.72). Se realizó un análisis factorial confirmatorio, se evaluaron las correlaciones dimensión/total del cuestionario e índices de consistencia interna. Resultados: el análisis factorial reporta la presencia de cinco factores. Se presentaron niveles de correlación moderada, positiva y significativa entre las dimensiones del PERMA-Profiler. Los índices de consistencia de la escala total y de la mayoría de las dimensiones se ubicaron entre α=.65 a .91 y de ω=.66 a .92, a excepción de la dimensión de compromiso. Conclusion: se confirman los cinco factores propuestos en la teoría y un adecuado nivel de correlación entre sus dimensiones y de fiabilidad del cuestionario. El PERMA-Profiler puede ser empleado para la medición de la salud mental de los estudiantes y como una herramienta válida para la evaluación de intervenciones en este contexto.

Abstract Introduction: In scientific and social terms, well-being research has been relevant in recent years, which makes it necessary to investigate the psychometric properties of the questionnaires used for its measurement. The objective of this work was to estimate the psychometric properties of the PERMA-Profiler questionnaire in a sample of Chilean university students. Materials and methods: The responses of 1462 university students from a traditional university located in southern Chile were evaluated, with an average age of 19.09 years (SD = 1.72). A confirmatory factor analysis was performed, and the dimension/ total correlations of the questionnaire and internal consistency indices were evaluated. Results: The factor analysis reports the presence of five factors. There were levels of moderate, positive, and significant correlation between the dimensions of the PERMA-Profiler. The consistency indices of the total scale and most of the dimensions were between α = .65 to .91 and from to ω = .66 to .92, with the exception of the commitment dimension. Conclusion: The five factors proposed in theory were confirmed: an adequate level of correlation between its dimensions and the questionnaire's reliability. The PERMA-Profiler can be used to measure students' mental health and as a valid tool for evaluating interventions in this context.

Resumo Introdução: em termos científicos e sociais a pesquisa do bem-estar tem disso relevante nos últimos años, o que faz necessário a pesquisa sobre as propriedades psicométricas dos questionários que se utilizam para sua medição. O objetivo deste trabalho foi estimar as propriedades psicométricas do questionário PERMA-Profiler em uma amostra de estudantes universitários chilenos. Materiais e métodos: avaliaram-se as respostas de 1462 estudantes universitários de uma universidade tradicional localizada no sul do Chile, com idade média de 19.09 años (DE=1.72). Realizou-se uma análise fatorial confirmatória, avaliaram-se as correlações dimensão/total do questionário e índices de consistência interna. Resultados: a análise fatorial reporta a presença de cinco fatores. Se apresentaram níveis de correlação moderada, positiva e significativa entre as dimensões do PERMA-Profiler. Os índices de consistência da escala total e da maioria das dimensões localizaram-se entre α =.65 a .91 y de ω=.66 a .92, com exceção da dimensão de compromisso. Conclusão: confirmam-se os cinco fatores propostos na teoria, um adequado nível de correlação entre suas dimensões e de fiabilidade do questionário. O PERMA-Profiler pode ser empregado para a medição de saúde mental dos estudantes e como uma ferramenta válida para a avaliação de intervenções neste contexto.

El Efecto de un Programa de Pensamiento Crítico en el Sesgo de Representación en Estudiantes de Pedagogía / Effect of a critical thinking program on pedagogy students' representation bias

Se investiga el efecto del pensamiento crítico sobre los sesgos cognitivos en estudiantes de pedagogía. Participaron 95 estudiantes de dos universidades chilenas, utilizándose un instrumento con dos tareas de probabilidad. Se usó diseño cuasi experimental con pretest y postest, con un grupo control y dos experimentales, uno solo con intervención en pensamiento crítico y otro además con formación en sesgos, analizándose los datos con estadísticos de confiabilidad y de diferencia de medias. Los resultados señalan que solo existe diferencia significativa en una de las dos tareas de sesgo. Se observa una diferencia entre el grupo experimental con formación en sesgos y el grupo control. Se concluye que hay dificultades para modificar los sesgos cognitivos y es necesario trabajarlos explícitamente

The effect of a critical thinking in cognitive biases aimed for pedagogy students is studied. Ninety-five students from two Chilean universities participated. The method consisted of a test with two probability tasks. A quasi-experimental design with pre and post-test was used, two experimental groups received training in critical thinking, one of them with explicit bias instruction, and it was contrasted with a control group. Data was analyzed through reliability and mean differences statistics. The results indicate differences between pre- and post-test in bias task 2; a significant difference between experimental group with bias training and control group was found. It is concluded that there is a difficulty to modify the cognitive biases and a need to work them explicitly

Affective and cognitive variables involved in structural prediction of university dropout / Variables afectivas y cognitivas implicadas en la predicción estructural del abandono universitario

BACKGROUND: The aim of the study was to analyze the influence of potentially important individual variables (motivation, satisfaction with the course, self-regulation, expectations of self-efficacy and perception of academic performance) on the intention to remain on university courses. METHOD: An ex-post-facto design was used, applying the University Life Questionnaire to a sample of 2,741 first-year students from six Chilean universities. Data were analyzed by path analysis. RESULTS: The intention to remain is higher when intrinsic motivation is higher, self-efficacy expectations are higher, the perception of performance is higher and satisfaction with the course is higher. All the variables included in the model explained 26% of the intention to remain. CONCLUSIONS: The study confirms the suitability of studying this phenomenon through complex models (e.g., structural equation models, multilevel models), since it makes little sense to try to explain dropout only through direct effects (as in most previous research). Secondly, the percentage of variance explained by dropout intention means it is important to continue this kind of research (with better controls, other types of measures, etc.)

ANTECEDENTES: el objetivo del estudio fue analizar la influencia de variables individuales potencialmente importantes (motivación, satisfacción con la carrera, autorregulación, expectativas de autoeficacia y percepción del desempeño académico) sobre la intención de permanecer en los estudios universitarios. MÉTODO: se ha empleado un diseño de tipo ex post-facto, administrando el Cuestionario de Vida Universitaria a una muestra compuesta por 2.741 estudiantes de primer año de seis universidades chilenas. Los datos fueron analizados utilizando un path análisis. RESULTADOS: la intención de permanencia se incrementa cuanto mayor es la motivación intrínseca, mayores las expectativas de autoeficacia, mayor la percepción de desempeño y mayor satisfacción con la carrera. Entre todas las variables consideradas en el modelo, la intención de permanencia fue explicada en un 26%. CONCLUSIONES: en primer lugar, se constata la conveniencia del estudio de este fenómeno mediante modelos complejos (por ejemplo, modelos de ecuaciones estructurales; modelos multinivel), pues no tiene sentido intentar explicar el abandono únicamente mediante efectos directos (como se hace en la mayoría de las investigaciones previas). En segundo lugar, el porcentaje de varianza explicada de la intención de abandono aconseja insistir en este tipo de estudios (con mayor control, con otro tipo de medidas, etc.)

Valoración de la influencia de un programa de acompañamiento directivo sobre la percepción y satisfacción laboral de docentes y directivos / Assessment the influence of a school administration accompanying programme to teachers as well as the impact both on the teachers and the school administrators expressed on their perception and job satisfaction levels

Resumen El objetivo de esta investigación es valorar el "Programa de desarrollo de habilidades de acompañamiento directivo" (PAD), analizando su influencia sobre (1) la percepción y satisfacción de los docentes y (2) la percepción de los directivos sobre su labor de acompañamiento y la satisfacción percibida en los docentes. Se aplicó un diseño cuasi-experimental. Participaron 12 directivos y 16 docentes de cuatro centros educativos de la Región del Bío-Bío, Chile. Se concluye que el PAD tiene un efecto de mejora en (1) la percepción y satisfacción de los docentes, y (2) en la percepción y satisfacción percibida por los directivos en los docentes, por los procesos de acompañamiento realizados. Las dimensiones del PAD que obtienen mayores puntuaciones son apoyo (en los docentes) y sistematicidad (en los directivos).

Abstract The main objective of this research is to validate "The board of directors accompaniment skills programme to teachers" (BAP), analysing its influence over (1) the perception and satisfaction among the teachers and (2) the perception the board of directors showed about their accompaniment work and the perceived satisfaction among the teachers. A quasi-experimental design was applied where twelve participants of four boards of directors coming from four schools of the 8th Region plus sixteen teachers participated. It is concluded that the BAP has an improvement effect over both the teachers' and the board of directors' perception and the satisfaction among the board of directors about the accompaniment process they perform. The dimensions that obtain major punctuations are a support (in the teachers) and systematicity (in the executives). The dimensions which get higher scores are support (given to the teachers) and organization (coming from the board of directors).

Construction and psychometric characteristics of the self-concept scale of interaction in the classroom.

BACKGROUND: Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented. METHOD: A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in the study. The scale was constructed, including a theoretical review of the construct, pilot application with students and interjudge reliability. For the study of psychometric characteristics, exploratory factorial analysis (EFA), confirmatory factorial analysis (CFA), factorial invariance and recurrent validity were performed. RESULTS: A self-report instrument with 22 items shows a three-factor structure, with an explained variance of 44.71% and a high level of fi t for the model. CFA in two different samples showed fi t indicators for configural invariance. It also has concurrent validity. CONCLUSIONS: The scale has good psychometric properties to assess the academic self-concept in the dimensions of Capacity, Work Procedure, and Participation in class. This can be useful to guide an educational intervention in the context of the teacher-student interaction in the classroom, in primary schools with high socio-economic vulnerability.

Construction and psychometric characteristics of the Self-Concept Scale of Interaction in the Classroom / Construcción y características psicométricas de la Escala de Autoconcepto de la Interacción en el Aula

BACKGROUND: To analyze the factor structure and psychometric properties of the TFEQ in a morbid obese Spanish sample of bariatric surgery candidates. METHOD: Multi-trait multi-item analyses and alpha coefficients were conducted to test the convergent o discriminant validity and the internal consistency reliability. Principal components analyses varimax were used to explore the factor structure. Sub-group factor analyses by gender, age and body mass index BMI were conducted to identify unstable items. RESULTS: The internal structure of the original TFEQ factors was unsatisfactory, especially the Disinhibition Scale. Most Disinhibition and Hunger items were grouped on one factor labele Dysregulation Eating. Cognitive Restraint was split into two factors. The first one, related to the behavioral component of Restraint, labeled Restrained Behaviou and the second one related to weight and eating concerns called Predisposition to Restraint. CONCLUSIONS: The original factor structure of the TFEQ was not replicated. A revised 23-item instrument, representing the three new derived factors is offered as a valid screening instrument for severely obese patients

ANTECEDENTES: analizar la estructura factorial y las propiedades psicométricas del TFEQ en una muestra española de obesos mórbidos candidatos a cirugía bariátrica. MÉTODO: se realizó un análisis multirasgo/multi-ítem y de coeficientes alpha para probar la validez convergente o discriminante y la consistencia interna. Se utilizó un análisis de componentes principales (varimax) para estudiar la estructura factorial. Se llevó a cabo también un análisis de factores de subgrupos por género, edad e IMC para identificar aquellos ítems inestables. RESULTADOS: la estructura interna original de los 3 factores TFEQ fue insatisfactoria, especialmente en la escala de Desinhibición. La mayoría de los ítems de Desinhibición y Hambre se agruparon en un mismo factor denominado Desregulación en la ingesta. La Restricción Cognitiva se dividió en dos factores. El primero, relacionado con el componente de Restricción, se denominó Restricción Activa y el segundo, relacionado con el peso y las preocupaciones de la ingesta, se llamó Predisposición a la Restricción. CONCLUSIONES: la estructura factorial original del TFEQ no se replica. En este artículo se presenta un instrumento revisado de 23 ítems, que representa los tres nuevos factores derivados, como instrumento de cribado válido para pacientes obesos graves

Disposición y enfoques de aprendizaje en estudiantes universitarios de primer año / First-year university students’ disposition and approaches to learning

La investigación del aprendizaje autorregulado ha permitido distinguir estrategias o procesos cognitivos que el estudiante selecciona y ejecuta para alcanzar sus objetivos. Al enfrentar una tarea el estudiante analiza sus características, el contexto y sus propias capacidades adoptando estrategias de planificación y gestión de sus recursos, empleando un enfoque de aprendizaje superficial o profundo. Para describir la relación entre las variables estrategias de disposición y enfoques de aprendizaje se aplicó el Cuestionario de Estrategias de Aprendizaje a 344 estudiantes de primer año de ocho carreras de una universidad chilena. Los resultados mostraron relaciones significativas (r superior a .30, p<.001) entre estrategias de disposición y utilización de enfoque de aprendizaje profundo y entre estas variables y las horas de estudio semanales.

Research on self-regulated learning has recognized cognitive processes that students select and execute to achieve their goals. When performing a task, the student analyzes the task characteristics, context and his own capacities, employing resource planning and management, adopting either deep or superficial learning approaches. To describe the relationship between “disposition to learning strategies and” and “deep and superficial learning approaches”, the “Cuestionario de Formas de Estudio” questionnaire was applied to 344 1st year students from eight study programs of a Chilean university. The results show significant correlation (r greater than 0.30, p lower than 0.001) between disposition to learning strategies and usage ofdeep learning approaches, and between the aforementioned variables and the amount of weekly study time.

Expectativas educacionales hacia hijas e hijos en una escuela rural de alto desempeño / Educational expectations towards daughters and children in a rural school of high performance

Este artículo estudia las causas del buen desempeño de los y las estudiantes en una escuela rural desde la perspectiva de sus padres y madres. Se asume que en este nivel de escolaridad estos tienen un rol preponderante en la asistencia de sus hijos e hijas a la escuela, también que sus expectativas favorecen el buen desempeño en la escuela. Este trabajo se realiza en una escuela que tiene resultados favorables más allá de lo que logran sus iguales. La investigación es de tipo cualitativa, se efectúan entrevistas semiestructuradas a 10 padres y madres de estudiantes de Educación Básica y un análisis de contenido de sus discursos. La valoración positiva de la escuela, por parte de los padres, se presenta junto a altas expectativas educacionales hacia sus hijos e hijas, así se generan comportamientos de apoyo al estudio.(AU)

This article studies the causes of students’ good performance in a rural basic education school from the parents’ perspective. It is assumed that, in this schooling level, parents have a preponderant roll in their children’s attendance to school and their expectations favor their children’s good performance in it. This work is made in a school that has favorable results beyond what its equals obtain. This is a qualitative research for which semi-structured interviews are conducted with 10 parents of basic education students and a content analysis of their speeches is performed. The parents’ positive valuation of the school is presented next to high educational expectations towards their children; therefore, behavior to support study is generated.(AU)

Factores de riesgo biopsicosocial que influyen en el fracaso escolar en alumnos vulnerables de escuelas municipalizadas de la comuna de San Pedro de la Paz, 2005 / Biopsichosocial risk factors that influence school failure vulnerable student of public schools in San Pedro de la Paz, 2005

Estudio descriptivo correlacional de corte transversal, cuyo propósito fue conocer las características de salud en las dimensiones biológicas y psicosociales de escolares de alta vulnerabilidad y relacionarlas con su rendimiento y fracaso escolar. El grupo de estudio estuvo constituido por 148 escolares de segundo año básico, de dos escuelas de San Pedro de la Paz, Concepción, Chile, cuyos índices de vulnerabilidad escolar correspondían a 62 por ciento y 46,3 por ciento respectivamente, según encuesta de la Junta Nacional de Auxilio Escolar y Becas (JUNAEB). Los datos recolectados a través de un examen de salud y entrevista se registraron en una ficha elaborada por el proyecto del Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT) N° 1040622. Los resultados señalaron que en la dimensión biológica, las niñas tuvieron más tendencia al sobrepeso: el 43,7 por ciento de los niños presentaron caries y el 26,8 por ciento no tenían hábitos de sueño, estas variables se relacionaron con el rendimiento escolar en Matemáticas y promedio general de notas. En la dimensión psicosocial, el 16,9 por ciento de los escolares vivían en familias monoparentales, el 34,5 por ciento recibió castigo psicológico en su hogar y el 17,6 por ciento no recibió ayuda para hacer las tareas. Los escolares refirieron agrado por la escuela y les gustó su profesora como modelo para aprender. Se puede concluir que el estado de salud de los niños y niñas era aceptable, que les gustaba ir a la escuela. Los factores de fracaso escolar principalmente son: por la falta de apoyo en tareas y por factores de riesgo que existían en sus familias como: alcoholismo, violencia intrafamiliar, cesantía y consumo de drogas.

This is a descriptive correlational study whose overall purpose was to know biological and psychosocial characteristics of elementary school students from highly vulnerable areas. The relationship between these characteristics and school failure was also examined. The study group was formed by 148 grade two students from two high risk schools in San Pedro de la Paz, Concepción, Chile. According to the National School Support and Scholarships Board (JUNAEB) vulnerability indices for these schools were 62 percent and 46.3 percent respectively. Data collection was done through a health assessment session and an interview based on a questionnaire developed for a FONDECYT-funded research grant No 1040622. Results showed that in the biological dimension, girls tended to be overweight, 43.7 percent of boys had dental cavities, and 26.8 percent did not have good sleep habits. These variables were significantly related to both students' performance in Mathematics and the student's grade point average. In the psychosocial dimension, 16.9 percent of students lived in single-parent families, 34.5 percent of them suffered from psychological abuse in their homes, and 17.6 percent did not receive any help at home to do their homework. Students reported enjoying both their school and their school teacher as a learning model. We conclude that the health status of both boys and girls was acceptable and that students enjoyed going to school. Among risk factors for school failure were lack of support to do school homework and family factors including domestic violence, alcohol consumption, and unemployment.