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Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools
(Frontiers Media SA, 2024-06) Delgado-Floody, Pedro; Cristi-Montero, Carlos; Jerez-Mayorga, Daniel; Ruiz-Ariza, Alberto; Guzmán-Guzmán, Iris Paola; Álvarez, Cristian; Gómez-López, Manuel; Carter-Thuillier, Bastian; Caamaño-Navarrete, Felipe
There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools’ SES and (2) exploring the potential mediating role of PSPA in the relationship between schools’ SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8–10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, −1.27, −0.77), maths (IE = –1.019; SE = 0.12; 95%CI, −1.25, −0.78), and school climate (IE = –0.46; SE = 0.52; 95%CI, −0.56, −0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.
Wearable biosensors for human health: A bibliometric analysis from 2007 to 2022
(SAGE Publications Inc., 2024-12) Muñoz-Urtubia, Nicolás; Vega-Muñoz, Alejandro; Estrada-Muñoz, Carla; Salazar-Sepúlveda, Guido; Contreras-Barraza, Nicolás; Salinas-Martínez, Nicolás; Méndez-Celis, Paula; Carmelo-Adsuar, José
Objective: This study aimed to determine the status of scientific production on biosensor usage for human health monitoring. Methods: We used bibliometrics based on the data and metadata retrieved from the Web of Science between 2007 and 2022. Articles unrelated to health and medicine were excluded. The databases were processed using the VOSviewer software and auxiliary spreadsheets. Data extraction yielded 275 articles published in 161 journals, mainly concentrated on 13 journals and 881 keywords plus. Results: The keywords plus of high occurrences were estimated at 27, with seven to 30 occurrences. From the 1595 identified authors, 125 were consistently connected in the coauthorship network in the total set and were grouped into nine clusters. Using Lotka’s law, we identified 24 prolific authors, and Hirsch index analysis revealed that 45 articles were cited more than 45 times. Crosses were identified between 17 articles in the Hirsch index and 17 prolific authors, highlighting the presence of a large set of prolific authors from various interconnected clusters, a triad, and a solitary prolific author. Conclusion: An exponential trend was observed in biosensor research for health monitoring, identifying areas of innovation, collaboration, and technological challenges that can guide future research on this topic.
Association between the home-to-healthcare center distance and hearing aid abandonment among older adults
(Frontiers Media SA, 2024-03) Fuentes-López, Eduardo; Galaz-Mella, Javier; Ayala, Salvador; De la Fuente, Carlos; Luna-Monsalve, Manuel; Nieman, Carrie; Marcotti, Anthony
Background: Access to audiology services for older adults residing in sparsely populated regions is often limited compared to those in central urban areas. The geographic accessibility to follow-up care, particularly the influence of distance, may contribute to an increased risk of hearing aid abandonment. Objective: To assess the association between the home-to-healthcare-calibration-center distance and hearing aid abandonment among older adults fitted in the Chilean public health system. Methods: 455 patients who received hearing aids from two public hospitals in two regions were considered. Univariate and multivariate Poisson regression models with robust variance estimation were used to analyze the association between the geographical distance and hearing aid abandonment, accounting for confounding effects. Results: Approximately 18% of the sample abandoned the hearing aid, and around 50% reported using the hearing aid every day. A twofold increase in distance between home and the hearing center yielded a 35% (RR = 1.35; 95% CI: 1.04–1.74; p = 0.022) increased risk of hearing aid abandonment. Also, those in the second quintile had a 2.17 times the risk of abandoning the hearing aid compared to the first quintile (up to 2.3 km). Under the assumption that patients reside within the first quintile of distance, a potential reduction of 45% in the incidence of hearing aid abandonment would be observed. The observed risk remained consistent across different statistical models to assess sensitivity. Conclusion: A higher distance between the residence and the healthcare center increases hearing aid abandonment risk. The association may be explained by barriers in purchasing supplies required to maintain the device (batteries, cleaning elements, potential repairs, or maintenance).
Assessing the impact of teacher L2 use on learner self-efficacy perceptions: The case of chilean elementary EFL learners
(Association for the teaching of English as a Foreign Language in Indonesia, 2022) Cancino, Marco; Mera, Samantha
Self-efficacy perceptions on second language settings have been linked to several aspects including learner performance in linguistic tasks, willingness to communicate, and language learning strategy use. These firmly place selfefficacy as a variable affecting cognitive and contextual aspects in language learning settings. However, the amount of L2 used by teachers needs to be researched in their own right, since an approach that makes the L2 compulsory in the language classroom may affect learners’ perceptions of their ability to learn the new language. This relationship becomes even more relevant in low-level EFL school settings where teachers are more willing to use the learners’ L1 in their lessons. Thus, to assess the impact of teacher L2 use on the self-efficacy of primary EFL learners, the present study investigated 58 Chilean 6th-grade EFL students’ self-efficacy beliefs in two contexts: L2-Only instruction (i.e., an approach where lessons are delivered solely in the L2), and L1-L2 instruction. Findings revealed that learners in the L2-Only group did not significantly decrease their self-efficacy when compared to the L1-L2 group, and that the L1-L2 group displayed significantly higher scores in the reading and writing components. It is argued that contextual aspects that include the nurturing of selfefficacy need to be considered to make informed decisions on whether to use the L1 and the L2 in the language classroom. © 2022, Association for the teaching of English as a Foreign Language in Indonesia. All rights reserved.
Pedagogía en Educación Física «otra» y Formación humana
(Federacion Espanola de Docentes de Educacion Fisica, 2022) Poblete-Valderrama, Felipe; Gutiérrez, Luis Linzmayer; Aguilar, Lucía Illanes; Castillo, Lizette Cenzano; Rodríguez, Katherine Hetz; Rivera, Carol Flores; González, Alejandro Iturra
This essay is born from the need and questions of the authors in the field of professional work of InitialTeacherTraining (FID) in Pedagogy in Physical Education (PEF) and HumanTraining, it seeks to link these two concepts with the aim of stressing the FID processes in PEF in an «other» way from new possibilities.An FID in PEF «another» intended from a more human, felt and situated perspective will allow us to re-orient the training of future PEF teachers based on the current demands that are required to impact the teaching-learning processes aiming to develop transcendental levels in the school context, thus enduring over time the learning developed and, on the other hand, strengthening FID from a human component that goes beyond the pedagogical and/or disciplinary only. © 2022 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.