Examinando por Autor "Ascorra, Paula"

Mostrando 1 - 5 de 5
  • No hay miniatura disponible
    Ítem
    Adaptation of the Social Well-being Scale for Teachers and School Staff
    (Pontificia Universidad Catolica del Peru, 0025) Bilbao, Marian; López, Verónica; Torres-Vallejos, Javier; Ascorra, Paula; Páez, Darío
    Social well-being is the assessment of social functioning, which plays a key role in mental health. In the school context, teachers and school staff can promote students’ well-being, but it is related to their own. To assess their social well-being, the Keyes social well-being scale was adapted to the school context. Psychometric properties were analyzed in 899 teachers and school staff in Valparaíso, Chile. The results suggest that 22 items are suitable for use, showing good fit to the data. Smaller school size and school participation are associated with higher social well-being. The adapted scale can be a useful tool to measure socioaffective variables of adults in the school community. © 2025 Pontificia Universidad Catolica del Peru. All rights reserved.
  • No hay miniatura disponible
    Ítem
    Adaptation of the Social Well-being Scale for Teachers and School Staff
    (Revista de Psicologia (Peru), Volume 43, Issue 1, Pages 29 - 522025, 2025) Bilbao, Marian; López, Verónica; Torres-Vallejos, Javier; Ascorra, Paula; Páez, Darío e
    Social well-being is the assessment of social functioning, which plays a key role in mental health. In the school context, teachers and school staff can promote students’ well-being, but it is related to their own. To assess their social well-being, the Keyes social well-being scale was adapted to the school context. Psychometric properties were analyzed in 899 teachers and school staff in Valparaíso, Chile. The results suggest that 22 items are suitable for use, showing good fit to the data. Smaller school size and school participation are associated with higher social well-being. The adapted scale can be a useful tool to measure socioaffective variables of adults in the school community. © 2025 Pontificia Universidad Catolica del Peru. All rights reserved
  • Miniatura
    Ítem
    Management levels of school coexistence at a middle level in Chile
    (2021-05) Ascorra, Paula; Cárdenas, Karen; Torres-Vallejos, Javier
    The world crisis generated by COVID-19 has had various repercussions at the global level. This situation invites us to reflect on our institutionality and the importance of the school within the processes of instability. In this aspect, school management at the middle or district level (sostenedores/supporters in Chile) stands out as a key agent in territorial articulation and attention to care needs with their school communities. This article intends to know the management modalities in school coexistence existing in Chilean supporters. Through a two-stage cluster analysis and a decision tree, groups of supporters were identified according to their management of school coexistence. The results show the presence of three levels of management, whose approaches vary from less to more complexity. These groups are differentiated according to characteristics such as dependency (public or subsidized), number of schools in charge, knowledge of the territory, and recognition of achievement in coexistence. Likewise, the socialization of roles and functions of these managers is identified as central. The need to evaluate the political-institutional conditions that affect the approach and management of school coexistence at an intermediate level, which is crucial in crisis situations, is discussed. © 2021 ASEAN Engineering. All Rights Reserved.
  • Miniatura
    Ítem
    Políticas de Inclusión Educativa en Chile: Tres Nudos Críticos
    (Arizona State University, 2018-12) López, Verónica; González, Pablo; Manghi, Dominique; Ascorra, Paula; Oyanedel, Juan Carlos; Redón, Silvia; Leal, Francisco; Salgado, Mauricio
    Habiendo logrado los desafíos de cobertura tras políticas de obligatoriedad y un sistema de financiamiento vía subvención a la demanda condicionada a la matrícula y asistencia, pero enfrentado al escenario de la segregación escolar, Chile se ha propuesto como meta avanzar hacia el derecho a una educación inclusiva y de calidad. En este artículo, identificamos y analizamos tres nudos críticos que afectan las posibilidades de realizar esta meta: a) una tensión entre la lógica de la integración e inclusión educativa, b) un modelo basado en el mercado que no considera los valores públicos, y c) una nueva arquitectura educacional, basada en la lógica de la rendición de cuentas individual, que coloca la posibilidad de mejoramiento educativo en sistemas de incentivos individuales atados al logro de pruebas de alto rendimiento. Discutimos la necesidad de abordar y destrabar estos nudos desde la investigación transdisciplinaria.
  • Miniatura
    Ítem
    Predictors of Family, School and Neighbourhood Domain on Life Satisfaction in Chilean Adolescents
    (Sociedad Interamericana de Psicologia, 2022-07-26) Oyarzún Gómez, Denise; Casas, Ferran; Alfaro, Jaime; Ascorra, Paula
    Adolescents live in constant interaction with their family, school and neighbourhood domains, affecting them and being affected by them, playing an active role in their subjective well-being. The aim of the study was to determine the influence of family, school and neighbourhood domains on the life satisfaction of Chilean adolescents. The sample consisted of 1392 adolescents who participated in the International Survey on Children's Well-Being (ISCWeB) in Chile. The results showed that a structural equation model configured with five dimensions referring to family, school and neighbourhood jointly contributed to explain 41% of the variance in students' life satisfaction. When adding the variables gender, age and school vulnerability index to the model, no influence on life satisfaction was observed. An unexpected finding, contradictory to other studies, was that satisfaction with school had no influence on this model. The implications of the study are that the results can serve as a diagnostic for proposing subjective well-being interventions based on strengthening students' family, school or neighbourhood domains. © 2022 Denise Oyarzún-Gómez, Ferrán Casas Aznar, Ferrán Casas Aznar, Jaime Alfaro, Paula Ascorra