Examinando por Autor "Bilbao, M."
Mostrando 1 - 3 de 3
Resultados por página
Opciones de ordenación
Ítem Los estudiantes de carrera en Educación Preescolar ante la inmigración latinoamericana en Chile(Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo, 2022) Mera-Lemp, M.; Bilbao, M.; Martínez-Zelaya, G.; Garrido, A.El aumento de la matrícula de niños de origen inmigrante está generando nuevos desafíos para la educación preescolar en Chile. Sin embargo, son escasas las investigaciones que indagan tanto en las actitudes de las educadoras hacia el colectivo inmigrante latinoamericano como en otras variables que pueden incidir en su construcción. Esta investigación exploratoria tuvo como objetivo analizar las relaciones entre la amenaza exogrupal, la autoeficacia cultural y el prejuicio afectivo en una muestra de 153 estudiantes de la carrera de Educación Preescolar; además, se buscó determinar la contribución de la amenaza exogrupal y la autoeficacia cultural percibida en la explicación del prejuicio. Los resultados indican que la percepción de amenaza exogrupal y la autoeficacia cultural explican el 34.4% variabilidad del prejuicio afectivo de las participantes. Se discute acerca de la relevancia de estos resultados en la formación de las estudiantes.Ítem School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations(Frontiers Media, 2017-07) López, V.; Oyanedel, J.C.; Bilbao, M.; Torres, J.; Oyarzún, D.; Morales, M.; Ascorra, P.; Carrasco, C.School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students' perceptions of teachers' wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher's wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students' previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students' social wellbeing at school, their perception of teachers' wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students' social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after controlling for SES, students' individual subjective wellbeing is associated with their achievement and performance in school. We discuss the importance of improving school experiences that may protect and promote students' subjective experience and school achievement and performance, and reduce the probability of school failure and dropout.Ítem Suicidal Ideation Mediates the Relationship Between Affect and Suicide Attempt in Adolescents.(Frontiers Media S.A., 2020-12) Rubio, A.; Oyanedel, J.C.; Bilbao, M.; Mendiburo-Seguel, A.; López, V.; Páez, D.Suicide, as one of the leading causes of death for the adolescent population, both in Chile and globally, remains a complex and elusive phenomenon. This research studies the association between positive and negative affect in relation with suicidal ideation and suicidal attempt, given that affectivity is a fundamental basis on which people make evaluations on their satisfaction with life. First, it examines the reliability, structure, and validity of Watson’s positive and negative affect scale (PANAS) scale in a representative random sample of Chilean high school students (N = 4,568). The scale evidences strong reliability coefficients and a confirmatory factor analysis, excluding one positive (excited) and one negative (nervous) item. The scale shows a satisfactory goodness of fit. Secondly, it investigates the association of PANAS positive and negative affect scores with suicidal ideation as well as reported attempt in adolescents, controlling for the potential effect of age and sex (N = 420 high school students). Low positive and high negative affect, but not sex and age, show a significant association with suicidal ideation. Suicidal ideation totally mediates the association of affect with suicide attempt, as expected. Results are discussed regarding prevention and it considers how positive and negative affect can be relevant as indicators for prevention and treatment using widely available technology.