Examinando por Autor "Torres-Vallejos, Javier"
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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, DaríoSocial 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.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 eSocial 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 reservedÍtem EVOLUTION OF SCHOOL CLIMATE AND SCHOOL VIOLENCE IN CHILE: A LONGITUDINAL STUDY(Educacao e Sociedade, Volume 462025 Article number e292590, 2025) López, Verónica; González, Luis; Contreras-Villalobos, Tabata; Benbenishty, Rami; Torres-Vallejos, JavierThis study aimed to analyze trends over time in indicators of school climate and school violence in Chile, as well as the effects of educational contexts. Databases from standardized instruments, answered by 4th and 10th-grade students between 2014 and 2022, were used. The results showed significant improvements in school climate and reductions in school violence among 4th-grade students, especially in public schools and those with lower socioeconomic levels. In contrast, among 10th-grade students, school violence increased, and school climate worsened, particularly in subsidized private schools and private schools with larger enrollments and combined primary-secondary education. It is recommended to focus resources and strategies on secondary schools and those with larger student populations. © 2025, Centro de Estudos Educacao e Sociedade - CEDES. All rights reservedÍtem Management levels of school coexistence at a middle level in Chile(2021-05) Ascorra, Paula; Cárdenas, Karen; Torres-Vallejos, JavierThe 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.Ítem Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being(MDPI, 2022-09) Herrera, Camilo; Torres-Vallejos, Javier; Martínez-Líbano, Jonathan; Rubio, Andrés; Céspedes, Cristian; Oyanedel, Juan Carlos; Acuña, Eduardo; Pedraza, DanaeTrust and team communication are central aspects for the achievement of both individual and common goals, which affect not only work efficiency but also the well-being of its members. In addition, organizational justice could affect these indicators, as well as the perception of collective efficacy within organizations, in this case, schools. The purpose of this study was to analyze the effect of organizational justice on teachers’ subjective well-being, and how this is affected/mediated by collective efficacy. We worked with a sample of 693 teachers across Chile. Multiple mediation analysis was carried out, where the latent variables of the study were estimated (subjective well-being, organizational justice, and two dimensions of collective efficacy). The results indicate that there is full mediation of the collective efficacy dimensions between the predictor–criterion relationship. Our findings allow us to hypothesize that perceptions of collective efficacy are central to explaining well-being as an intrinsic factor. © 2022 by the authors.Ítem Prevalence and variables associated with depression, anxiety, and stress among Chilean higher education students, post-pandemic(Frontiers Media, 2023) Martínez-Líbano, Jonathan; Torres-Vallejos, Javier; Oyanedel, Juan C.; González-Campusano, Nicol; Calderón-Herrera, Gilda; Yeomans-Cabrera, María-MercedesBackground: Mental health among university students is a public health problem in Chile, understanding that this population is susceptible to mental disorders. Objective: The present study aimed to determine the prevalence and variables influencing depression, anxiety, and stress in Chilean university students. Method: A representative sample (n = 1,062) of Chilean university students and a cross-sectional study design were used. Bivariate analysis and multiple logistic regression were performed to identify risk factors associated with symptomatology. They were analyzed using descriptive statistics. A questionnaire with sociodemographic variables was applied in November 2022, in addition to the depression anxiety stress scale (DASS-21), instruments with excellent reliability in this population (α = 0.955; ω = 0.956). On the other hand, the Questionnaire of Problematic Alcohol and Drug Consumption (DEP-ADO) was applied. A descriptive analysis was performed, followed by bivariate analysis and multiple logistic regression using SPSS version 25. The variables showed a value of p <0.05; they were declared statistically significant in the final model. Odds ratios (OR) were adjusted to a 95% confidence interval (95% CI), which was used to determine the independent predictors. Results: The prevalence of mental health problems in this population was high, with depressive symptoms in 63.1% of the sample; 69.2% with anxiety; 57% with stress; 27.4% with problematic alcohol consumption; and 14.9% with inappropriate marijuana consumption. Some 10.1% of the sample reported daily medication with antidepressants and/or anxiolytics. Concerning significant variables for depression, these were: being female, belonging to sexual, not having children, having problematic marijuana use, and using prescription drugs. Concerning anxiety, the significant variables were being a woman, belonging to sexual minorities, being an adolescent, and consuming prescription medication. Finally, concerning stress, the significant variables were being a woman, belonging to sexual minorities, being a student dedicated exclusively to academic activities, and taking prescription medication. Conclusion: Chilean university students presented a high prevalence of anxiety, depression, and stress, where being female and belonging to sexual minorities seem to be the variables that have the greatest impact on susceptibility to mental health problems. These results should call the attention of political and university authorities in Chile to improve this population’s mental health and quality of life since they are the following professional generation of our country. Copyright © 2023 Martínez-Líbano, Torres-Vallejos, Oyanedel, González-Campusano, Calderón-Herrera and Yeomans-Cabrera.Ítem Psychometric Properties and Measurement Invariance of The Fear of Missing Out Scale (FoMOs) In Chilean University Students(Publicacion de la Asociacion Salud, Ciencia y Tecnologia, 2023-01-01) Martínez-Libano, Jonathan; Torres-Vallejos, Javier; González Campusano, Nicol; Pereira Castillo, Javiera; Simkin, Hugo; Oyanedel, Juan Carlos; Yeomans, María-MercedesIntroduction: social networks can harm university students’ mental health; therefore, it is urgent to have valid instruments to measure new phenomena such as FoMO. Objective: this study aimed to examine the psychometric properties of the Fear of Missing Out Scale (FoMOs) in a sample of Chilean university students. Methods: confirmatory factor analyses (CFA) were carried out and estimated using the Weighted Leasts Square Means and Variance (WLSMV). Results: the FoMOs evaluation had an internal consistency of 0,863 (Cronbach’s Alpha). The confirmatory factor analysis (CFA) showed two factors and good indicators: CFI = 0,991, TLI = 0,987, and an RMSEA of 0,054. Conclusion: the FoMOs is a good instrument for measuring the fear of missing out in the Chilean University population.Ítem Psychometric properties of the Collective Efficacy Scale Short-Form in Chilean teachers(Frontiers Media S.A., 2022-10) Herrera, Camilo; Torres-Vallejos, Javier; Martínez-Libano, JonathanBackground: The Collective Efficacy Scale Short-Form (CES-SF) is a short and reliable instrument that assesses collective efficacy in schools at a group level. Previous research has shown a two-factor structure considering the perception of the group competence about their teaching capabilities and task analysis that refers to the opportunities inherent to a specific task. However, there is no conclusive evidence that collective efficacy corresponds to a two-factor model or single-factor structure. Methods: A cross-sectional research was conducted on a 693 sample of teachers (Mage = 39.4; SD = 11.8) from schools in the 16 regions of Chile. They were assessed using the CES-SF, Personal Well-being Index, Social Well-Being Scale, and satisfaction with the school. Exploratory and confirmatory factor analyses were used to assess the construct validity of the CES-SF. Results: The CES-SF showed mixed results about its construct validity. Best fit has been found to retain two new factors (opportunities and challenges for collective efficacy) with eight items each, yielding a McDonald’s ω of 0.803. Convergent validity was also established. Conclusion: The psychometric results suggest that a two-factor structure for the CES-SF is a valid and reliable measure for this construct for Chilean teachers. However, collective efficacy might not strongly relate to subjective wellbeing but to school-context variables. Copyright © 2022 Herrera, Torres-Vallejos and Martínez-Libano.Ítem Satisfaction with the Neighborhood of Israeli and Chilean Children and its Effects on their Subjective Well-being(2023-04) Ditzel, Ana Loreto; Meiri, Ketain Yuli; Ferran, Casas,; Asher, Ben-Arieh,; Torres-Vallejos, JavierA study of subjective well-being in 4,942 children (49% girls) aged 10 and 12 living in Israel and Chile is presented. The association between perceptions of the neighborhood and subjective well-being (SWB) was analyzed based on a mediation model using satisfaction with the neighborhood as a mediating variable. The overall results showed high average SWB scores for both countries as well as high levels of satisfaction with the neighborhoods where they live. Differences between the countries were observed for the age groups. The SWB of Chilean children decreased with age, while a decrease was not detected for the Israeli children. The mediation model had excellent fit for the age groups and countries, and the satisfaction with the neighborhood variable presents a partial mediation effect between neighborhood variables and SWB. Satisfaction with the neighborhood displayed a greater effect on the SWB of the older children than the younger ones. Gender showed significant effects on SWB only in Chile. The results are discussed, analyzing the similarities and differences between both countries and providing new evidence for the study of SWB at the international level. Questions for a more specific analysis of SWB within each country are suggested. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.