Browsing by Author "Bilbao, Marian"
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- ItemContributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School.(Frontiers in Psychology., 2021-02-26) Ortiz Mallegas, Sebastián; López, Verónica; Torres Vallejos, Javier; Ascorra, Paula; González, Luis; Bilbao, MarianSchools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school (SWS). SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and making significant contributions to their schools. However, not much is known regarding the joint contribution of individual, family, and school characteristics to students’ SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in 5th–11th grades. Findings show that being female and younger were individual predictors of SWS. Students’ satisfaction with their family and fewer changes of schools were also significant contributors. When students’ perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students’ sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students’ sense of agency.
- ItemCross-Cultural Patterns of Student Victimization in Israel and Chile.(Journal of Child and Family Studies., 2018) Carrasco Aguilar, Claudia; López, Verónica; Benbenishty, Rami; Avi Astor, Ron; Bilbao, Marian; Ascorra, Paula; Refaeli, Tehila; Roziner, IlanSchool violence is a global concern that calls for international research using cross context methods. Although there are several international surveys that compare school violence across countries, they do not clearly address issues of similarities and differences in relative prevalence of different types of victimization and their relations with age, sex, and cultural group. We explored these questions among Israeli-Arab (n = 13,606), Israeli-Jewish (n = 10,637), and Chilean students in poor schools in a large Chilean city (n = 4557), using the same self report questionnaire that measures verbal-social victimiza tion, victimization by threats, physical victimization, and sexual harassment. As hypothesized, we found similarities in the patterns of relative prevalence of victimization types, as well as study group, sex, and age main effects and interactions. These effects were evident even when the lowest third SES group in Israel was compared with the Chilean students. These findings suggest group differences in prevalence of student victimization, and at the same time cultural invariance in relative prevalence of victimization types and their relations with sex and age. We discuss the need for more international comparative research in this field that takes into account cultural values and the structure and organizations of schools within the different educa tional systems
- ItemDe la violencia a la convivencia escolar: Una década de investigación.(Ediciones Universitarias de Valparaíso., 2019) Carrasco Aguilar, Claudia; López, Verónica; Ascorra, Paula; Bilbao, Marian
- ItemEl Sistema de Monitoreo de la Convivencia Escolar PACES-PUCV: Una experiencia de transferencia a la política pública.(Ediciones Universitarias de Valparaíso., 2019) Carrasco Aguilar, Claudia; López, Verónica; Bilbao, Marian; Ascorra, Paula; Benbenishty, Rami; Astor, Ron; Álvarez, Juan Pablo
- ItemGestión de la convivencia escolar en escuelas vulnerables con altos resultados PISA: Convivencia disciplinaria v/s convivencia democrática.(Ediciones Universitarias de Valparaíso., 2019) Carrasco Aguilar, Claudia; Ascorra, Paula; Ortiz Mallegas, Sebastián; López, Verónica; Núñez, Carmen Gloria; Bilbao, Marian
- Item¿Qué informan los índices multiactor sobre convivencia escolar en Chile?.(Education Policy Analysis Archives., 2022-10-11) Carrasco Aguilar, Claudia; Ascorra, Paula; Bilbao, Marian; Cárdenas, Karen; López, VerónicaEl proyecto de ley “Aula Segura” instaló en Chile la necesidad de discutir y revisar la forma en que se significa y mide la convivencia escolar. Si bien la discusión ciudadana, parlamentaria y de investigadores ha oscilado entre un enfoque de seguridad y un enfoque democratizador de la convivencia escolar, queda pendiente identificar cómo se conceptualiza y cómo se mide la convivencia escolar en los cuestionarios que acompañan la prueba estandarizada nacional del Sistema de Medición de la Calidad Educativa (SIMCE). Dado lo anterior, se buscó comprender esta conceptualización y explorar los indicadores de estudiantes y apoderados en relación con el Indicador de Convivencia Escolar informado a cada establecimiento. Se realizó estudio de diseño mixto secuencial cualitativo (análisis documental) y cuantitativo (análisis secundario de las bases de datos SIMCE 2014, 2015 y 2017). Los hallazgos ponen en evidencia la existencia de una conceptualización estrecha de convivencia escolar vinculada al orden, seguridad y disciplina. Por su parte, los indicadores de estudiantes y apoderados son significativamente diferentes entre sí. Se presentan recomendaciones para la política pública tendientes a ampliar el constructo, revisar las ponderaciones, desagregar el indicador por actor educativo y reportar los resultados de la evaluación por dimensiones.