r e s u m e n Mediante un diseño de investigación descriptivo correlacional se exploran las relaciones entre bienestar psicológico (BP), prácticas docentes con efectos motivacionales orientadas al aprendizaje (PDEM-A) y clima motivacional de clase orientado al aprendizaje (CMC-A), en un grupo de 46 profesores y 1.266 estudiantes. Las medias de las tres variables se ubicaron significativamente por sobre el punto central del rango de respuestas. Se encontró correlación significativa entre BP y PDEM-A r(46) = 0.61, p = 0.01; y no hubo relación entre PDEM-A y CMC-A ni entre BP y CMC-A. Considerar el BP del profesor puede ser relevante para facilitar su disposición hacia las PDEM-A, aunque la relación de estas prácticas con la percepción de los alumnos debe considerarse con mayor detalle.Palabras clave bienestar psicológico; clima de la clase; motivación; prácticas docentes a b s t r a c t Relationships between psychological well-being (PWB), learning-oriented motivational teaching practices (LMTP) and learning-oriented motivational classroom climate (LMCC) was explored using co-relational design, in 46 teachers and 1,266 students. The means of the three variables were significantly located above the central point of the response range. Correlation was found between PWB and LMTP r(46) = 0.61, p < 0.01, but there was no significant relationship between LMTP and LMCC, nor LMCC and PWB. To take into account teachers PWB could be relevant to facilitate their disposition toward LMTP, although the relationship of these practices with student's perceptions should be considered in more detail.

BackgroundTraumatic experiences, such as natural disasters, produce multiple and serious impacts on people. Despite the traditional focus on negative consequences, in many cases there are also positive consequences, such as posttraumatic growth. Tedeschi and Calhoun proposed a model of posttraumatic growth that emphasizes the role of rumination after the basic beliefs breakdown due to the occurrence of a traumatic experience.MethodA total of 238 volunteers affected by two major earthquakes and tsunami alerts in northern Chile on April 1 and 2, 2014, responded to an online survey measuring subjective severity, basic beliefs change, social share of emotion, rumination, posttraumatic stress, and posttraumatic growth.ResultsPath analyses reveal that posttraumatic stress goes through a negative change in basic beliefs, intrusive rumination, and deliberated rumination, meanwhile posttraumatic growth is only achieved directly from a positive change in basic beliefs and deliberated rumination.DiscussionThe model is consistent with the empirical model obtained in Chilean people affected by the earthquake and tsunami that occurred on 27 February, 2010, but it is slightly different and in a form that is more consistent with Tedeschi and Calhoun’s theoretical model. Both models remark on the role of deliberated rumination in posttraumatic growth and failure to progress from intrusive to deliberated rumination in posttraumatic stress, but the proposed one is more parsimonious and assumes subjective severity as an antecedent to basic belief changes. These conclusions must be considered in light of limitations that a cross-sectional design and the correlational nature of the statistical analysis carried out impose.Highlights of the article Role of subjective severity, change of basic beliefs, social sharing of emotion, and rumination on posttraumatic stress and growth were modeled from responses of people affected by the April 1–2, 2014, northern Chilean earthquakes.Posttraumatic stress goes through negative changes in basic beliefs, intrusive rumination, and deliberated rumination.Posttraumatic growth is achieved from positive changes in basic beliefs and deliberated rumination.Deliberated rumination and moving from intrusive to deliberated rumination appear as cornerstones in posttraumatic processing.

ResumenParte del trabajo docente consiste en crear un clima motivacional propicio para el aprendizaje. El Cuestionario de Clima Motivacional de la Clase (CMCQ) fue desarrollado para su evaluación. Se presentan dos estudios de validación del CMCQ. El primero sometió a prueba la invarianza factorial del instrumento entre estudiantes de educación secundaria españoles y chilenos (n=793), y por sexo en estos últimos; el segundo sometió a prueba la invarianza factorial entre niveles educativos y la validez predictiva del CMCQ sobre cambio en variables motivacionales y rendimiento en estudiantes chilenos (n=2701), a través de modelamiento con ecuaciones estructurales. Los resultados confirman la estructura unifactorial del instrumento y su invarianza por género y nivel educativo, pero muestran diferencias entre culturas; y confirman la validez predictiva del mismo respecto de cambio en variables motivacionales y, a través de éstas, sobre el rendimiento, aunque con variaciones entre culturas y niveles educativos.Palabras clave: clima motivacional de clase, motivación, educación secundaria, rendimiento AbstractPart of teaching is to create a learning motivational climate. Classroom Motivational Climate Questionnaire (CMCQ) was developed for assess the motivational climate in the classroom. Two validation studies of CMCQ are presented. The first tested the factorial invariance of the instrument among Spanish and Chilean secondary school students (n=793), and sex in the latter; the second tested the factorial invariance between educational levels and the predictive validity of CMCQ on change in motivational variables and achievement in Chilean students (n=2701), through structural equation modeling. The results confirm the factor structure of the instrument and its invariance by gender and educational level, but show differences between cultures; and confirm the predictive validity of CMCQ for change in motivational variables and, through them, on performance, although with variations between cultures and educational levels.Keywords: classroom motivational climate, motivation, highschool education, achievement La realización de ambos estudios contó con apoyo financiero a través de GRANT 1110722, otorgado por FONDECYT al primer autor. Los autores agradecen el apoyo del Dr. Rodrigo Ferrer-Urbina en la revisión de los aspectos técnicos del reporte de los resultados en el manuscrito, y de la Srta. Daniela Ramírez en la revisión formal de las referencias.

Research on epistemic beliefs has been hampered by lack of validated models and measurement instruments. The most widely used instrument is the Epistemological Questionnaire, which has been criticized for validity, and it has been proposed a new instrument based in the Epistemological Questionnaire: the Epistemic Belief Inventory. The Spanish-language version of Epistemic Belief Inventory was applied to 1,785 Chilean high school students. Exploratory and confirmatory factor analyses in independent subsamples were performed. A three factor structure emerged and was confirmed. Reliability was comparable to other studies, and the factor structure was invariant among randomized subsamples. The structure that was found does not replicate the one proposed originally, but results are interpreted in light of embedded systemic model of epistemological beliefs.

Este artículo es una reelaboración del trabajo desarrollado por los autores Mario Albornoz y María Isabel Rojas, bajo la dirección del primer autor, para la obtención del grado de Magíster en Educación en el Departamento de Educación de la Universidad de Tarapacá.Liderazgo directivo y condiciones para la innovación en escuelas chilenas:el Telf.: (56)582205792. Correo electrónico: mirojasp@gmail.com RESUMEN Hoy la innovación es un imperativo en los sistemas educativos y la gestión educativa es crucial en el modo en que se desarrollan los procesos en las organizaciones. La relación entre liderazgo e innovación ha sido poco estudiada, en particular en el contexto chileno. Dentro de los elementos de gestión se ha identificado el liderazgo, describiéndose tres tipos con efectos diferentes: transaccional, transformacional y pasivo-evitativo. Se administró cuestionarios de liderazgo directivo y condiciones para la innovación a 127 profesores y profesoras de 14 establecimientos secundarios de Iquique, Chile. Predominaron los liderazgos transformacional y transaccional, que también mostraron alta correlación entre sí y correlacionaron positivamente con condiciones para la innovación. El liderazgo pasivo-evitador correlacionó negativamente con condiciones para la innovación. Tolerancia hacia el fracaso y disponibilidad de recursos fueron las condiciones menos frecuentes. Se discuten estos resultados a la luz de elementos de la cultura escolar y la cultura nacional chilena.Palabras clave: innovación, liderazgo, gestión directiva, enseñanza secundaria, cultura escolar. ABSTRACT Today innovation is an imperative in education systems, and management is crucial in how the processes develop in organizations. The relationship between leadership and innovation has been little studied, particularly in the Chilean context. Among elements of management, leadership has been identified as relevant, and three types with different effects have been described: transactional, transformational and passive-avoidant. Questionnaires of managerial leadership and conditions for innovation were administered to 127 teachers from 14 secondary schools in Iquique, Chile. High transformational and transactional leadership were observed, which also show high correlation with each other and with conditions for innovation. The passive-avoidant leadership negatively correlated with conditions for innovation. Tolerance to failure and resources availability were the least frequent conditions. These results are discussed in light of elements of school culture and the Chilean national culture.