Bienestar Subjetivo y Calidad de Vida en la Infancia en Chile

Oyanedel, Juan Carlos; Alfaro, Jaime; Mella, Camila

doi:10.11600/1692715x.13118040414

Cited by 35 publications

(20 citation statements)

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“…For example, Chen et al (2019) found that boys and girls obtained higher scores than adolescents. Similarly, Petito and Cummins (2000) found that well-being decreased with age, and other studies have confirmed that as adolescence progresses, satisfaction with life decreases (Suldo and Huebner, 2004;Tomyn and Cummins, 2011;Casas et al, 2012;Oyanedel et al, 2015). Gender differences also seem to be present during adolescence.…”

Section: Introductionmentioning

confidence: 75%

“…This relationship was higher in countries with less access to these material resources (Algeria, Uganda, and South Africa) and lower in countries with better access conditions (South Korea, England, and Spain). In Chile, research has shown that lower SES is related to lower happiness, using a single-item measure of happiness (Oyanedel et al, 2015). In contrast, Kwan (2008) found that life satisfaction among adolescents from the same geographical context is independent of their economic situation.…”

Section: Introductionmentioning

confidence: 99%

“…In Chile, research on social well-being has been scarce compared with evidence reported on subjective well-being and its measurement and contributions (Oyanedel et al, 2015;Oyarzún, 2018). Several qualitative studies on subjective well-being have highlighted the need to consider variables of interpersonal relationships and the material and affective environments in which students engage and participate, to quantify the school experience in a positive and collective way (Berger et al, 2009;Fernández et al, 2020;Ramírez et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

et al. 2021

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Schools 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.

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Section: Introductionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

et al. 2021

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“…El Estudio Nacional de Calidad de Vida relacionada con la salud (CVRS) de adolescentes chilenos (Sepúlveda et al, 2013), con una muestra de 7.910 jóvenes entre 10-18 años, encontró alarmantes porcentajes de ausentismo asociados a una baja calidad de vida, y entre otros resultados, las mujeres presentan mayores puntajes en la mayoría de las dimensiones evaluadas. Otro estudio, la Encuesta Internacional sobre Bienestar Subjetivo infantil (ISCWeB) (Oyanedel, Alfaro y Mella, 2015); aplicada el año 2012 con una muestra de 2.734 niños y niñas de entre 8 y 12 años, mostró que más del 70% de la población infantil y adolescente se declara satisfecha con su vida en todas las edades consideradas, reportando mayor satisfacción en ámbitos de salud, bienes materiales y familia; y menos satisfacción en ámbitos de barrio y colegio. Además, la SV es menor en los niños de 8 años en relación a sus pares de 10 y 12 años.…”

Section: La Satisfacción Vital Infantilunclassified

Efecto del clima social escolar en la satisfacción con la vida en estudiantes de primaria y secundaria

Dulcic

Salgado-Roa

2018

Rev. Educación

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La percepción del clima social escolar, la satisfacción con la vida y el entorno de los estudiantes reciben en la actualidad un importante interés de la comunidad científica, en el marco de la preocupación permanente por la convivencia escolar y las variables individuales y sociales que participan en ella. Para contribuir a este propósito se evaluó el Clima Social Escolar percibido y la Satisfacción Vital total de 479 estudiantes de primaria y secundaria, mediante las Escalas de Satisfacción Vital Multidimensional de los Estudiantes (MSLSS); Satisfacción Vital de los Estudiantes (SLSS); Clima Social Escolar (ECLIS), y una encuesta sociodemográfica. A través de una estrategia asociativa-comparativa transversal y un diseño de grupos naturales, se constató que la Satisfacción Vital Total fue predicha principalmente por el Clima Escolar percibido en torno al Colegio y las y los Compañeros. Las dimensiones de la Satisfacción Vital más explicadas por las variables predictoras fueron aquellas relacionadas con la escuela (37,3%), con las y los amigos (20,9%), y con la satisfacción vital total (33,2%); indicando la relevancia del contexto escolar para la satisfacción de los estudiantes con su entorno educativo, en especial el grupo de pares. Se discute respecto de la implicancia de los hallazgos para futuros estudios, así como las políticas públicas educativas en convivencia escolar.

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“…Therefore, it is necessary to work on practices that contribute to the reduction of secondary victimization in child and adolescent witnesses or victims of crimes, adopting measures that protect the guarantees that avoid confrontation with the aggressor at the time of testifying 14 , having a conditioned environment, in which the process is also carried out by specialized professionals in order to avoid the testimony repetition 15 , contributing to the exercise of the child's right to express his/her opinion without coercion 16,17 , which affects his/her subjective well-being and capacities to exercise his/her rights in an actively 18 .…”

Section: Introductionmentioning

confidence: 99%

Sistematización de una experiencia piloto de implementación de una Sala Gesell para la entrevista de niños en un Tribunal de Familia

Oyanedel

Ortúzar

2018

Rev. chil. pediatr.

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Introduction: Children and adolescents who are victims of sexual abuse or severe mistreatment are exposed to secondary victimization-understood as the revictimization resulting from the constant memory of the mistreatment or the abuse suffered when they are subject of multiple questions about what happened-when they have contact with the justice system. In 2012, the Chilean State implemented a pilot Gesell dome in order to reduce this risk and move towards a single interview process, with probative value in the context of the judicial process. Objective: To systematize the implementation process of a Gessel Dome in a chilean Family Court. Subjects and Method: Qualitative, non-experimental, exploratory and descriptive study. Ten representatives of institutions of the inter-institutional network of the Family Court at the city of Melipilla were interviewed. Purposive sampling was used for the selection of participants, which seeks to obtain a representative discourse of the participants. The Semi-structured Individual Interview was used, based on seven research dimensions: 1) knowledge of the Gesell dome; 2) knowledge of the right of the child to be heard; 3) knowledge regarding severe mistreatment and sexual abuse; 4) knowledge about secondary victimization; 5) organization and operation of the institutional network; 6) training; and 7) general evaluation of the Gesell dome of the Melipilla Family Court. Results: There are differences in knowledge and information management among the institutions associated with the project. Coordination difficulties of the local network that affect the objectives of the project are identified. Conclusions: There are problems of coordination and networking in the implementation and use of the Gesell dome. In order to achieve the objective of reducing secondary victimization, in addition to the investment in physical facilities and specialized training, a strong investment in local network management and coordination is required. The results facilitate the development of plans to avoid such difficulties in the future implementation of Gesell domes as public policy.

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Bienestar Subjetivo y Calidad de Vida en la Infancia en Chile

Cited by 35 publications

References 0 publications

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

Efecto del clima social escolar en la satisfacción con la vida en estudiantes de primaria y secundaria

Sistematización de una experiencia piloto de implementación de una Sala Gesell para la entrevista de niños en un Tribunal de Familia

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