“Count on me” Program to improve school coexisting in primary education

Pina, David; Hernández, José Antonio Ruíz; Llor-Esteban, Bartolomé; Matás-Castillo, Mercedes; Pagán-Escribano, María; Puente-López, Esteban

doi:10.1016/j.childyouth.2021.106121

Cited by 9 publications

(4 citation statements)

References 35 publications

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“…A relevant finding is that, from the obtained results, it was evident that there is a direct effect of the perception of coexistence management on the perception of school violence since a medium and statistically significant effect was found. This finding is in agreement with what was stated by Pina et al (2021) regarding the importance of coexistence management with respect to school violence and the need to generate efficient strategies in the face of conflict situations (Aravena et al, 2020). It also corroborates the importance of training tools that facilitate the management of coexistence and the approach to situations of violence (Morales et al, 2014).…”

Section: Discussionsupporting

confidence: 90%

“…To prevent, reduce, and mitigate the effects of school violence, great value is attributed to the management of coexistence, and there is evidence that intervention programs, as part of that management, can reduce the prevalence of violent events among students (Pina et al, 2021). Several elements are identified as central to the adequate management of coexistence.…”

Section: Introductionmentioning

confidence: 99%

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Validation of the questionnaire to measure Chilean teachers’ perception of school violence and coexistence management (VI+GEC)

Muñoz-Troncoso,

Halberstadt,

Cuadrado-Gordillo

et al. 2024

Front. Psychol.

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In this article, we present the development and validation of a psychometric scale that measures the teacher’s perception in the Chilean school system with respect to elements of school violence and coexistence management. The novelty lies in the incorporation of factors that address violence from teachers to students, from students to teachers and coexistence management. A total of 1072 teachers from the Northern, Central, Southern and Metropolitan macro-zones of Chile participated, with ages between 22 and 76 years (M=44.56; SD=10.52) and from 1 to 54 years of work (M=17.14; SD=10.38). 76.3% identify with the female gender and 23.7% with the male gender. Of the teachers, 78.4% worked mainly in the classroom and the rest performed managerial or administrative functions outside the classroom in the school. The school violence and coexistence management questionnaire for teachers (VI+GEC) was used. The validity of the scale was demonstrated by means of Confirmatory Factor Analysis, convergent validity analysis and discriminant validity. Reliability was demonstrated by means of McDonald’s omega coefficient in all the factors of the scale. An analysis with Structural Equation Modeling (SEM) found a mean, and statistically significant influence of the perception of coexistence management on the perception of school violence. The findings are discussed in terms of previous research on school violence and coexistence management.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Validation of the questionnaire to measure Chilean teachers’ perception of school violence and coexistence management (VI+GEC)

Muñoz-Troncoso,

Halberstadt,

Cuadrado-Gordillo

et al. 2024

Front. Psychol.

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show abstract

“…This challenge comes with the benefit of promoting their problem-solving capabilities, which are a nuclear part of interpersonal skills. Nowadays, teachers are expected not only to manage the conflicts that may emerge in the classroom, but also to teach students how to manage them by themselves ( Pina et al, 2021 ). Therefore, any related learning in this respect owes a tremendous value.…”

Section: Discussionmentioning

confidence: 99%

A Longitudinal Study of the Effects of Service-Learning on Physical Education Teacher Education Students

et al. 2022

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Research examining Service-Learning (SL) in Physical Education Teacher Education (PETE) is ample. However, long-term investigations are still scarce and literature demands the application of this type of design to uncover the effects of SL on the long run. This study followed a longitudinal quantitative approach; thus, the participants completed the Civic Attitudes and Skills Questionnaire (CASQ) in three occasions (pretest-postest1-postest2). Results show that there exist significant differences between mean values of the global outcomes of the CASQ; concretely, there was an improvement in the first interval followed by a decrease in the second period. Regarding the different dimensions of the CASQ, leadership skills, attitudes towards social justice and attitudes towards diversity showed significant differences too. This research leads towards better understanding of methodological strategies promoting quality education, positing SL as an adequate possibility in this respect, also in the long term.

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“…Environment is a potential determinant of behavior. Children and adolescents experience major journeys of socialization and development at family and school ( Pina et al, 2021 ). The family is an environment that has a direct impact on the development of children and adolescents ( Hosokawa and Katsura, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Sleep duration and depression among adolescents: Mediation effect of collective integration

Gao

Lee

et al. 2022

Front. Psychol.

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Adolescence is a time of dramatic physical and mental change when adolescents are extremely vulnerable to various mental health problems. Depression and poor sleep duration are increasingly common among adolescents. This study is mainly aimed to verify the important mediating role of collective integration on sleep duration and depression and examine the interrelationship between sleep duration and depression in adolescents longitudinally. The data were obtained from the Wave 1 (in 2013–2014) and Wave 2 (in 2014–2015) longitudinal surveys of China Education Panel Survey (CEPS). The analytic sample in the present study included 8,829 seventh-grade students aged about 14 years (51.50% boys and 48.50% girls). A structural equation modeling (SEM) was used to investigate parent–child/teacher factors affecting adolescent sleep duration and depression, and Monte Carlo resampling with R was employed to confirm the significance of the mediation effects of collective integration. An autoregressive cross-lagged model was employed to analyze the interrelationship between adolescent sleep duration and depression. The findings were as follows. Firstly, collective integration strongly mediated the relationships among academic self-efficacy, parental involvement, teacher praise/criticism, sleep duration, and depression. Secondly, sleep duration and depression were found to have enduring effects and have effects on each other. Thirdly, parental involvement and teacher praise were positively associated with sleep quality and negatively associated with depression. Teacher criticism was negatively associated with sleep quality and positively associated with depression. Compared with teacher praise, teacher criticism has stronger effects on youth sleep duration and depression. In conclusion, improving sleep problems and depression in adolescents as early as possible can stop the persistent and long-term consequences of these problems. Increasing teacher praise, decreasing teacher criticism, and increasing adolescents’ collective integration were effective ways to improve adolescents’ sleep duration and mediate depression.

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“Count on me” Program to improve school coexisting in primary education

Cited by 9 publications

References 35 publications

Validation of the questionnaire to measure Chilean teachers’ perception of school violence and coexistence management (VI+GEC)

Validation of the questionnaire to measure Chilean teachers’ perception of school violence and coexistence management (VI+GEC)

A Longitudinal Study of the Effects of Service-Learning on Physical Education Teacher Education Students

Sleep duration and depression among adolescents: Mediation effect of collective integration

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