ABSTRACT
El objetivo de este trabajo fue describir e interpretar las TS de la convivencia escolar, de un grupo de padres y madres de una escuela de educación primaria chilena. Se utilizó un muestreo teórico y se aplicaron grupos de discusión y entrevistas episódicas a 16 padres y madres de una escuela de educación primaria. Los datos se analizaron mediante la técnica de la teoría fundamentada, encontrando (a) teorías subjetivas simples, pero que disponen a los padres a educar a sus hijos en convivencia; (b) factores asociados a la CE y propuestas para su mejora, (c) además de un rol parental educativo que se organiza en tres niveles para enseñar a sus hijos a convivir en la escuela. En la discusión se analiza la implicancia de estas teorías subjetivas en la convivencia escolar y el rol parental.
O objetivo deste trabalho foi descrever e interpretar as teorias subjetivas (TS) da convivência escolar (CE), de um grupo de pais e mães de uma escola de educação primária chilena. Uma amostragem teórica foi utilizada e se aplicaram grupos de discussão e entrevistas episódicas em 16 pais e mães de uma escola de educação primária. Os dados foram analisados através da técnica da teoria fundamentada (Grounded Theory), encontrando: (a) teorias subjetivas simples, mas que proporcionam aos pais educar seus filhos na convivência; (b) fatores associados à CE e propostas de melhoria; (c) além de um papel educativo dos pais que se organiza em três níveis para ensinar seus filhos a conviver na escola. Na discussão é analisada a implicação das teorias subjetivas na convivência escolar e no papel parental.
The aim of this work was to describe and to interpret subjective theories about school coexistence in a group of parents from a Chilean primary school. A theoretical sample was used, group discussions and episodic interviews were conducted to 16 parents from a primary school. Data was analyzed through grounded theory, finding (a) simple subjective theories lead parents to raise their children on an environment-based approach; (b) associated factors with school coexistence environment and emerging proposals to improve them; (c) as well as a schooling parental role that it organizes around three levels of climate schooling teaching. In the discussion section, we analyze implications of these subjective theories into schooling environment and parental role.
Subject(s)
Humans , Parents , Sampling Studies , Education, Primary and Secondary , MothersABSTRACT
The aim of this work was to conduct a systematic review on psychological behavior in the context of pandemic scenarios during the twenty-first century. We focused on empirical works and brief case reports of H1N1 flu and COVID-19. Our review included 32 papers published both in English or Spanish. We built a set of tables that allowed us to classify the information in four main categories, namely the psychological impact of the pandemic, whether people follow or not official measures to protect themselves against the pandemic, psychological adherence considerations implied as mediators to respect official strategies, and relevant methodological characteristics of the pandemic research. Results show that there are significant impacts on the psychological behavior of people, social groups and organizations in several dimensions, namely emotion, cognition, behavior, mental health, organization and psychosocial factors. In addition, we found that certain social groups experienced a critical psychosocial impact likely due to the pandemic. Psychosocial factors affecting adherence were also identified, which allow us to better understand how health strategies are followed by the population. Different psychosocial suggestions, which emerged from the papers reviewed, were systematized and should be considered as possible pandemic strategies to be implemented.
Subject(s)
Humans , Health Behavior , Influenza, Human/psychology , Pandemics , COVID-19/psychology , Mental Health , Influenza A Virus, H1N1 SubtypeABSTRACT
Resumen El objetivo de este estudio fue determinar la relación entre identidad profesional, identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera, en estudiantes de psicología tradicionales y no tradicionales. Se utilizó un diseño transversal y un muestreo no probabilístico de 136 estudiantes de psicología de una universidad pública del norte chileno. Se aplicaron cuatro escalas y una encuesta sociodemográfica. Se realizó estadística descriptiva, análisis de correlación de Pearson, análisis de varianza (ANOVA) y análisis de senderos. Se encontraron diferencias significativas en la autoeficacia académica y profesional de estudiantes tradicionales y no tradicionales, y un modelo que predice la identidad profesional a partir de las variables identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera (R 2 = .24). Los resultados se discuten en función de la literatura existente.
Abstract The aim of this study was to determine the relationship between professional identity, university student identity, academic self-efficacy, professional self-efficacy, credits taken and difficulty perceived in the career, in traditional and non-traditional psychology students. We used a cross-sectional design and a non-probabilistic sample of 136 psychology students from a public university in the north of Chile. Four scales and a sociodemographic survey were used. Descriptive statistics, Pearson correlation analysis, analysis of variance (ANOVA) and path analysis were performed. Results showed significant differences in the academic and professional self-efficacy grouped into traditional and non-traditional students and a model that predicts professional identity based on the variables of university student identity, academic self-efficacy, professional self-efficacy, credits taken and perceived difficulty in the career (R 2 = .24). Outcomes are discussed according to the existing literature.
Subject(s)
Humans , Male , Female , Adult , Psychology , Social Identification , Forecasting , ChileABSTRACT
En el presente estudio se describe la calidad de vida laboral y su relación con el clima organizacional, la satisfacción laboral y el engagement en funcionarios de organizaciones públicas de salud de la ciudad de Arica, Chile. Participaron 142 sujetos de ambos sexos. Se utilizaron el Inventario de Calidad de Vida Laboral, el Inventario de Clima Organizacional, el Cuestionario de Satisfacción Laboral S21/26 y el Cuestionario de Engagement. Los resultados muestran una relación significativa entre la calidad de vida laboral y las variables organizacionales medidas, observando la presencia de diferencias significativas en función del estamento administrativo de los funcionarios. Conjuntamente, se encontró que la variable engagement modula la relación entre la calidad de vida laboral, clima organizacional y satisfacción laboral. Estos resultados evidencian la asociación entre las variables organizacionales e interpersonales que confluyen en el ámbito laboral con las valoraciones subjetivas que los sujetos construyen sobre las características de su entorno de trabajo, modulando su implicación y productividad.
We describe the Quality of Working Life and its relationship with the Organizational Climate, Job Satisfaction and Engagement in officials of public health organization in the city of Arica, Chile. 142 adult subjects of both sexes. We used the Inventory of Quality of Work Life, Organizational Climate Inventory, Job Satisfaction Questionnaire S21/26, and Engagement Questionnaire. The results show a significant relationship between the quality of working life and organizational variables measures, noting the presence of significant differences in the Quality of Working Life in terms of establishment of civil administration. Jointly, we found that the variable Engagement modulates the relation between Quality of Working Life, organizational climate and job satisfaction. These results demonstrate the association between organizational and interpersonal variables that come together in the workplace, with subjective assessments that subjects build on the characteristics of their work environment, modulating their involvement and productivity.