Browsing by Author "Angulo Gallo, Lisandra"

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    Aggressiveness and Emotional Comprehension in Children from the Central Region of Cuba
    (2024) Angulo Gallo, Lisandra; Guerra Morales, Vivian M.; Berger, Christian
    The research was carried out with the aim of determining the particularities of emotional understanding in children with aggressive manifestations with respect to their age peers who did not show aggression, in addition to establishing the relationship between indicators of emotional understanding and different variants of aggressiveness. A descriptive-correlational study was carried out with a non-experimental, cross-sectional design. The sample was non-probabilistic and consisted of 102 children from different cities in the central region of Cuba (51 with aggressive manifestations and 51 without this condition). The main techniques for the collection of information were: Emotional Understanding Test, the Aggression Scale of Little et al. and the psychological interview. The children with aggressive manifestations studied were characterised by difficulties in emotional understanding, and their differences with the children without aggressive manifestations were notable in practically all indicators, with the exception of the external level of emotional understanding and the understanding of the possibility of simulating emotions. Emotional understanding proved to be related to displays of aggression in general, being stronger with respect to the reactive-direct variant and lower with respect to more instrumental forms of aggression. These The results reveal the need to consider a differential pattern between the different variants of aggression in their link with emotional aspects.
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    Dimensional model of socioemotional learning built on a large-scale sample of Chilean students
    (2024) Berger, Christian; Angulo Gallo, Lisandra
    Even though Social and Emotional Learning (SEL) has become a central domain in education, there is still a lack of clarity in the underlying conceptual models guiding educational efforts and insufficient empirical evidence supporting these models. The Chilean Agency for Quality in Education developed a socioemotional questionnaire as part of the Comprehensive Learning Diagnosis (DIA), administered in educational institutions nationwide. Its underlying conceptual model considers nine SEL competencies structured into three dimensions: Individual, Communal, and Civic, mapping onto the Chilean educational curriculum and learning goals relative to SEL. Even though this model was built based on a thorough revision of existing approaches to SEL and assessment tools, this dimensional structure has not been empirically tested. This study explores a dimensional model of SEL based on a large-scale sample of Chilean students assessed through the DIA (882,553 7th-12th graders). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to determine the dimensional structure, also testing for invariance by educational level (basic vs. secondary education) and gender. EFA evidenced a three-dimensional structure, with factors labeled as individual, relational, and socio-moral based on their composition. CFA confirmed these dimensions with adequate fit indices. Factorial invariance of the identified model was found between basic and secondary school students, and between boys and girls. The study allowed for the construction of a theoretical model of SEL based on a large-scale sample. The identification of a moral factor as a key dimension of SEL constitutes a novel and promising perspective, in line with recent research providing new insights into SEL. Further evidence regarding the reliability and validity of the instrument should be analyzed. Also, the proposed SEL model should be tested in different countries and populations to broaden our understanding of SEL and inform educational policies and practices.
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    El compromiso escolar como mediador en la relación entre las dimensiones de Covitalidad y logro escolar
    (2024) Angulo Gallo, Lisandra; Varela Torres, Jorge Javier; Berger Silva, Christian; Guzmán Martínez, Paulina; Hidalgo Canales, Roy; Cuevas Pavincich, Francisca; Valdivia, María Belén; Hernández, Cristóbal
    La Covitalidad integra varios rasgos y habilidades relacionados entre sí, generando un funcionamiento positivo en todas las áreas de la vida de la persona. Una mayor experiencia de covitalidad pudiera llevar a mejores indicadores escolares, a través de aumentar el compromiso escolar de los estudiantes, sin embargo, esta hipótesis requiere ser contrastada a través de la evidencia empírica. El estudio realizado tuvo como objetivo estimar el efecto mediador del compromiso escolar en la relación entre las diversas dimensiones de la covitalidad y el logro escolar, por medio de Path Analysis.