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The use of data in schools may contribute to reducing educational and social inequalities. This article seeks to examine the use of data in school intervention programs implemented within vulnerable schools in Chile and the transfer and use of this data by schools. Utilizing an exploratory descriptive multiple case study design. Results indicate that the data utilized by the programs could be used to have a greater understanding of childrens' and families' life contexts nevertheless this knowledge and expertise are not transferred to the schools.

This technical report describes a web-based platform for assessing school engagement in its three dimensions (emotional, behavioural and cognitive) and the contextual variables which influence engagement (family, teachers and peers). Students answer two questionnaires through the platform. Results are shown online through individual reports on students for teachers and psychosocial support teams, as well as the pupils themselves and their parents or guardians; it also provides aggregate reports by grade and school for teachers, psychosocial teams and school managers to assist in making contextualized and informed decisions. The technological platform for assessing school engagement was developed in Chile. It is based on specially designed and psychometrically validated instruments for measuring school engagement and contextual factors, and on a tool for predictive modelling of student behaviour and contextual factors. The platform is currently being adjusted and tested for use in other Ibero-American countries (Peru, Uruguay, Colombia and Spain)

The main objective of this study was to examine the actor and partner effects between Perceived Workplace Support for Families (PWSFs) and family support (PFS), diet quality, and satisfaction with food-related life (SWFoL) in households with both parents working and adolescents, along with the role of the three family members' diet quality as a mediator. During the second year of the pandemic in Chile, 860 dual-earner parents of different sexes and their adolescent child (average age 13 years, with 50.7% being male) were recruited from two cities. Parents responded to a measure of PWSFs and the Perceived Family Support Scale. Mothers, fathers, and adolescents answered the Adapted Healthy Eating Index (AHEI) and the satisfaction with food-related life Scale. The examination employed the mediation Actor–Partner Interdependence Model and structural equation modeling for the analyses. Results showed that mothers' PWSFs improved their and their teenage children's SWFoL, while fathers' PWSFs only improved their SWFoL. The mothers' PFS improved their and the fathers' diet quality while enhancing their SWFoL and the adolescents' SWFoL. The fathers' PFS enhanced their and the adolescents' SWFoL. The mothers' PFS also indirectly enhanced their and the fathers' SWFoL via each parent's diet quality. Each family member's diet quality was positively related to their SWFoL, while mothers' diet quality was positively related to the fathers' SWFoL. These results imply that resources obtained by parents from PFS positively impact the SWFoL of the three family members through different mechanisms. They also highlight the importance of maternal family support for SWFoL during the pandemic. [ABSTRACT FROM AUTHOR]

School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic changed the work-family interface dynamics in some families. For couples who kept earning a double income during the pandemic, their family demands may entail a loss of psychological resources that affect the work domain. This study explored the intra-individual and inter-individual (crossover) direct and indirect effects of family-to-work conflict (FtoWC) on psychological distress and job satisfaction in a non-probabilistic sample of 860 different-sex dual-earner parents with adolescent children from Temuco and Rancagua, Chile. Mothers and fathers answered an online questionnaire measuring FtoWC, the Depression, Anxiety, and Stress Scale, and the Overall Job Satisfaction Scale. The data were analyzed using the actor-partner interdependence model with structural equation modeling. Results showed that a higher FtoWC is linked to greater psychological distress and lower job satisfaction in both parents. In contrast, psychological distress is directly linked to lower job satisfaction in fathers. In both fathers and mothers, they and their partners' FtoWC were indirectly linked to lower job satisfaction via the fathers' psychological distress. These findings indicate the need for gender-sensitive social and labor policies aimed at reducing the conflict between family and work to increase job satisfaction in both parents and reduce psychological distress, particularly in fathers. [ABSTRACT FROM AUTHOR]

Evidence shows that numerous family-related variables influence parents' use of different food parenting practices (FPP), but less is known about the influence of parents' work-related variables on their use of FPP, and their own and their children's outcomes in the food domain. To fill this gap, the present study explored intra-individual and inter-individual effects between work-to-family enrichment (WtoFE), parents' monitoring practices, the adolescent's perception of their parents' monitoring practices, and the three family members' satisfaction with food-related life (SWFoL), in different-sex dual-earner parents with adolescent children. The mediating role of monitoring between WtoFE and SWFoL was also tested. A sample of 430 different-sex dual-earner parents and one of their adolescent children (average age 13.0 years, 53.7% female) were recruited in Rancagua, Chile, during March and June 2020. The three family members answered the monitoring dimension of the Compressive Feeding Practices Questionnaire and the Satisfaction with Food-Related Life Scale. Parents answered a measure of WtoFE based on the Work–Home Interaction Survey. Analyses were conducted using the Actor–Partner Interdependence Model and structural equation modelling. Results showed a positive association between WtoFE and SWFoL, directly (p < 0.001) and through monitoring in fathers (95% confidence interval [0.010, 0.097], actor effect). The father's (p = 0.042) and mother's (p = 0.006) WtoFE was positively associated with their adolescent's SWFoL (partner effects). The father's (p = 0.002) and mother's (p = 0.036) WtoFE were positively associated with their own monitoring (actor effect), while only the father's WtoFE (p = 0.014) was positively associated with the adolescent's perception of their parents' monitoring (partner effect). The father's (p = 0.018) and mother's (p = 0.003) monitoring, as well as the adolescents' perception of their parents' monitoring (p = 0.033), were positively associated with their own SWFoL (actor effects), while the mother's monitoring (p = 0.043) was also associated with the father's SWFoL (partner effects). Findings suggest that both parents' WtoFE improved their monitoring practices, which, in turn, improved their own SWFoL and their adolescent child's SWFoL. Policymakers and organizations must aim to promote the WtoFE of working parents. [ABSTRACT FROM AUTHOR]

This paper presents the implementation and usability of a technologybased web system and the available evidence on educational engagement’s predictive capacity to influence students’ educational trajectories in Chilean schools. The web-based system was developed through collaborative work between universities, the information technology team, school communities, and stakeholders (government institutions). It is an online system composed of six steps whose axis is centered on a decision-making space between teachers-students-parents (School Engagement Board) tasked with applying online and scientifically validated school engagement and contextual factors measurement instruments, checking specific report results for each actor involved in the system (teacher, School Engagement Board coordinator, school) as well as reviewing promotion strategies relevant to the school context and managing the implementation of strategies supported by the management datasheets that the model offers to schools. The objective of this paper is to present the usability of the system through a case study of the implementation in Chilean public schools. In order to discuss about what elements should be incorporated to adjust and improve the usability of the system and to guarantee its effective implementation, the paper describes those aspects that have favored and/or hindered the use of this educational technological platform in the Chilean case. The results show that there have been more difficulties related to management aspects than IT aspects, which indicates that these conditions are critical for implementation, even when system for evaluation, monitoring and strategies for the promotion of student engagement and contextual factors (SIESE) is designed for standalone use. Although there are aspects to be improved, such as extending its use to other browsers, improving the intervention guidelines and other systems functionalities, this web-based system has been considered by the educational communities as a simple, useful, and intuitive platform. The paper concludes on the importance of having this type of platform in Chile and other Latin American countries, for its contribution to school management -being helpful for day-to-day educational practice- due to the different technical facilitators. [ABSTRACT FROM AUTHOR]

School engagement has been demonstrated to be a relevant aspect in promoting students' successful trajectories, a commitment that in its turn is influenced by contextual factors (family, teachers, and peers). Having instruments to measure these constructs allows decisions to be made to improve student retention, especially relevant in the context of uncertainty caused by covid-19. The aim of the study was to adapt and analyze the psychometric properties of questionnaires used to measure school engagement and contextual factors in the context of the pandemic with elementary school students in Chile. After adaptation of the instruments, through expert evaluation and focus groups with students, they were administered to 579 students in seventh and eighth grade (mean age = 12.79, 52% were boys), and to 334 students in fifth and sixth grade (mean age = 11.35, 38% were boys) in Chile. Confirmatory factor analyses showed that the two versions of the school engagement measurement instrument had an adequate fit with the original model of three correlated factors, cognitive, affective, and behavioral commitment. Similarly, these two versions of the instrument measuring the contextual factors had a good fit with the original model of three correlated factors, family, teachers, and peers. In addition, both versions of both questionnaires presented appropriate levels of internal consistency. [ABSTRACT FROM AUTHOR]

The field of participatory research with children developed largely thanks to shared learning between different cultures, places, and disciplines. However, grand narratives and power relationships in academia inherited from colonialism and imperialism can threaten to obstruct the transformative value of this approach. In this article, we present the case of Think Big, a multinational collaboration for participatory research with children that involved adult and child coresearchers from Australia, Chile, Colombia, and the United Kingdom. Our aim was to explore how this project helped build solidarities between adult researchers from different countries and disciplines. We applied a methodology of diffraction to explore the processes and outcomes of this collaboration and presented our insights using the metaphor of a tree to explain the roots (knowledges and frameworks), trunk (ongoing collaboration and communication between the teams from different countries), branches (local projects), and fruits (research outcomes) of our work. Based on our experience, we proposed that multinational collaborations for participatory research offer important opportunities for adult researchers to collaborate with children to generate more democratic knowledge about their lives and to generate more egalitarian relationships between adult researchers from different places and backgrounds. However, it is important to anticipate that multinational collaborations are more likely to be affected by social and political upheavals, and language barriers must be overcome to decentralize academia. Also, the organizations involved in these collaborations need to develop strategies that facilitate funding, ethics clearance, and international research agreements. Highlights: Participatory research can help improve knowledge, policies, and practices for child wellbeing.Multinational studies can be affected by social upheavals but still support child empowerment.Multinational collaborations can help make academia more egalitarian and inclusive.Bilingual team members, interpreters and translators are essential for multinational collaborations.Organizations should develop strategies that facilitate multinational research collaborations. [ABSTRACT FROM AUTHOR]

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students. [ABSTRACT FROM AUTHOR]

There are several programs that aim to strengthen the bond between families and schools that have shown a positive impact on this relationship as well as its effectiveness in improving academic and socioemotional child indicators. Most of the studies in this area come from Anglo-Saxon countries while in Latin America research is still scarce. Thus, this study aims to assess the influence of implementing an Ecological, Participatory, Integral and Contextualized Family-School Collaboration Model (EPIC) on family involvement, social-emotional development, and cognitive test outcomes in children in elementary school. Three possible hypotheses have been considered: (1) The EPIC Family-School Collaboration Model will have a positive and significant influence on the level of family involvement; (2) The EPIC Family-School Collaboration Model will have a positive and significant influence on the results of some cognitive tests; and; (3) The EPIC Family-School Collaboration Model will have a positive and significant influence on child social-emotional development. The study included 171 students who attended second and third elementary grades in schools in Chile during 2017 and fourth and fifth grades during 2019. The children were between 7 and 12 years old (M = 8.17, SD = 0.98), during 2017 and between 9 and 14 years old (M = 9.88, SD = 0.99), during 2019. The results show that the EPIC Family-School Collaboration Model has a positive and significant influence on the level of home-based involvement, memory and attention and intrapersonal skills in the first cycle of elementary education. [ABSTRACT FROM AUTHOR]

Community social capital complements public services in various ways thus incorporating social capital components into poverty eradication programs can promote urban micro-enterprises and peasant production in poor Latin American areas. The concept of social capital is the structure of social relations that facilitates action, and the presence of a strategy, which is a network of horizontal relations and associated norms that permits the undertaking of collective activities.

Parental involvement in school has been demonstrated to be a key factor for children's academic outcomes. However, there is a lack of research in Chile, as well as in Latin American countries in general, leaving a gap in the literature about the generalization of findings outside developed and industrialized countries, where most of the research has been done. The present study aims to analyse the associations between parental involvement in school and children's academic achievement. Cluster analysis results from a sample of 498 parents or guardians whose children attended second and third grades in 16 public elementary schools in Chile suggested the existence of three different profiles of parental involvement (high, medium, and low) considering different forms of parental involvement (at home, at school and through the invitations made by the children, the teachers, and the school). Results show that there are differences in children's academic achievement between the parental involvement profiles, indicating children whose parents have a low involvement have lower academic achievement. Findings are in line with international research evidence, suggesting the need to focus on this variable too in Latin American contexts. [ABSTRACT FROM AUTHOR]

There is an extensive body of evidence to support both family involvement and students' socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students' socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students' socioemotional development (moderation hypothesis); (3) Family involvement and students' socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students' emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development. [ABSTRACT FROM AUTHOR]

The article focuses on Chile's social protection system aimed to protect the children and the elderly in the country. It states that President Michelle Bachelet Jeria launched the Chile Crece Contigo (Chile Grows with You) initiative to promote full support to the children in the country in accordance with the ratified Convention on the Rights of the Child. It also discusses the Pension Reform Bill enacted in 2008 which aims to protect the elderly through solidarity pension and gender equality.

The article focuses on the social poverty program in Chile. The objective of Chile Solidario program is social integration of the poorest through linkage with public benefits network. Its main purpose is to eliminate poverty which targets the family for intervention. The program's main services include intensive care for 24 months to families, monetary assistance, access to social programs, and labor benefits. Also discussed are the role of social workers in which they are responsible in the system planning and implementation with three practice stages, direct practice with families, community intervention, and macro policy practice.

An introduction to a special issue on social work in Latin American is presented wherein the authors discuss the social problems in Latin America and introduce articles from Brazil, Chile, El Salvador, and Guatemala.

(1) Background: The work schedule of nursing personnel often involves double or continuous shifts and sources of stress derived from the work context, making it necessary to ensure their rest and eating habits contribute to a healthy lifestyle. The objective of this study was to analyze the mediating role of stress management on the effect that sleep quality has on uncontrolled and emotional eating by nursing professionals. The Three-Factor Eating Questionnaire-R18 was applied to measure uncontrolled and emotional eating, the Pittsburgh Sleep Quality Index as a measure of sleep quality, and the EQ-i-20M for the stress management component of emotional intelligence. (2) Methods: A sample of 1073 nurses aged 22 to 57 years was selected for this purpose. (3) Results: The main result of this study was that stress management was a mediator in the effect of sleep quality on uncontrolled and emotional eating. Furthermore, low scores for sleeping problems correlated with high scores for stress management. The results also revealed a strong negative association between stress management and uncontrolled and emotional eating. (4) Conclusions: The results are discussed from the perspective of promoting health at work as well as improving the psychosocial wellbeing of nursing professionals and increasing the quality of patient care. [ABSTRACT FROM AUTHOR]

Introduction: Research has evaluated the impact of COVID-19 pandemic and lockdowns on individuals' life satisfaction, but wellbeing interrelations between family members in this context have been less explored. This study examined the spillover and crossover effects of one parent's job satisfaction (JS), satisfaction with family life (SWFaL) and satisfaction with food-related life (SWFoL) on their own, their partner's, and their adolescent children's life satisfaction (LS), and the influence of adolescents' SWFaL and SWFoL on their own and their parents' LS, in dual-earner families with adolescents. The moderating role of job-related variables of both parents were also explored., Methods: Questionnaires were administered to 860 dual-earner parents with adolescents in two cities in Chile during 2020. Mothers and fathers answered the Overall Job Satisfaction Scale and the three family members answered the Satisfaction with Life Scale, the Satisfaction with Family Life Scale and the Satisfaction with Food-related Life Scale., Results: Using the Actor-Partner Interdependence Model and structural equation modeling, we found that fathers' LS was positively associated with their own JS, SWFaL and SWFoL (spillover), and negatively with adolescents' SWFoL (crossover). Likewise, mothers' LS was positively associated with their own JS, SWFaL and SWFoL (spillover), with fathers' and adolescents' SWFaL, and negatively with adolescents' SWFoL. Adolescents' LS was positively associated with their own SWFaL and SWFoL (spillover), and with their fathers' JS, and negatively with their fathers' SWFoL. JS showed gendered patterns in spillover and crossover associations. Parents' type of employment, mothers' working hours and city of residence moderated some spillover and crossover associations for father-mother and parent-adolescent dyads., Discussion: These findings suggest that, for dual-earner parents with adolescents, improving individuals' LS requires interventions that should be carried out not individually, but at a family level., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Schnettler, Concha-Salgado, Orellana, Saracostti, Miranda-Zapata, Poblete, Lobos, Adasme-Berríos, Lapo, Beroíza and Riquelme.)

School engagement is considered a key variable in promoting educational trajectories. Previous research shows that maintaining high levels of school engagement is fundamental, given its association with multiple academic results and lower-risk behaviors. This article aims to show how school engagement profiles (based on the behavioral, affective, and cognitive subdimensions) relate to academic achievement (math and language), contextual factors (family, teachers, and peer support), and gender. This study involved 527 students enrolled in the 1st year of secondary education in public schools in Chile. All students came from vulnerable schools. Our study used cluster analysis to identify students' profiles. We identified the existence of three different profiles of school engagement (high, medium, and low) considering the three subdimensions of school engagement (behavioral, affective and cognitive). Secondly, ANOVA analysis showed differences in language and math academic achievement scores between the profiles, where higher engagement students showed higher academic performance in language and math. These findings are consistent with previous studies showing that contextual factors strongly influence school engagement and better behavioral engagement in female than male students. It will discuss the pertinence of person-centered approaches focusing on combinations of variables within students rather than taking each variable as the focal point when analyzing goals. These techniques are a favorable methodological alternative to investigate why some students have better results than others instead of just ranking students by their performance. It will conclude with some future lines of research and practical implications., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 de Toro, Saracostti, Lara, Miranda and Miranda-Zapata.)

Reciprocal family influences in the food domain have been little explored, particularly during the COVID-19 pandemic. To fill in this gap, this study explored actor and partner effects between parents' food modeling and parents' and their adolescent children's diet quality and satisfaction with food-related life (SWFoL); and the mediating role of diet quality between modeling and SWFoL. This study used a cross-sectional design. A sample of 430 different-sex dual-earner parents and one adolescent child were recruited in Rancagua, Chile, between March and June 2020. Parents answered the modeling dimension of the Comprehensive Feeding Practices Questionnaire. Parents and adolescents answered the Adapted Healthy Eating Index (AHEI) and the SWFoL Scale. Analyses were conducted using the Actor-Partner Interdependence Model and structural equation modeling. Results showed that one parent's modeling enhanced diet quality for themselves, their partner, and the adolescents. Parents' modeling was associated with their own SWFoL, directly and via their own diet quality. There were positive associations between mothers' modeling and adolescents' SWFoL; between mothers' diet quality and fathers' SWFoL; and between mothers' modeling and fathers' SWFoL via the fathers' diet quality. Parents' modeling can improve the three family members' diet quality, while mothers' modeling and diet quality showed to improve fathers' and adolescents' SWFoL., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Schnettler, Miranda-Zapata, Orellana, Saracostti, Poblete, Lobos, Adasme-Berríos, Lapo, Beroiza and Grunert.)

(1) Background: The work schedule of nursing personnel often involves double or continuous shifts and sources of stress derived from the work context, making it necessary to ensure their rest and eating habits contribute to a healthy lifestyle. The objective of this study was to analyze the mediating role of stress management on the effect that sleep quality has on uncontrolled and emotional eating by nursing professionals. The Three-Factor Eating Questionnaire-R18 was applied to measure uncontrolled and emotional eating, the Pittsburgh Sleep Quality Index as a measure of sleep quality, and the EQ-i-20M for the stress management component of emotional intelligence. (2) Methods: A sample of 1073 nurses aged 22 to 57 years was selected for this purpose. (3) Results: The main result of this study was that stress management was a mediator in the effect of sleep quality on uncontrolled and emotional eating. Furthermore, low scores for sleeping problems correlated with high scores for stress management. The results also revealed a strong negative association between stress management and uncontrolled and emotional eating. (4) Conclusions: The results are discussed from the perspective of promoting health at work as well as improving the psychosocial wellbeing of nursing professionals and increasing the quality of patient care., Competing Interests: The authors declare no conflict of interest.

In recent decades there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subject's performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests.