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Acknowledging the critical role of English for Specific Purposes (ESP) in shaping professional and academic success across various fields, the research delves into the nuanced interplay between gender and academic discipline in shaping the ESP needs of higher education students. The investigation investigates the impact of gender and academic discipline on Chilean dentistry and business administration students’ perceived lack, want, and need for English for Specific Purposes (ESP). Drawing on sociocultural theory and self-determination theory, a mixed-methods model that involved data collected from 94 dentistry and 121 business administration students was adopted. Findings revealed significant gender differences: males reported greater perceived lack, whereas females exhibited higher want and need for English, suggesting gender influences ESP perception and necessitates customized learning strategies. Contrarily, academic discipline did not significantly affect ESP perceptions, challenging assumptions that ESP needs are strictly discipline-dependent and highlighting a generalized demand for English proficiency across fields. The findings demonstrate the importance of gender-sensitive and flexible ESP programs that cater to diverse learner needs while considering broader educational and individual factors. The study implies that educational practitioners should develop ESP curricula that not only address specific professional terminologies and situations but also reflect an understanding of the roles gender and discipline play in language learning. This approach could foster more effective and inclusive language education tailored to the varied aspirations and requirements of students in different fields.

Self-regulated learning has been widely praised as a key competence for initiating and maintaining lifelong learning. However, despite its recognised value, the literature shows that it is still insufficiently rooted in schools and that students do not develop it automatically. The aim of this study was to validate an instrument for measuring self-regulation of learning in primary school students and to analyse differences in students' self-regulation of learning processes by sex and grade. The method was developed from a positivist paradigm and a quantitative approach. The sample consisted of 514 students from third to eighth grade of primary school in Chile. The results showed that the instrument has an acceptable structure [χ2/df = 3.55, p <0.001; CFI = 0.974; TLI = 0.972; AGFI = 0.973; SRMR = 0.079; RMSEA = 0.071]. It consists of 56 items and 7 related factors, with Cronbach's alpha values over .7 and AVE index over .5 in all cases, which is acceptable. Significant differences were detected in the self-regulation of study and learning and self-efficacy for disposition to study variables, where women displayed higher levels than men. Also, in the strategies for disposition to study and self-efficacy for disposition to study variables, at the seventh and fourth grade levels, with the latter having higher levels. The discussion presents the potential practical implications, possibilities for research directed at timely intervention, and the impact on the quality of school education. It is concluded that girls have better self-regulation than boys, that self-regulation levels are suboptimal, and that self-regulation does not increase during the primary school years without intentional training. [ABSTRACT FROM AUTHOR]

Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds‐ratio increase from 30% to nearly 150%, with higher rates for low‐SES students with ADHD. These findings suggest that in Chile, student‐level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion. [ABSTRACT FROM AUTHOR]

Acknowledging the critical role of English for Specific Purposes (ESP) in shaping professional and academic success across various fields, the research delved into the nuanced interplay between gender and academic discipline in shaping the ESP needs of higher education students. The study investigated the impact of gender and academic discipline on Chilean dentistry and business administration students' perceived lack, want, and need for English for Specific Purposes (ESP). Drawing on sociocultural theory and self-determination theory, a mixedmethods model that involved data collected from 94 dentistry and 121 business, administration students was adopted. Findings revealed significant gender differences males reported greater perceived lack, whereas females exhibited higher want and need for English, suggesting gender influences ESP perception and necessitates Customized learning strategies. Contrarily, academic discipline did not significantly affect ESP perceptions, challenging assumptions that ESP needs are strictly discipline-dependent and highlighting a generalized demand for English proficiency across fields. The findings demonstrated the importance of gender-sensitive and flexible ESP programs that cater to diverse learner needs while considering broader educational and individual factors. The study implies that educational practitioners should develop ESP curricula that not only address specific professional terminologies and situations but also reflect an understanding of the roles gender and discipline play in language learning. This approach could foster more effective and inclusive language education tailored to the varied aspirations and requirements of students in different fields. [ABSTRACT FROM AUTHOR]

IntroductionUniversity dropouts are a problem in the Chilean higher education system, which causes psychosocial and economic damage and requires further studies to understand it comprehensively. This study aimed to determine the psychosocial variables influencing the risk of dropping out of the higher education system in a sample of Chilean university students post-pandemic.MethodsWith a sample of 655 students from the Chilean higher education system and with a cross-sectional study design taken in November 2022, a questionnaire was applied with sociodemographic and other variables of interest, the Depression, Anxiety and Stress Scale DASS-21, the EAC-19 Coronavirus Affect Scale, the ECE Emotional Exhaustion Scale; the Okasha Suicide Scale, and the Insomnia Severity Index (ISI). We performed descriptive, bivariate, and multiple logistic regression analyses through SPSS version 25. Variables with a value of p

In this work we analyse the way in which ideologies, understood as an extra-legal factor, are discursively manifested in a corpus of judicial rulings that resolve cases of Mapuche domestic violence. We understand the judicial ruling as an ideological discursive genre inherent to the legal field formed by social and discursive practices. By applying critical discourse analysis, we analyse the judicial discourse strategies used in order to construct (i) the idea of domestic violence in an indigenous context, (ii) the image of the Mapuche woman and (iii) the self-image of judges who resolve the conflict. We conclude that these strategies serve two purposes: one is to legitimate the law as an apparently impartial mechanism, and the other is to define the way those involved in the issue must be understood. [ABSTRACT FROM AUTHOR]

Introduction-. Research has revealed high rates of mental health problems in university students before and during the COVID-19 pandemic, with effects on poor sleep quality; however, perceived social support appears to act as a protective factor. Objective-. To assess the impact of mental health (anxiety, depression, and stress) on sleep quality, crosssectionally and longitudinally, before and during the COVID-19 pandemic in Chilean university students, verifying whether perceived social support could act as a moderator in this relationship. Material and Methods: 1.619 university students in 2019 and 1.862 in 2020 answered questionnaires aimed at measuring depression, anxiety, stress, sleep quality, and perceived social support, longitudinal analysis was performed with a fraction of the sample that responded in both years (n = 325). The scores of the instruments for both years were contrasted using a transition matrix and a multiple regression model. Results. 1 Iigh prevalence rates of mental health problems were found, with moderate and severe symptoms increasing in 2020. Sleep problems and the perception of low social support worsened. All mental health variables were found to predict sleep quality except for social support; longitudinally, the severity of poor sleep quality and depression increased. No significant moderation effects were found between perceived social support and the rest of the variables. Conclusions. The effect of the pandemic on mental hcálth is complex, requiring concrete actions to provide students with psychological support. [ABSTRACT FROM AUTHOR]

Supportive school and classroom climates can add to student achievement and compensate for the negative contribution of low-socioeconomic status (SES) to academic achievement. We tested the added contribution of school and classroom climate to Chilean students' mathematics test scores. We performed a secondary analysis of 151,015 eighth-grade students (attending 8,412 classrooms in 5,619 schools) who completed the Sistema de Medición de la Calidad de la Educación (SIMCE) test in Chile. We identified six dimensions of school climate, which we aggregated to the classroom and school level to fit three-level regression models. Students' gender (girls) and low SES were major negative predictors of test scores. School and classroom climate made an additional contribution to the explained variance in test scores. A positive school and classroom climate compensates for the detrimental effects of gender and low SES on students' mathematics achievement, which justifies investing resources to promote positive school and classroom climates. [ABSTRACT FROM AUTHOR]

Studies regarding school composition have been highly influential in the design of policies. However, methodological and conceptual controversies have hindered the emergence of a consensus on the existence, size, and direction of peer effects. Drawing on four cohorts of Chilean students (n = 620,044), this work analyses the extent to which the socioeconomic and academic classmates' characteristics are associated with student attainment. The findings suggest a positive medium- to low-magnitude effect of increases in the peers' academic performance. At the same time, there are almost no effects associated with changes in the classmates' socioeconomic status. These findings are stable across school types and are not driven by the sorting of students within them. The results are interpreted in the context of a new nationwide reform aiming to foster school integration and taking advantage of peer effects interaction. [ABSTRACT FROM AUTHOR]

This article analyzes the relationship between successful dealing with deviant acts (i.e., acts of corruption) and social cohesion. We conducted an experimental research with 148 university students based on the subjective group dynamics theory. We informed the research participants of some corruption cases in Chile (ingroup) and Argentina (outgroup) during the last year, with two modes of efficiency in their legal control: high efficiency (95% of the cases were judged and sanctioned) and low efficiency (5% of the cases were judged and sanctioned). The mediational analysis shows that the induced ingroup effectiveness causes a better emotional climate, greater perceived collective efficiency in dealing with deviance, increases confidence in social control and reinforces national identification. We conducted a comparative analysis with a sample of Portuguese university students, finding that Chilean students have a more critical view of collective effectiveness in dealing with deviance and a moderate level of national identification. The results are related to the assumptions of the subjective group dynamics theory and show the psychosocial effects of uncontrolled and unsanctioned corruption. [ABSTRACT FROM AUTHOR]

Protest activity has become a central element for political change in Chile. In 2019, during Chileans' October social outburst, performing arts were in the centre of the street protests. This article explores the inspiration social movements have gained from artistic practices and the role the arts in general have had as a new form of youth participation and engagement in politics in Chile. Also, this article examines the relation between the lack of formal citizenship education in the Chilean curriculum after the return of democracy and the birth of these new forms of political participation and activism within the youth. Additionally, based on the Chilean case, the article argues the need for new conceptualizations of citizenship education beyond the traditional boundaries of education institutions. [ABSTRACT FROM AUTHOR]

This article analyses youth activism in Chile through the lens of the Chilean student movement. It examines new forms of grassroots politics and popular democracy that have been at the core of struggles led by the Chilean student movement since the early 2000s. The article reflects on the legacy of this student movement regarding the transformation of the character and meaning of citizenship, politics and democracy within a post-authoritarian democratic society. The relationship between education and citizenship is placed in context, paying special attention to how grievances around education are key to making education a space for the legitimization of new ways of being political. The article discusses the implications, in the context of the 2019–20 Chilean protests, of the new forms of politics and the political that were part of the legacy of the Chilean student movement. [ABSTRACT FROM AUTHOR]

This study aimed to adapt the Flourishing Scale to a Chilean high school context and provide evidence of its validity. Data were collected from 1,348 students (52% girls) from three different Chilean schools. The results of confirmatory factor analysis (CFA) supported a one–factor solution, multiple–group CFA supported gender invariance, and structural equation model indicated that the FS is related to positive and negative academic feelings. Overall, the evidence indicates that the Flourishing Scale adapted to the high school context is an instrument that produces valid and reliable scores in our high school Chilean sample. [ABSTRACT FROM AUTHOR]

This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) –a measure of students' exhaustion, cynicism, and inadequacy– in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students. [ABSTRACT FROM AUTHOR]

This study aimed to adapt the Flourishing Scale to a Chilean high school context and provide evidence of its validity. Data were collected from 1,348 students (52% girls) from three different Chilean schools. The results of confirmatory factor analysis (CFA) supported a one–factor solution, multiple–group CFA supported gender invariance, and structural equation model indicated that the FS is related to positive and negative academic feelings. Overall, the evidence indicates that the Flourishing Scale adapted to the high school context is an instrument that produces valid and reliable scores in our high school Chilean sample.

This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) –a measure of students’ exhaustion, cynicism, and inadequacy– in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students.

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The transition of high school students to higher education can be an overwhelming experience which may impact on academic outcomes. Despite increases in access, course completion rates remain problematic in Chile. Students' expectations of higher education can play an important role in their decision-making, especially in terms of choices made about programme and institution. The purpose of this study was to better understand Chilean high school students' expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations. We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach. The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits. Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers' efforts in supporting the decision-making process of students transitioning to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of the constituent process taking place in Chile, this paper studies one of the main constitutional debates that has developed throughout the country's history: the debate over the right to education. We analyse this debate between 1990 and 2016 to explore how elite discourse and citizens' opinions regarding the right to education are related. We first propose a periodization of the discussions of the elite, determined by the irruption of the Chilean student movement in 2006 and 2011, and the gradual constitutionalisation of the debate. We then carry out a discourse analysis of the citizen dialogues, specifically the Encuentros Locales Autoconvocados (ELA), or Self-convened Local Meetings, developed within the framework of the constitutional process that took place in 2016. Finally, by comparing both discourses, we conclude that although there is receptivity to the ideas of the elites in the ELA discourses, they do not constitute a complete reflection of these ideas. This questions the notion that citizen discourses only reaffirm the discourses of the elite without contributing anything new. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to improve future teacher training by assessment of university graduates' satisfaction with their preparation in Basic Education teaching. Design/methodology/approach: This descriptive study employed a self-administered survey questionnaire to a representative sample of 235 graduates between 2014 and 2016 from three universities in Chile. The questionnaire generated information about the graduates' background (age, gender, parents' education and prestige of secondary school attended); an evaluation of three dimensions of their degree program (instructional quality, infrastructure and employability), and experiences in the labor market (including salary). Analysis of variance was used to assess relationships between satisfaction, and other variables. Findings: In general, graduates were satisfied with all aspects of their training. Satisfaction levels were higher from those assumed to have lower expectations. Contrary to this hypothesis, university prestige is not directly related to satisfaction. Instead, expectations and employability moderate the effect of prestige. Research limitations/implications: The sample is not representative of the 59 universities in Chile nor of the many other degree programs offered in those universities. Practical implications: Program directors concerned about improving the public reputation or prestige of their program will benefit from efforts to improve the quality of the program and its infrastructure, and relevance for entrance into the world of work. Originality/value: This study provides information not previously available about graduate satisfaction in teaching degree programs in Chile. [ABSTRACT FROM AUTHOR]

This article illustrates the connection between the rise of social movements and the profound transformations in the ways post-conflict societies symbolize their difficult past. It examines how the 2011 Chilean student movement developed an alternative memory about Chile's Pinochet regime. I show how the movement claimed fundamental changes within the educational and political systems, framing its demands as a critical response to the socioeconomic neoliberal transformations set in motion by the Pinochet military regime. Through an empirical analysis of the 2011 student movement that combines 60 in-depth interviews with young activists with archival research, this article demonstrates how an alternative version of the dictatorial past was closely linked to the movement's goals and affected internal dynamics of belonging. The results indicate that participants managed to go beyond traumatic narratives concerning human rights crimes that had been dominant in the Chilean public memory about the dictatorship. Therefore, they presented a change that constituted a major challenge to the future of the politics of memory in Chile. [ABSTRACT FROM AUTHOR]

The biographical approach aims to understand a subject's life story and its personal interpretations. Produced in specific settings, this approach considers how the elements of this production play a role in the narratives. Therefore, choosing the biographical paradigm assumes methodological decisions within the data collection and definition of analytical tools. In this article, we focus on the researcher's role in the production of the biographies and the formal analysis, a technique that is borrowed from narrative studies, which emphasises 'how' the story is told – on the telling rather than the told. Using the case of three generations of Chilean musicians, we address these two relevant points within the inquiry of biographies: the researcher–researched relationship, with a focus on the impact of the generational proximity on their interactions and how it affects the construction of the narrative; and the different story genres drawn from the formal analysis, which reveal the primary role that temporalities and subjects' generations have within the biographical approach. We aim to give relevance to the subjective dynamics considered in a formal analysis and in the interview settings, for further biographical studies. [ABSTRACT FROM AUTHOR]

A large proportion of the world's population has access to the Internet. On the one hand this has brought undeniable benefits to society by facilitating access to information. But on the other hand, the excessive use of the Internet has also brought with it a series of new problems ranging from physical injuries (for example: tendinitis), psychological pathologies (for example: Internet addiction) to new forms of crime (for example: online sexual abuse). For this reason, it is necessary to have reliable and valid instruments that evaluate the use and abuse of the Internet. The Internet Related Experiences Questionnaire (CERI) has two factors that evaluate conflicts (intrapersonal factor, with 6 items and interpersonal factor, with 4 items) associated with excessive use of the Internet. Studies in different parts of the world (Spain, Chile and other Latin American countries) have used this instrument without analyzing its psychometric properties with sufficient depth. These studies have mostly used the total CERI score (10 items) instead of the two-factor structure, but they have not justified this choice. For this reason, this paper intends to analyze the factorial structure of the instrument, its convergent validity and its internal consistency in the Chilean population. We conducted two researches in which participated a total of 626 university students (180 in the study 1, and 446 in the study 2). The participants responded to the CERI and a questionnaire of abuse of the mobile phone (CERM). In the study 1, the results of exploratory factor analyzes suggest to use a unifactorial structure which included the 10 items, instead of the original bifactorial structure. In particular, in the bifactorial structure item 1 was not included in any factor (factorial loads less than .2), two items (items 5 and 10) presented similar factor loads in both factors and other two items (items 8 and 9) were included in the factor that it did not correspond. The single factor was greater internal consistency than that of the original intrapersonal and interpersonal factors (Cronbach's alpha of .78, .68 and .56, respectively). Although both alternatives have adequate convergent validity (direct relations with mobile phone abuse). In study 2, a confirmatory factorial analysis was carried out in order to compare the unifactorial structure obtained in study 1 with the bifactorial structure of the original study. The results show that both factorial structures presented good fit, but again the internal consistency of the single factor was greater than that of the original intrapersonal factor and interpersonal factor (Cronbach's alpha of .74, .61 and .51 respectively). The low reliability of interpersonal and intrapersonal factors may be due to the few number of items grouped in them (4 and 6 respectively). It is necessary to continue evaluating the factorial structure of the CERI in order to determine which is the best factorial alternative or if it is necessary to increase the number of items of interpersonal and intrapersonal factors. Although the results are not conclusive, for the moment, it seems advisable to use the one factor structure as it seems to give further psychometric guarantees. [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 aim of this study was to quantitate the relative impact of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables on the results of the 2009 Quality Education Measurement System (SIMCE) tests of language and mathematics for scholastic achievement (SA) applying a multifactorial approach, in school-age children of the 2010 5th elementary school grade (5ESG) and of the 1st grade of high school (1HSG). The purposes were: i) to test the hypothesis that intellectual ability, the level of SA of the educational establishments in the 2009 SIMCE tests, sex, parental schooling levels, and head circumference-for-age Z-score are the most relevant parameters associated with 2009 SIMCE outcomes; ii) to determine the predictive ability of the 2009 SIMCE results in determining the 2013 SIMCE outcomes for the 2010 5ESG cohort (when they graduated from elementary school, 8th grade) and for determining the 2013 University Selection Test (PSU) outcomes for the 2010 1HSG group (for university admission, when they graduated from high school, 4th grade); iii) to determine the association between the 2009 SIMCE results with the 2017 PSU outcomes for the 2010 5ESG group (for university admission, when they graduated from high school, 4th grade). A representative, proportional and stratified sample of 33 schools of the Metropolitan Region of Chile was randomly chosen. In these schools, 1,353 school-age children of both sexes, of the 2010 5ESG (n = 682; mean age = 10.8 years, SD = 0.6) and of the 2010 1HSG (n = 671; mean age = 14.8 years, SD = 0.6) participated. In both grades and tests, the findings confirm the hypotheses formulated. 2009 SIMCE outcomes were positively and significantly associated with 2013 SIMCE and with 2017 PSU and, with 2013 PSU outcomes in school-age children from 2010 5ESG and 1HSG, respectively. These findings may be useful for educational and health planning in Chile and countries in a comparable stage of development. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the factorial structure of the Spanish version of Brief Resilience Scale (BRS) considering the acquiescence bias (tendency to respond for one side of the scale) in a large sample of Mexican university students (N=1572) and a cross-validation of the same models with Chilean university students (N=1345). Six models are compared using Factorial Confirmatory Analysis, in three of them different method factors are used to treat acquiescence. The results show that in Mexican students a better fit is observed in these models especially in the model of a general factor called Resilience that has two-factors of method (χ² = 32.22, gl=7, p < .001, NFI= .98, GFI = .99, RMSEA =.048), while in the Chilean students the models that do not use factors to deal with acquiescence are the ones of better fit, specifically the models of two correlated factors and also the model to which a factor of second o rder is added (χ² =34.66, gl=8, p < .001, NFI= .98, GFI = .99, RMSEA = .05). The acquiescence affects each of the samples used differently, so it is important to analyze the presence of response styles associated with acquiescence. [ABSTRACT FROM AUTHOR]

A chronotype is an individual trait that determines circadian rhythm (dark/light cycle) characteristics, associated with bedtime, waking, and other daily activities. A chronotype is classified as morning, intermediate, and evening. The objective is to associate chronotypes with academic performance in university students. A cross-sectional study was performed to evaluate the chronotype of university students (n = 703) by Horne-Ostberg questionnaire and associated with academic performance. The group with higher GPAs had higher chronotype scores (p = 0.002). Morning and intermediate chronotypes exhibited better academic performance; however, more studies are necessary to determine the underlying causes, which could influence cognitive aspects. [ABSTRACT FROM AUTHOR]

School-wide climate is a construct widely spread in the area of education. However, so far the instruments designed to measure this phenomenon usually collect data about specific aspects of the construct, rather than comprehending the construct as a whole. The objective was to analyse the validity of the factorial structure of a scale designed to assess the construct coexistence in school on students of primary education. The sample, 2447 primary education students from Chile and Spain. An exploratory and then a confirmatory analysis factor were run to test the validity of a structure composed by: Positive Interpersonal Management, Victimization, Disruptiveness, Peer Social Network, Aggression, Normative Adjustment, Indiscipline, and Teacher Apathy. The results proved that the eight-factor structure is suitable for the Chilean population. In addition, the results revealed invariance across both populations. The School-wide Climate Scale is a reliable and valid instrument for the multidimensional assessment of the school-wide climate. [ABSTRACT FROM AUTHOR]

This subject sought to analyze Chilean physical education students' social representations by exploring what physical education means to them. A non-experimental, cross-sectional and mixed-method design was used. The sample was made up of 200 students from the pedagogy in physical education degree in 12 Chilean universities, who were selected under purposive non-probability criteria. The results show that the defining words with the greatest semantic weight are "health", "sport", "motor skills", and "movement". The study concludes that social representations in this field are linked to health and wellbeing, and relate to movement and the study of human motor skills, providing pedagogical value through aspects such as physical activity, recreation, and sport. [ABSTRACT FROM AUTHOR]

This study was aimed at validating the Political Action Tendencies Scale in Chilean students who attend traditional universities in the region of Valparaiso, Chile. Through a quota sampling process, 600 students of both sexes were enrolled. Theirmean age was of 20.09 years (SD = 3.02). Participants filled in a 12-item questionnaire measuring willingness to participate in several forms of political action. Two-factor and 3-factor models were tested through confirmatory factor analyses. The 3-factor model-which included non normative political action, organized political action and normative political action-displayed the best fit. Confirmatory factor analyses also supported the metric invariance of the scale by sex, religion, and political orientation, which made it possible to compare-with Student's t-test-the means of these groups in the 3 dimensions of the scale and demonstrated its discriminant validity. These findings provide evidence of the validity of the Political Action Tendencies Scale. Steps to improve this instrument include incorporating additional dimensions of political action and extending its application to other social actors. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article focuses on the counter stories of two Chilean social studies high school teachers. Counter stories describe how teachers use their professional experience to confront those mega narratives composed of dominant educational policies that impinge upon their pedagogical practices. The mega narrative described in this study as a citizenship education mega policy narrative is composed by citizenship educational guidelines that have become influenced by other market-driven educational policies, and is not only present in Chile but has also been influenced by policies coming from countries such as England and the US. Therefore, the discussions that emerge from these counter stories on the nature of this mega narrative and the ways through which teachers can confront it through their teaching, and the implications that all this has for the field of citizenship education, do not only fill a gap in Chilean research but also contribute to discussions on counter and mega narratives in the field of citizenship education within a wider international scope. [ABSTRACT FROM AUTHOR]

ICT plays an increasingly prominent role in daily life, and is used in varying contexts to fulfill different objectives, but one sector of the population is denied the opportunities offered by ICT; this exclusion is dictated by socio-economic status. This study draws on national databases to provide a descriptive-correlational analysis of ICT adoption and use in the student population in primary and secondary education. The results show that Internet and technology access is strongly segmented; digital stratification goes beyond access, and different uses are observed based on the student's cultural capital. Schools are most successful at offsetting the digital divide, making access to ICT possible (albeit restricted) for a significant number of students in lower-income sectors. [ABSTRACT FROM AUTHOR]

The study analyzed a national sample of 2.061 writing samples of 687 fourth grade Chilean students who participated in a national writing evaluation in 2008. Three genres--story, request letter and news story--were evaluated by disaggregated rubrics created for this purpose with five criteria: adaptation to the communicative situation, coherence, cohesion, text structure and punctuation, in addition to a global assessment. The results indicate that there are significant differences in performance according to the dimension and genre evaluated. The highest levels were found in coherence and text structure and the lowest levels in cohesion. Coherence was higher in the story, while text structure was higher in the request letter. The external punctuation is more frequent than the internal and the use of "and" replaces punctuation, especially in the story. These results suggest that an evaluation and education focused on specific aspects of writing could contribute to better overall performance. [ABSTRACT FROM AUTHOR]

Chilean education is highly segregated, making it difficult to construct cohesive and democratic societies. Through a mixed-method sequential design we explored the relationship between segregation (selection and socioeconomic level) and quality of school climate, taking as example the 200 Chilean schools who participated in the PISA 2009 test. The results evidence worst school environments in public, non-selective and low socioeconomic status schools, where students feel stigmatized and discriminated by academic, social, family and political variables. We discuss the need to revise the education policy that encourages competition among schools for academic performance and training in civics to move towards more integrated schools and more democratic societies. [ABSTRACT FROM AUTHOR]

It was analyzed the predictive ability of perceived academic self-efficacy on high academic self-attributions in a sample of 874 adolescents Chilean students. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) and the Spanish version of Sydney Attribution Scale (SAS) were administrated. Logistic regression analyses revealed that perceived academic self-efficacy was a statistically significant predictor of selfattributions to ability and effort, regardless of the area of knowledge. This predictive relationship was positive in successful situations, and it was negative in failure situations. Academic self-efficacy only significantly predicted self-attributions to external causes in academic success situations in the language area and the total of the scores both language and mathematics. [ABSTRACT FROM AUTHOR]

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The current study describes the development, piloting and validation procedures for PRAP, an assessment tool created to evaluate Spanish word recognition abilities in Chilean students in grades Kindergarten through third. The central premise of the approach is that successful silent reading comprehension at every level of text difficulty requires three abilities: word identification, language comprehension, and print processing. In the current study we describe the procedures employed to establish construct and concurrent validity for the PRAP, and show that automatic word recognition is Spanish is strongly related to reading comprehension. The use of assessment tools to monitor the development of word recognition skills with validity and reliability is extremely useful in countries such as Chile, especially because there are only a handful of Spanish word recognition assessments. [ABSTRACT FROM AUTHOR]

This article considers the Chilean student movement and its ten-year struggle for public education as an example of public pedagogy. Secondary and university students, along with the parents, teachers, workers and community members who have supported them, have engaged in the most sustained political activism seen in Chile since the democratic movement against the Pinochet military dictatorship between 1983 and 1989. The students have successfully forced a nationwide discussion on education, resulting not only in significant educational reform, but also a community rethinking of the relationship between education and social and economic inequality in a neoliberal context. Framed through Giroux's conceptual definition of public pedagogies and drawing on field research conducted throughout 2014 as well as existing literature and media sources, this article considers the role of the student movement in Chile in redefining the concept of 'public' and the implications for radical perspectives on learning and teaching. [ABSTRACT FROM AUTHOR]

Previous findings show weakened empowerment of groups facing macroeconomical and political powers, so this study explores movement participants' perceptions of empowerment in the Chilean student movement, years 2011-2012. A qualitative method with 18 individual interviews and three focus groups was used in students of universities and schools (N = 31). Results show empowerment in most dimensions: critical consciousness, organization, actions/behavior and contextual citizens' support. However, the sense of control in the face of the political institution is week. Implications regarding strength, movements' continuity-erosion, theoretical aspects and public policies are discussed. [ABSTRACT FROM AUTHOR]

This article analyzes students' statements regarding the teaching of "controversial issues" during the first cycle of secondary school. The survey covered 1,210 Chilean students in a random, stratified, non-probabilistic sample. Descriptive statistics were used and a typology of teachers was defined. The most controversial issues correspond to human rights violations. There is no correlation between the level of controversy of a topic and its teaching. The teachers present different interpretations and develop innovative activities, strategies, teaching procedures and evaluations. Students play an active role, value dialogue, ask for their teacher's' opinion, and want to construct their own interpretations about history. However, in order for a pedagogical transformation to occur, empowering and transformative practices must be deployed. [ABSTRACT FROM AUTHOR]

Attempting to deepen the understanding of factors that explain student performance, this study seeks to identify and characterize profiles of Chilean students based on academic performance in mathematics. As analytical method, statistical techniques known as random forest (RF) and classification and regression tree (CART) were used to identify groups of eighth-grade elementary students according to their performance in 2011 test, using features related to individual and family behavior. The analysis was performed with a database provided by the Education Quality Measurement System of Chile. Results show that “parents’ educational expectations” (42.7%) is key factor to obtain the best children's performances. Additionally, the analysis showed that the “type of school” (26.6%) and the “index of mathematical abilities” (26.1%) influence good performance. [ABSTRACT FROM AUTHOR]

This paper provides evidence that helps understand the digital divide in education. It does so by comparing the effect of economic, social and cultural status (ESCS) on the digital skills of Chilean students compared with mathematics and language. This comparison is made using national standardized tests. The marginal effect of a group of variables measuring student ESCS was compared both as a whole and separately using multivariate linear regression analysis. The results show that the marginal effect of ESCS as a whole on students' digital skills was equal to the effect on mathematics and greater than the effect on language. Furthermore, the results show that the parents' level of education was the most relevant factor of ESCS for explaining student performance on the digital test, more so than for mathematics and language. These findings challenge the belief that the Internet would reduce economic, social and cultural inequalities in new generations. Instead, they reveal that the gap among Chilean students tends to perpetuate or widen when comparing performance in mathematics and language with performance in the digital domain. At the same time, by comparing national test results, this paper offers empirical evidence for the existence of a second digital divide in the field of education, a concept which is widely discussed at a theoretical level but with little empirical support to date. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Sociologia e Política is the property of Revista de Sociologia e Politica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)