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31 results on '"Gimenez, Gregorio"'

3. The Societal Context of School-Based Bullying Victimization: An Application of Institutional Anomie Theory in a Cross-National Sample

Author

Tuttle, James, Gimenez, Gregorio, and Barrado, Beatriz

Abstract

The present study examines cross-national variation in school-based bullying victimization. Specifically, we address whether decommodification, a concept implicated in Institutional Anomie Theory that measures the degree of a society's social welfare protection, is a protective factor against school-based bullying victimization. To test this theory, we retrieve data from the Programme for International Student Assessment (PISA) questionnaire and combine this data with other sources capturing cross-national factors hypothesized to impact bullying victimization. The sample consists of 286,871 adolescents (with an average age of 15 years) attending 14,192 schools nested within 55 high-and-middle-income countries. We estimate multilevel regression models with three levels of analysis (student, school, and country), finding that countries with a greater degree of decommodification have lower rates of school-based bullying. Overall, our findings illustrate that the national level of social welfare protection, which had been previously neglected in this research literature, is a robust predictor of bullying victimization.

Published
2023
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16. The Societal Context of School-Based Bullying Victimization: An Application of Institutional Anomie Theory in a Cross-National Sample.

Author

Tuttle, James, Gimenez, Gregorio, and Barrado, Beatriz

Subjects
SCHOOL environment, HOMICIDE, SOCIAL theory, CROSS-sectional method, INDEPENDENT variables, REGRESSION analysis, CRIME victims, MATHEMATICAL variables, QUESTIONNAIRES, DESCRIPTIVE statistics, SCHOOL violence, SOCIAL skills, DATA analysis software, BULLYING, ADOLESCENCE
Abstract

The present study examines cross-national variation in school-based bullying victimization. Specifically, we address whether decommodification, a concept implicated in Institutional Anomie Theory that measures the degree of a society's social welfare protection, is a protective factor against school-based bullying victimization. To test this theory, we retrieve data from the Programme for International Student Assessment (PISA) questionnaire and combine this data with other sources capturing cross-national factors hypothesized to impact bullying victimization. The sample consists of 286,871 adolescents (with an average age of 15 years) attending 14,192 schools nested within 55 high-and-middle-income countries. We estimate multilevel regression models with three levels of analysis (student, school, and country), finding that countries with a greater degree of decommodification have lower rates of school-based bullying. Overall, our findings illustrate that the national level of social welfare protection, which had been previously neglected in this research literature, is a robust predictor of bullying victimization. [ABSTRACT FROM AUTHOR]

Published
2023
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23. The 2008 Chilean pension reform: household financial decisions and gender differences.

Author

Bucciol, Alessandro, Manfrè, Martina, and Gimenez, Gregorio

Subjects
PENSION reform, FINANCIAL crises, CHILEANS, HOUSEHOLDS, LONGITUDINAL method
Abstract

We evaluate the effect of the 2008 pension reform in Chile, applying a difference-in-difference estimation method to longitudinal survey data representative of the Chilean population. Our evidence suggests that those who started to receive a basic pension increased their debt more than their assets. We interpret this as an indicator of debt sustainability. The debt ratio increased significantly more for women, who may be particularly exposed to financial crises. The results raise concerns about the potential financial vulnerability of the population targeted by the reform, due to over-indebtedness. [ABSTRACT FROM AUTHOR]

Published
2022
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27. El papel del profesorado y el entorno de aprendizaje en el rendimiento de los estudiantes costarricenses: un análisis a partir de PISA

Author

Gimenez, Gregorio, Barrado, Beatriz, and Arias, Rafael

Subjects
Costa Rica, Profesorado, entorno de aprendizaje, clima escolar, learning environment, PISA, Teachers, school climate
Abstract

Although literature has emphasized that the teachers’ quality and the school environment are key factors of the academic performance, few empirical studies have quantified how much they contribute to student performance in Latin American countries. In this article, we use PISA-Costa Rica microdata and Shapley-Shorrocks decomposition to analyze how much of the variation in student performance can be explained by the teachers’ characteristics and the learning environment. We find that most of the differences in performance are due to student’s effort (not explained part of the model in the educational production function). Regarding the other explanatory factors, school and teacher characteristics explain more variability of academic performance (36% on average for math, reading and science) than the combined effect of individual and family circumstances (12.5%). Among the school’s factors, two elements have special relevance. On the one hand, the behavior of the students, highlighting the problems of absenteeism and tardiness. On the other hand, the level of autonomy of the teaching staff and the school’s principal in the design of the curriculum and the evaluations. The role of teachers and the learning environment in academic achievement of Costa Rican students: An analysis from PISAA pesar de que la literatura ha señalado que la calidad del profesorado y el ambiente escolar son factores clave en el rendimiento académico, los estudios que cuantifican empíricamente en qué medida contribuyen al desempeño estudiantil en los países latinoamericanos son escasos. En este artículo, utilizamos datos de PISA-Costa Rica y la técnica de descomposición Shapley-Shorrocks para cuantificar qué porcentaje de la variabilidad de los resultados escolares puede ser explicada por el profesorado y el entorno de aprendizaje. Los resultados muestran que la mayor parte de las diferencias en notas se debe al esfuerzo de cada estudiante (parte no explicada por la función de producción educativa). Del resto de factores, las características de la escuela y del profesor explican más variabilidad en rendimiento (36% para el promedio de Matemáticas, Lectura y Ciencias) que el efecto conjunto de las circunstancias individuales y familiares (12,5%). Dentro de los factores de escuela, dos elementos tendrían especial relevancia. Por un lado, el comportamiento de los alumnos, destacando los problemas de absentismo e impuntualidad. Por otro, el nivel de autonomía del profesorado y la dirección de la escuela en el diseño de los planes de estudio y las evaluaciones.

Published
2019

28. Interrelationship among institutional infrastructure, technological innovation and growth. An empirical evidence

Author

Gimenez, Gregorio and Sanau, Jaime

Subjects
Econometric models -- Usage, Organizational structure -- Economic aspects, Technological innovations -- Economic aspects, Business, Business, general, Economics
Abstract

The theoretical model for the emprical analysis of the impact of institutional infrastructure and technological innovation on corporate growth is presented.

Published
2007

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