Chilean Students Research Articles

Natural Semantic Networks: The Concept of Mistreatment and Good Treatment in Students of Health Careers

Natural semantic networks (NSNs) provide an approach to understanding concepts in terms of their density and strength. The objective of this study was to conceptualize mistreatment and good treatment among health science students in Chile, according to gender and training cycle. Methods: A mixed-methods study with a relational scope was conducted, involving 994 health science students. The present study is exploratory and combines both qualitative and quantitative analysis. We utilized the NSN technique, applying a questionnaire via SurveyMonkey after obtaining informed consent. Results: A total of 4386 defining words for mistreatment were identified, with the most relevant being ‘aggression’, ‘abuse’, and ‘violence’. In the case of good treatment, a total of 4146 defining words were obtained, with ‘respect’, ‘empathy’, and ‘kindness’ standing out. For good treatment, a statistically significant relationship was observed between the defining words and the variables of gender (χ2 = 41.158; p < 0.05) and training cycle (χ2 = 28.698; p < 0.05). For mistreatment, a statistically significant relationship was found only with training cycle (χ2 = 35.858; p < 0.05). Conclusions: Exploring the meanings associated with mistreatment and good treatment has a theoretical implication in the way in which two highly polysemic aspects of the educational environment can be understood.

Psychometric Properties of Social Climate in the Classroom Scale for University Students in Chile

Background: Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze the psychometric properties of the University Classroom Social Climate Scale (ECSA-U) among Chilean students from the La Araucanía region. Method: 422 students participated, responding to the adapted version of the ECSA-U and the Motivation subscale of the Motivation and Learning Strategies Questionnaire. Exploratory structural equation modeling (ESEM), reliability analyses, and correlation analyses were conducted to provide valid evidence for the Chilean University Classroom Social Climate Scale (ECSA-UCL). Results: The scale demonstrated a three-factor structure with good fit indicators, excellent reliability indices, and significant positive associations between the ECSA-UCL and the Motivation Subscale. Conclusions: The ECSA-UCL has proven valid and reliable for measuring the perception of Classroom Social Climate among Chilean university students, making it suitable for use as a measurement tool in studies or interventions that include this variable.

South–South mobility: Chilean students’ educational journeys in China

South–South mobility: Chilean students’ educational journeys in China

COVID-19 and shifting food preferences: A panel study among Chilean students

The COVID-19 pandemic had a profound impact on various aspects of life. This study aims to investigate whether the COVID-19 pandemic changed food preferences, focusing on cost perceptions, environmental factors, and health attributes. We conducted a panel study with self-administered online surveys among undergraduate students in Chile, both before and during the first wave of the pandemic. Each survey included a discrete choice experiment (DCE) to elicit food preferences. Using mixed logit models, our analysis shows that during the COVID-19 pandemic, sensitivity to cost, preference for foods with low environmental impact, and preference for vitamin-rich foods increased. These changes in preferences can be attributed to individuals' perceived health risks. These findings suggest that the pandemic increased awareness of sustainable and healthy food choices, with important implications for promoting these choices during global crises.

The Socialization of Meritocracy and Market Justice Preferences at School

Previous research has shown that schools often justify student performance differences using meritocratic ideals. One potential consequence of such ideals is the legitimization of outcome inequalities across various spheres, including those traditionally associated with equality and redistribution. In this study, we argue that the promotion of meritocratic values during school age can shape students’ beliefs about meritocracy and influence their views on market-based access to health, pensions, and education. Using data from the 2017 National Study of Civic Education in Chile, which includes 5047 eighth-grade students from 231 schools, we estimated a series of multilevel models (lme4 library, R version 4.1.3) to test our hypotheses. Our findings show that a significant proportion of Chilean students agree with market justice principles—more so than adults. Most students endorse meritocratic views, particularly the notion that effort should be rewarded, which strongly correlates with market justice preferences: students who believe in meritocracy are more likely to justify inequalities based on financial capacity. At the school level, market justice preferences are higher in high-status schools but lower in schools with higher academic achievement. Furthermore, the conditional influence of meritocratic beliefs diminishes in schools with higher socioeconomic status and performance levels. These results suggest that the association between meritocratic beliefs and market justice preferences is already established at school age and is shaped by the school environment.

Adaptation and Validation of the Intercultural Effectiveness Scale in a Sample of Initial Teacher Training Students in Chile.

Intercultural effectiveness is a relevant construct for improving the training of future teachers and promoting culturally diverse educational environments. This study aimed to adapt and validate the intercultural effectiveness scale (IES) in a sample of pre-service teachers in Chile. A cross-sectional design study was conducted, in which 584 Chilean university students participated (male = 37.8%; female = 61.6%; other = 0.5%), with a mean age of 20.56 years (SD = 3.37) and 21.9% identifying themselves as belonging to an ethnic group. The results obtained from structural equation modelling confirmed the structure of six correlated factors. The scores of the six factors of the IES presented positive and statistically significant correlations with the intercultural sensitivity scale (ISS). In addition, the factors presented adequate levels of reliability. The results of this research are discussed based on current theoretical and empirical evidence.

Estudiantado chileno de centros educativos públicos con una baja higiene del sueño presentan una menor autoestima. Estudio transversal

Objective. To analyze the self-esteem of Chilean students from public schools and determine its association with sleep hygiene variables, after the first year of restrictions due to the COVID-19 pandemic. Method. The study had a non-experimental, descriptive, and analytical design, with a cross-sectional temporal dimension. A convenience non-probabilistic sample of 265 students from 7th to 12th grade (between 11 and 18 years old) of both sexes from the town of El Carmen, southern Chile, participated in an online questionnaire about context, self-esteem, and sleep habits. Analysis of results. A majority of students perceived themselves with average or low self-esteem (26.4% and 24.9%, respectively). It was found that students who usually fell asleep before midnight, did not wake up tired or did so occasionally, did not have nightmares, and did not usually have trouble falling asleep had higher self-esteem than those who fell asleep after midnight, woke up tired regularly, had nightmares, and had trouble falling asleep, respectively. Conclusions. It was concluded that a high percentage of students had average or low self-esteem, and that students who reported having better sleep hygiene had higher self-esteem compared to those who had worse sleep hygiene. In this way, further studies are necessary to address these topics, especially in contexts of uncertainty, where it is presumed that they could have an impact on both lifestyle habits and mental health.

Representation of concepts associated with the digital environments of Chilean students

Introduction: The construction of digital identity is a negotiation process that involves a link between the self, identity, and cultural models. This process is affected by the incursion of technology, which incorporates new verbal forms and traces permanently connected spaces where digital identity is co-constructed. The objective was to determine the conceptual and social representations that construct digital identity in a group of Chilean students by sex.Method: Qualitative research with an analytical descriptive design. The sample included 509 Chilean students aged 18 to 27 from 21 higher education institutions. They were asked to write the first word they associated with the concepts of personal identity, digital identity, digital reputation, and privacy. The results were processed in the Atlas.Ti program, creating word clouds differentiated by sex.Results: Both men and women associated personal identity with "personality." For "digital identity," both groups agreed on the concept of "projection." However, regarding the concept of “digital reputation” men associated it with the term “followers” ​​and women with “prestige”. Regarding “visibility” men associated it with “privacy” and women with “exposure”.Conclusions: the concepts of identity (personal and digital) converge towards common social semantic constructions. However, in concepts such as reputation and visibility, stereotypical gender constructions are evident, with women associating them with prestige and exposure and men with followers and privacy.

Individual and Contextual Predictors of Sexual Orientation Disclosure: Two Studies with Chilean LGBT + University Students

This paper reports two studies that tested sexual orientation, residence context (urban/rural, living with parents), and perceived social support as predictors of sexual orientation disclosure in lesbian, gay, bisexual, and other sexual minority (LGB+) university students in Chile. Samples comprised 268 participants for Study 1, and 160 for Study 2, who were cisgender, transgender, or nonbinary. All participants answered an online questionnaire with sociodemographic questions, a perceived social support scale, and a list of individuals to whom they disclosed their sexual orientation. In both studies, the predictors of sexual orientation disclosure were being gay or lesbian (vs. bisexual and other sexual minority individuals), not living with parents, and perceiving social support from others outside family and friends. Our findings show the need to expand the social understanding of sexual orientation beyond heterosexual-homosexual dichotomies, and to strengthen sources of social support in higher education to foster safer environments for sexual and gender minority students.

Evaluation of Online Inquiry Competencies of Chilean Elementary School Students: A Dataset

In the age of abundant digital content, children and adolescents face the challenge of developing new information literacy competencies, particularly those pertaining to online inquiry, in order to thrive academically and personally. This article addresses the challenge encountered by Chilean students in developing online inquiry competencies (OICs) essential for completing school assignments, particularly in natural science education. A diagnostic study was conducted with 279 elementary school students (from fourth to eighth grade) from four educational institutions in Chile, representing diverse socioeconomic backgrounds. An instrument aligned with the national curriculum, featuring questions related to natural sciences, was administered through a game named NEURONE-Trivia, which integrates a search engine and a logging component to record students’ search behavior. The primary outcome of this study is a dataset comprising demographic information, self-perception, and information-seeking behaviors data collected during students’ online search sessions for natural science research tasks. This dataset serves as a valuable resource for researchers, educators, and practitioners interested in investigating the interplay between demographic characteristics, self-perception, and information-seeking behaviors among elementary students within the context of OIC development. Furthermore, it enables further examination of students’ search behaviors concerning source evaluation, information retrieval, and information utilization.

Determinants of study motivation of undergraduate university students in Chile

ABSTRACT Students’ academic motivation is a critical factor in understanding the choices that they make over the course of their educational careers. The purpose of this research is to identify the factors that determine students’ motivation to complete their undergraduate studies. Working with a sample of 2032 undergraduate students from 11 universities in Chile, an ordinal logistic regression model was constructed to estimate the effect of students’ sociodemographic characteristics, their academic performance and the characteristics associated with the university and the degree program they were pursuing, on their academic motivation. The results show that students’ motivation to complete their studies is determined primarily by their socioeconomic status, the allocation of financial aid, their relationship with professors, and their level of integration into the social and academic environment of the university. Students with low socioeconomic status have higher levels of academic motivation compared to those with higher level of status. However, there is no difference in the level of motivation among students in different fields of study. The paper concludes that the significance of socioeconomic status as a factor influencing motivation may be due to the promise of social mobility associated with obtaining a university degree, which provides access to better jobs and salaries. Additionally, a high degree of integration in the university and good relationships with professors can increase motivation by alleviating anxiety during the transition from university to the labor market.

Dimensional model of socioemotional learning built on a large‐scale sample of Chilean students

AbstractEven 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.

Measures of central tendency in primary education textbooks in Chile

This study analyzed the tasks associated with measures of central tendency proposed to Chilean students from 5<sup>th</sup> to 8<sup>th</sup> year of basic education. For this purpose, the activities involving mean, median, and/or mode were identified through the revision of two series of textbooks (16). The units of analysis were (1) type of measure, (2) task, (3) context, (4) support, and (5) cognitive skill. The main findings allowed us to indicate that the texts are aligned with the curricular guidelines, with tasks mostly associated with mean and mode, prioritizing calculation. Additionally, the tasks lack a context that gives meaning to the data. The support in which the data is presented is written and tabular. Finally, regarding the type of cognitive skills with the greatest presence in the textbooks, these are at a basic level.

Differences in mental health problems in LGBT+ first year college students in Chile during the pandemic

PurposeTo examine the differences in mental health problems by sexual orientation and gender identity in first-year university students in Chile during the pandemic. Methods: 7,213 first-year students aged 18 years and older from five universities participated as part of the World Mental Health - International College Student initiative in Chile. Students completed an online self-report survey between 2020 and 2021 that included measures of lifetime and 12-month major depressive episode, generalized anxiety disorder, panic disorder, bipolar disorder, drug abuse/dependence, alcohol dependence, non-suicidal self-injuries, and suicidal risk. Prevalence of mental health problems were estimated and the differences by sexual orientation and gender identity were examined using logistic and multinomial logistic regression models. Results: Between 84.1% and 98% of lesbian, gay, bisexual, trans, and other sexual and gender minority (LGBT+) students screened positive for at least one lifetime mental health problem and between 67.6% and 90.6% for two or more problems. For most outcomes, non-heterosexual (Odds Ratio [OR] between 1.25 and 7.00) and trans and gender nonconforming students (OR between 1.72 and 5.81) had significantly higher odds of positive screening for lifetime mental health problems than heterosexual and cisgender students, respectively. Similar results were observed for 12-month mental health problems. Conclusion: The results show differences in the prevalence of mental health problems in LGBT+ university students in Chile, which are consistent with those found in other countries. These results may be useful for planning interventions to improve the mental health of LGBT+ students.

What are the determinants of career preferences? The case of high school students in Chile

ABSTRACT Identifying factors influencing career preferences is relevant for faculty, education planners, and authorities when designing educational policies. However, these factors vary according to the socioeconomic context. We estimate a discrete choice model to investigate the determinants of career preferences using a survey of high school students (n = 1,658) in Santiago, Chile. Results show that gender, academic performance, type of school, parents’ occupation, and high school track are significant, but their influences vary among career categories. We concluded that a gender gap exists. Males are more prone to choose STEM areas, whereas females prefer humanities and health careers. The influence of the parents’ occupation is evident in specific fields, with differences between girls and boys. High school vocational track influences career preferences.

Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education

In today's world, specific skills are essential for success in work and life. Educators, governments, and industry leaders recognize collaborative problem-solving (CPS) and digital skills as necessary for the 21st century. However, our current understanding of these skills' interconnection and development within technical and vocational higher education remains limited. This study aims to achieve two main objectives. First, we want to examine the level of digital skills among technical and vocational higher education students in Chile and how it relates to their socioeconomic background. Second, we aim to investigate how students' different levels of digital skills influence their satisfaction with online collaboration and their assessment of group processes after completing an online CPS task. The study identified three distinct groups of students based on their digital skills: high-skilled, medium-skilled, and low-skilled. The low-skilled group faced more socioeconomic disadvantages compared to the other two groups. Moreover, students with low digital skills reported lower satisfaction with online group work and a poorer self-evaluation of the group processes involved in the collaborative online task. Insights for technical and vocational higher education institutions to foster targeted support of digital skills development for their student body are discussed.

Mental health service use and barriers to help-seeking among LGBTQ+ first-year college students in Chile

This study aimed to describe university students’ use of mental health services and the barriers to help-seeking by sexual orientation and gender identity and to examine the factors related to these variables. A total of 7,136 first-year students from five Chilean universities participated. They answered an online survey on mental health service use, barriers to help-seeking, 12-month mental disorders, and sociodemographic variables. Data were analyzed using logistic and negative binomial regression models. Lesbian, gay, bisexual, trans, questioning, and other sexual and gender minority (LGBTQ+) students, especially trans and gender non-conforming participants, reported higher mental health service use than non-LGBTQ+ students. Sexual minority students were less likely to report the help-seeking barriers "prefer to handle on one’s own" and "talk with friends/family", but were more likely to report the barriers "cost", "unsure where to go", and "time, transportation, or scheduling problems". Some variables were associated with service use and barriers in both groups (e.g. lower parental education was associated with lower service use), while others were only associated with one group (e.g. non-LGBTQ+ women reported higher service use). These results suggest that initiatives aimed at promoting access to mental health services should be tailored to different subpopulations of university students.

Green entrepreneurial intentions among university students in Chile: use of PLS-SEM

ABSTRACT The current study evaluated factors that explain green entrepreneurship intention (GEI) among 407 university students in Chile, who were presented with an online questionnaire. Thirty-nine questions evaluated their GEI, and the data was analysed using multivariate techniques. Results showed thatconcept development support (CDS), business development support (BDS) and academic training support (ATS) had a positive effect on institutional support (IS). Country support (CS) had a positive effect on self-efficacy (SE). IS did not have a positive effect on SE. Finally, SE had a positive effect on GEI. The model explained 25.3% of GEI. Bootstrapping led support to these results. The effects of CDS, BDS, ATS, CS and SE were positive and significant. Recognizing which factors have a significant effect can be useful to devise university programs aiming to enhance GEI among university students. The results of this paper may provide useful indications about future entrepreneurship and possibly suggest ways in which students’ participation in private companies may create successful green products and services.

High performing male and female engineering students in Chile: accounting for mental health and well-being from a developmental paradigm

ABSTRACT Mental health and well-being among high-performing male and female engineering students were investigated to account for variance. A self-report survey was used to assess mental health and well-being, and the results of the end-of-year evaluation were used to measure academic accomplishment. This study was unique in that it created the self-reported survey from a developmental viewpoint (i.e., developmental strengths, constructive skills, and psychological competencies) using the normative-crisis model and the psycho-social model of development. Of the 152 (121 male, 31 female) University students from Chile, twenty high-achieving male and female students were randomly selected. The findings showed that female students scored lower in all subjects, reported lower levels of hope and reported more mental health concerns than male students. Structural equation modelling (SEM) analysis of female students’ results found that lower hope levels and higher developmental strengths were associated with high academic achievement. However, mental health issues and psychological competencies among females did not influence higher achievement. In contrast, SEM analysis of male students’ results found no correlation between academic achievement and mental well-being, which suggests that high academic achievement is independent of sex differences, mental health and well-being. Insights, implications and recommendations are discussed.

Scientific literacy in biology and attitudes towards science in the Chilean education system

ABSTRACT Background The development of scientific literacy in young people is seen as important in several countries. In recent decades, Chile’s educational reforms aimed at performance have led to a market-oriented funding and management system, worsening social inequality and segregation. Purpose The study looked at biology literacy and science attitudes in Chilean secondary school students, considering two aims: 1) to analyse the level of scientific literacy in biology and attitudes toward science posed by secondary school students, making comparisons by gender, age, socio-economic status (SES), and type of school; and 2) to evaluate the relationship between scientific literacy in biology and attitudes towards science. Sample 612 secondary school students in a central southern region of Chile, took part in the study. Design & Methods A quantitative method was used to analyse the students’ responses on two validated and adapted instruments; A test to measure biological knowledge (TOSLS) and Likert Scale Science-related (LSSr) to measure attitude towards science. These instruments were administered to secondary students, and descriptive and inferential analyses were conducted. Results The adapted TOSLS showed significant differences in SES, school type and slight variations by gender and age, although, no illiteracy level in biology was found among the Chilean students. The adapted LSSr showed significant differences concerning attitudes toward science were found in school type, and variations by SES and age, and gender. Also, the correlation analysis shows a weak positive relationship between scientific literacy in biology and attitudes towards science, although of moderate magnitude. Conclusion This study found that scientific literacy in biology does not necessarily impact attitudes towards science. However, SES and type of school can affect understanding and views of science and its role in society, which aligns with previous findings on social inequality in Chilean education.