Cohesión social, multiculturalismo, violencia escolar y bienestar subjetivo en liceos de la región del Bío-Bío.
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Date
2024
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Publisher
Universidad de Concepción
Abstract
La presente investigación doctoral, realizada en liceos públicos de la Región del Biobío, Chile, se centró en analizar la influencia de la cohesión social en el bienestar personal de estudiantes, considerando el papel mediador de la victimización entre pares. Se empleó un diseño mixto concurrente de status dominante cuantitativo. La muestra incluyó 723 estudiantes de nueve liceos, con edades de 13 a 21 años, de entornos tanto rurales como urbanos. Se evaluaron dimensiones de cohesión social, como colaboración, participación, sentido de pertenencia y multiculturalismo. Los resultados muestran que la victimización entre pares actúa como un mecanismo a través del cual la falta de cohesión social impacta el bienestar personal, evidenciando así que la victimización es una variable mediadora. Es decir, la falta de cohesión social aumenta la victimización entre pares, lo que a su vez disminuye el bienestar personal y el bienestar que los y las estudiantes experimentan en sus liceos. Se resalta la importancia de promover la cohesión social en entornos educativos, ya que no solo contribuye al bienestar general de los y las estudiantes, sino también a su bienestar específico en relación con los liceos. Estos hallazgos tienen implicaciones significativas para el diseño de intervenciones y políticas educativas que busquen mejorar la experiencia escolar y el bienestar de los jóvenes en Chile y en otros contextos similares.
The present doctoral research, conducted in public high schools in the Biobío Region, Chile, aimed to examine the influence of social cohesion on students' personal well-being, considering the mediating role of peer victimization. A concurrent mixed-methods design with a dominant quantitative status was employed. The sample included 723 students from nine high schools, aged 13 to 21, representing both rural and urban environments. Dimensions of social cohesion, such as collaboration, participation, sense of belonging, and multiculturalism, were assessed. The results indicate that peer victimization acts as a mechanism through which the lack of social cohesion impacts personal well-being, demonstrating that victimization is a mediating variable. In other words, the lack of social cohesion increases peer victimization, which, in turn, decreases personal well-being and the well being that students experience in their high schools. The importance of promoting social cohesion in educational settings is highlighted, as it not only contributes to the overall well-being of students but also to their specific well-being in relation to high schools. These findings have significant implications for the design of interventions and educational policies aimed at enhancing the school experience and well-being of young people in Chile and similar contexts.
The present doctoral research, conducted in public high schools in the Biobío Region, Chile, aimed to examine the influence of social cohesion on students' personal well-being, considering the mediating role of peer victimization. A concurrent mixed-methods design with a dominant quantitative status was employed. The sample included 723 students from nine high schools, aged 13 to 21, representing both rural and urban environments. Dimensions of social cohesion, such as collaboration, participation, sense of belonging, and multiculturalism, were assessed. The results indicate that peer victimization acts as a mechanism through which the lack of social cohesion impacts personal well-being, demonstrating that victimization is a mediating variable. In other words, the lack of social cohesion increases peer victimization, which, in turn, decreases personal well-being and the well being that students experience in their high schools. The importance of promoting social cohesion in educational settings is highlighted, as it not only contributes to the overall well-being of students but also to their specific well-being in relation to high schools. These findings have significant implications for the design of interventions and educational policies aimed at enhancing the school experience and well-being of young people in Chile and similar contexts.
Description
Tesis presentada para optar al grado de Doctor en Psicología.
Keywords
Multiculturalismo, Violencia escolar