CRIS

Permanent URI for this communityhttps://investigadores.udd.cl/handle/123456789/1

Browse

Settings

Author: search.filters.author.Javiera SantanaSubject: search.filters.subject.higher education

Search Results

Now showing 1 - 2 of 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university
    (Frontiers Media SA, 2024-12-04)
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Diego García-Álvarez
    ;
    Ramón Cobo Rendon
    ;
    Javiera Santana
    <jats:p>Autonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, <jats:italic>F</jats:italic>(1, 286) = 4.67, <jats:italic>p</jats:italic> = 0.032, η<jats:sup>2</jats:sup> = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, <jats:italic>F</jats:italic>(1, 286) = 11.23, <jats:italic>p</jats:italic> &amp;lt; 0.001, η<jats:sup>2</jats:sup> = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender.</jats:p>
      1Scopus© Citations 3
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    How authentic are assessments in vocational education? An analysis from Chilean teachers, students, and examinations
    (2024)
    Verónica Villarroel
    ;
    MELIPILLAN ARANEDA, EDMUNDO ROBERTO  
    ;
    Javiera Santana
    ;
    Diego Aguirre
    <jats:p>Authentic assessment promotes professional skills, bridging the gap between academic knowledge and real-world scenarios. Given the challenges faced by vocational education in Chile, there is a keen interest in assessment methods within both secondary schools and higher education institutions. A non-experimental quantitative design was employed. The methodological approach used was a cross-sectional survey. The study's sample included 244 students, 37 teachers, and a compilation of 905 questions sourced from written examinations. The findings reveal certain disparities in perspectives between teachers, students, and the examinations reviewed. On one hand, secondary vocational education teachers perceive the quality of assessments to exceed those of their counterparts in higher vocational education. Conversely, students in higher vocational education express a heightened sense of depth and engagement in their learning compared to their secondary vocational education peers. Upon examination of the assessments, it becomes evident that while written examinations are more prevalent in secondary vocational schools, these often involve open-ended and analytical inquiries. In contrast, higher vocational education institutions predominantly rely on closed-response questions that lean toward rote memorization. However, when these questions are open-ended, they are more oriented toward the transfer of knowledge compared to the secondary vocational education level. The level of realism is more pronounced in higher vocational education than in secondary vocational education. Both educational tiers exhibit gaps in attaining the principles of authentic assessment.</jats:p>
    Scopus© Citations 1  2