CHUECAS JOFRE, MARIA JOSEFINA
Preferred name
CHUECAS JOFRE, MARIA JOSEFINA
Main Affiliation
Email
mchuecas@udd.cl
ORCID
0000-0001-8592-5026
Scopus Author ID
57221012335
20 results
Now showing 1 - 10 of 20
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Item type:Publication, Life Satisfaction, Bullying, and Feeling Safe as a Protective Factor for Chilean and Brasilian Adolescents(2021); ; Scopus© Citations 9 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Testing a Multidimensional Program To Promote well-being in Schools. A Quasi-experimental Study of the Effect on Intervention Variables(Springer Science and Business Media LLC, 2025-10-13); ; 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, 24Scopus© Citations 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Scopus© Citations 10 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Scopus© Citations 29 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents(2024); ; <jats:p> This study assesses the psychometric properties of the School Support Scale (SSS), part of the CHKS’s Resilience Youth Development Module (RYDM; Furlong et al., 2009 ), among 231 sixth- and seventh-grade students in urban public schools in Chile. Results indicated satisfactory psychometric properties, replicating a unifactorial structure observed in prior research ( Hanson & Kim, 2007 ), where items related to caring relationships and high expectations loaded onto a single factor, school support. Significant correlations were found with measures of life satisfaction and school-related affect. These findings underscore the scale’s utility in evaluating student perceptions of school support and highlight avenues for future research to enhance its applicability across diverse educational contexts. </jats:p>2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Effectiveness of School-Based Interventions on Adolescents’ Subjective Well-Being: A Systematic Review and Meta-Analysis of Recent Evidence(Springer Science and Business Media LLC, 2026-06-20); 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Wellbeing, social media addiction and coping strategies among Chilean adolescents during the pandemic(2023); ; ; ; Javiera Romo Neira<jats:sec><jats:title>Introduction</jats:title><jats:p>During the COVID-19 pandemic, adolescents had to deal with a range of mental health problems that has increased social media addiction levels with adverse effects on life satisfaction. Previous studies have explored coping mechanisms to deal with this addiction problem, but did not consider the need to simultaneously cope with different dimensions. Therefore, our study aimed to examine the moderating effect of various coping mechanisms on the relationship between social media addiction and adolescent life satisfaction.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Self-report questionnaires were applied to 1290 secondary school students (age mean = 16.03, <jats:italic>SD</jats:italic> = 1.27, range: 14 to 19; and 57% female). An exploratory and a confirmatory factor analysis were performed to determine the factor structure of the Brief-Cope 28 scale. Then, a descriptive and correlational analysis of the variables and a multiple linear regression analysis was performed.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>We found that the social media addiction risk was negatively associated with life satisfaction, adaptive strategies were positively correlated to life satisfaction, and maladaptive strategies were negatively correlated to it. Also, a moderation model was evaluated in which four stress management strategies, namely acceptance and perspective-taking, seeking socio-emotional support, active coping, and maladaptive strategies all conditioned the relationship between social media addiction risk and life satisfaction after controlling for demographic variables and the specific strategies of using comedy, religion and substance use. Results indicate additive and multiplicative effects of management strategies for stressful situations in the studied relationship. Seeking socio-emotional support and active coping were positively related to life satisfaction and maladaptive strategies were negatively associated with it. Multiplicative effects indicate that the relationship between the social media addiction risk and life satisfaction depends only on the acceptance and perspective taking that adolescents report. When adolescents reported having low or average levels of acceptance and perspective taking, there was a negative correlation with general life satisfaction, a connection that grew markedly stronger. In contrast, no connection between social media addiction and life satisfaction was detected for adolescents who report higher levels of acceptance and perspective-taking.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>Abuse of social media and the use of maladaptive stress coping strategies were risk factors that decreased life satisfaction among adolescents during the COVID-19 pandemic period.</jats:p></jats:sec>2Scopus© Citations 11 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Experiential learning in higher education. A student-centered teaching method that improves perceived learning.(2020); <jats:p>There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.</jats:p>Scopus© Citations 32 3 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Technology-Based Interventions for Promoting Well-Being in Childhood and Adolescence: A Systematic Review and Meta-Analysis(Grupo Editorial Psicofundación, 2025); ; Paula VillacuraScopus© Citations 3 1