ALFARO INZUNZA, JAIME ANDRES
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ALFARO INZUNZA, JAIME ANDRES
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jalfaro@udd.cl
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36970976600

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Publication

Bienestar en la infancia y adolescencia

2015 , ALFARO INZUNZA, JAIME ANDRES , Ferran Casas , González Verónica

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El bienestar subjetivo en la infancia: Estudio de la comparabilidad de 3 escalas psicométricas en 4 países de habla latina

2015 , Ferran Casas , ALFARO INZUNZA, JAIME ANDRES , Jorge C. Sarriera , Livia Bedin , Brindusa Grigoras , Sergiu Bălţătescu , Sara Malo , David Sirlopú

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Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program

2022 , DITZEL LACOA, ANA LORETO , Ferran Casas , Javier Torres-Vallejos , REYES REYES, FERNANDO TEDDY , ALFARO INZUNZA, JAIME ANDRES

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Psychometric properties of the personal wellbeing index in Brazilian and Chilean adolescents including spirituality and religion

2014 , Jorge Castellá Sarriera , Ferran Casas , ALFARO INZUNZA, JAIME ANDRES , Lívia Bedin , Miriam Raquel Wachholz Strelhow , Daniel Abs , Boris Valdenegro , Catalina García , Denise Oyarzún

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Reconsidering Life Domains that Contribute to Subjective Well-Being Among Adolescents with Data from Three Countries

2014 , Ferran Casas , Jorge C. Sarriera , ALFARO INZUNZA, JAIME ANDRES , Mònica González , Lívia Bedin , Daniel Abs , Boris Valdenegro , CRISTINA FIGUER

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Predictors of Family, School and Neighbourhood Domain on Life Satisfaction in Chilean Adolescents

2022 , Denise Oyarzún-Gómez , ALFARO INZUNZA, JAIME ANDRES , Ferran Casas , Paula Ascorra

Adolescents live in constant interaction with their family, school and neighbourhood domains, affecting them and being affected by them, playing an active role in their subjective well-being. The aim of the study was to determine the influence of family, school and neighbourhood domains on the life satisfaction of Chilean adolescents. The sample consisted of 1392 adolescents who participated in the International Survey on Children's Well-Being (ISCWeB) in Chile. The results showed that a structural equation model configured with five dimensions referring to family, school and neighbourhood jointly contributed to explain 41% of the variance in students' life satisfaction. When adding the variables gender, age and school vulnerability index to the model, no influence on life satisfaction was observed. An unexpected finding, contradictory to other studies, was that satisfaction with school had no influence on this model. The implications of the study are that the results can serve as a diagnostic for proposing subjective well-being interventions based on strengthening students' family, school or neighbourhood domains.

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Safety, Perceptions of Good Treatment and Subjective Well-Being in 10- and 12-year-old Children in Three Countries

2023 , Mònica González-Carrasco , Lívia Bedin , Ferran Casas , ALFARO INZUNZA, JAIME ANDRES , Jorge Castellá Sarriera

Abstract Satisfaction with safety and satisfaction with how adults listen to children and how they take what they say into account are the most important satisfaction domains that contribute to children’s subjective well-being (SWB). However, there is still more to know about what contributes to both domains. Little is understood about their mediating effects on the safety perceptions of being cared for and supported in terms of children’s SWB. Age and country are also relevant variables in this equation that suffers from a lack of information. Therefore, this article attempts to shed light on these questions by using the third wave of the Children’s Worlds data set that covers Spain, Brazil, and Chile and focuses on the 10- and 12-year-old age group. Results show that perceived contexts (home, school, and neighborhood) in each country are very important for assessing satisfaction with personal safety, while having parents who listen and take children’s opinions into account is very important for SWB in all contexts. The importance of the effects of feeling safe on SWB increases from late childhood to early adolescence, with its indirect effects being much more important than direct effects. Most children do not perceive to be listened to by teachers or do not perceive that what they say is taken into account by their teachers, which does not turn out to be very relevant for SWB in any of the three countries. Despite existing relationships between all of the variables analyzed, there are differences depending on the country and age group, with a common relationship observed between some of them.

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Satisfacción escolar y bienestar subjetivo en la adolecencia: poniendo a prueba indicadores para su medición comparativa en Brasil, Chile y España

2014 , Ferran Casas , Jorge C. Sarriera , ALFARO INZUNZA, JAIME ANDRES , Mónica González , Cristina Figuer , Daniel Abs da Cruz , Lívia Bedin , Boris Valdenegro , Denise Oyarzún

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Rights and overall life satisfaction of 10- and 12-year-old children in three countries

2022 , Ferran Casas , Lívia Bedin , Mònica González-Carrasco , Jorge Castellá Sarriera , ALFARO INZUNZA, JAIME ANDRES

AbstractPrevious research has shown that knowledge of the rights of the child and their perceptions about their own participation may contribute to children’s subjective well-being (SWB), and that satisfaction with how adults listen to children and take what they say into account is highly related to children’s SWB in many countries. Thus, the aims of this article are: (a) exploring the contribution to children’s subjective well-being of several items related to their perceptions of their own participation rights in different contexts of their lives; (b) analysing whether or not the ways in which children are listened to and taken into account by adults are mediating the connection to SWB in these children’s participation perceptions; and (c) analysing whether the relationships between these variables differ depending on the country, age group and gender. This article includes the third wave of the Children’s Worlds dataset with 7,570 10- and 12-year-old participants (51% girls) from Brazil, Chile and Spain. There are nine rights-related items and a SWB scale (CW-SWBS) used in this analysis. The main results suggest that perceptions related to children’s rights and the opportunities to participate in decisions affecting them in three different contexts (home, school and area where the child lives) significantly contributed to their SWB. Advancing the research into this matter can provide an opportunity to invest in psychosocial interventions that focus on improving children’s well-being and empowering them through the knowledge of their rights and their role as agents of public policy changes.

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