CHUECAS JOFRE, MARIA JOSEFINA
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CHUECAS JOFRE, MARIA JOSEFINA
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Email
mchuecas@udd.cl
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Scopus Author ID
57221012335

Research Output

2024 2024 2023 2023 2022 2022 2021 2021 2020 2020 2019 2019 2018 2018 0.0 0.0 0.5 0.5 1.0 1.0 1.5 1.5 2.0 2.0 2.5 2.5 3.0 3.0
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Psychometric Properties of the Community Sense Scale in the Classroom in a sample of Chilean students

2022 , Mariavictoria Benavente , FÁBREGA LACOA, JORGE ALBERTO , ALFARO INZUNZA, JAIME ANDRES , VARELA TORRES, JORGE JAVIER , CHUECAS JOFRE, MARIA JOSEFINA , Tamara Yaikin , CARRILLO BESTAGNO, GISELA MARTA OLIVIA

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Wellbeing, social media addiction and coping strategies among Chilean adolescents during the pandemic

2023 , VARELA TORRES, JORGE JAVIER , PÉREZ EWERT, JANET CAROLA , RODRIGUEZ RIVAS, MATIAS ENRIQUE , CHUECAS JOFRE, MARIA JOSEFINA , Javiera Romo Neira

IntroductionDuring 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.MethodsSelf-report questionnaires were applied to 1290 secondary school students (age mean = 16.03, SD = 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.ResultsWe 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.DiscussionAbuse 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.

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Life Satisfaction and the Relationship Experience at Family, School, and Neighborhood Levels for Chilean Children

2024 , ALFARO INZUNZA, JAIME ANDRES , Mariavictoria Benavente , Lívia Maria Bedin , CHUECAS JOFRE, MARIA JOSEFINA

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Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents

2024 , CHUECAS JOFRE, MARIA JOSEFINA , Mariavictoria Benavente , Alejandra Galdames , ALFARO INZUNZA, JAIME ANDRES , DITZEL LACOA, ANA LORETO

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.

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Life Satisfaction, Bullying, and Feeling Safe as a Protective Factor for Chilean and Brasilian Adolescents

2021 , VARELA TORRES, JORGE JAVIER , Andrés O. Muñoz-Najar Pacheco , CHUECAS JOFRE, MARIA JOSEFINA , Maria Angela Mattar Yunes , RODRIGUEZ RIVAS, MATIAS ENRIQUE , Paulina Guzmán

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Experiential learning in higher education. A student-centered teaching method that improves perceived learning.

2020 , Villarroel, Verónica , Mariavictoria Benavente , CHUECAS JOFRE, MARIA JOSEFINA , BRUNA JOFRE, DANIELA VALENTINA

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.

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A systematic narrative review of subjective well‐being promotion intervention programmes in the school setting

2022 , CHUECAS JOFRE, MARIA JOSEFINA , ALFARO INZUNZA, JAIME ANDRES , Mariavictoria Benavente , DITZEL LACOA, ANA LORETO

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Ley de Violencia Escolar en Chile desde la percepción y valoración de sostenedores municipales

2019 , VARELA TORRES, JORGE JAVIER , José Saúl Bravo Gallegos , Adrián Esteban Pereira Santana , Rodrigo González Torres , Valeria Guerrero-alfaro , CHUECAS JOFRE, MARIA JOSEFINA

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School Climate, Bullying and Mental Health among Chilean Adolescents

2021 , VARELA TORRES, JORGE JAVIER , SÁNCHEZ SOTO, PAULINA ALEJANDRA , Pablo De Tezanos-Pinto , CHUECAS JOFRE, MARIA JOSEFINA , Mariavictoria Benavente

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Material Conditions and Their Relationship with Affective Components of Subjective Well-being in Children

2023 , DITZEL LACOA, ANA LORETO , CHUECAS JOFRE, MARIA JOSEFINA , Mariavictoria Benavente , ALFARO INZUNZA, JAIME ANDRES , VILLARROEL GUTIERREZ, ALEJANDRA ELVIRA

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