Browsing by Author "Berger, Christian"

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    Aggressiveness and Emotional Comprehension in Children from the Central Region of Cuba
    (2024) Angulo Gallo, Lisandra; Guerra Morales, Vivian M.; Berger, Christian
    The research was carried out with the aim of determining the particularities of emotional understanding in children with aggressive manifestations with respect to their age peers who did not show aggression, in addition to establishing the relationship between indicators of emotional understanding and different variants of aggressiveness. A descriptive-correlational study was carried out with a non-experimental, cross-sectional design. The sample was non-probabilistic and consisted of 102 children from different cities in the central region of Cuba (51 with aggressive manifestations and 51 without this condition). The main techniques for the collection of information were: Emotional Understanding Test, the Aggression Scale of Little et al. and the psychological interview. The children with aggressive manifestations studied were characterised by difficulties in emotional understanding, and their differences with the children without aggressive manifestations were notable in practically all indicators, with the exception of the external level of emotional understanding and the understanding of the possibility of simulating emotions. Emotional understanding proved to be related to displays of aggression in general, being stronger with respect to the reactive-direct variant and lower with respect to more instrumental forms of aggression. These The results reveal the need to consider a differential pattern between the different variants of aggression in their link with emotional aspects.
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    Dimensional model of socioemotional learning built on a large-scale sample of Chilean students
    (2024) Berger, Christian; Angulo Gallo, Lisandra
    Even though Social and Emotional Learning (SEL) has become a central domain in education, there is still a lack of clarity in the underlying conceptual models guiding educational efforts and insufficient empirical evidence supporting these models. The Chilean Agency for Quality in Education developed a socioemotional questionnaire as part of the Comprehensive Learning Diagnosis (DIA), administered in educational institutions nationwide. Its underlying conceptual model considers nine SEL competencies structured into three dimensions: Individual, Communal, and Civic, mapping onto the Chilean educational curriculum and learning goals relative to SEL. Even though this model was built based on a thorough revision of existing approaches to SEL and assessment tools, this dimensional structure has not been empirically tested. This study explores a dimensional model of SEL based on a large-scale sample of Chilean students assessed through the DIA (882,553 7th-12th graders). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to determine the dimensional structure, also testing for invariance by educational level (basic vs. secondary education) and gender. EFA evidenced a three-dimensional structure, with factors labeled as individual, relational, and socio-moral based on their composition. CFA confirmed these dimensions with adequate fit indices. Factorial invariance of the identified model was found between basic and secondary school students, and between boys and girls. The study allowed for the construction of a theoretical model of SEL based on a large-scale sample. The identification of a moral factor as a key dimension of SEL constitutes a novel and promising perspective, in line with recent research providing new insights into SEL. Further evidence regarding the reliability and validity of the instrument should be analyzed. Also, the proposed SEL model should be tested in different countries and populations to broaden our understanding of SEL and inform educational policies and practices.
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    Learning and wellbeing program for third and fourth grade students: Impact description and evaluation
    (FOUNDATION ADVANCEMENT PSYCHOLOGY, 2014) Berger, Christian; Milicic, Neva; Alcalay, Lidia; Torretti, Alejandra
    This paper presents a program to foster socioemotional learning and wellbeing in 3rd and 4th graders, and its impact on evaluation. The program is conceptually grounded in the socioemotional learning perspective, which integrates factors both at the individual and contextual levels. Development of quality interpersonal bonding is emphasized, as is the development of the necessary socioemotional skills to achieve this goal. A quasi-experimental design was implemented which included 647 students in five private subsidized schools in Santiago, Chile. Evaluation with Anova analysis of repeated measures showed an impact of the program on students' self-esteem reported by the teacher (measured with TAE). Seemingly, the program mitigated the decrease in the perception of school social climate (measured with ECLIS), in social integration, and in academic performance, as observed in the control group. Results are discussed in terms of their implications for the development of interventions in this field. Copyright (C) 2011, Konrad Lorenz University Foundation. Published by Elsevier Espana, S.L.U.
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    Should I report? The role of general and sexual orientation-specific bullying policies and teacher behavior on adolescents' reporting of victimization experiences
    (2019) Berger, Christian; Paul Poteat, V.; Dantas, Julio
    Empowering students to report peer victimization is a major part of bullying intervention. Nevertheless, although bullying often can be discriminatory (e.g., homophobic), there remains limited attention to how issues of diversity relate to students reporting their victimization experiences. Among 572 students in four Chilean high schools, we tested a model in which multiple factors predicted students' consistency of reporting victimization. Students who perceived having a sexual orientation/gender identity-specific antibullying policy reported less frequently hearing teachers or staff make homophobic comments, and students who perceived having a general antibullying policy reported that teachers and staff more frequently intervened against homophobic behavior. In turn, hearing teachers and staff make fewer homophobic comments and seeing them more frequently correct homophobic behavior related to students reporting stronger trust in their teachers and staff. Finally, stronger trust in teachers and staff was associated with more consistently reporting victimization experiences.
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    Socio-emotional Wellbeing in Educational Contexts: Perception of Chilean Students
    (UNIV NAVARRA, 2009) Berger, Christian; Milicic, Neva; Alcalay, Lidia; Torretti, Alejandra; Paz Arab, Maria; Justiniano, Bernardita
    This paper presents the results of a qualitative study on socio-emotional wellbeing in Chilean students aimed at identifying, from the students' own perspective, their needs and how educational contexts foster-or not-an integrated social-emotional development. Main results show the importance of interpersonal relationships within educational contexts and how they foster affective environments and determine how each child copes with and represents his or her school experience. Lack of non-violent conflict resolution strategies and spaces characterized by optimism were identified. Finally, ways to promote school attachment between students, teachers, and the school community are discussed.