Browsing by Author "Perez, Carola"

Now showing 1 - 3 of 3
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    A cost-effectiveness evaluation of a home visit program for adolescent mothers
    (SAGE PUBLICATIONS LTD, 2009) Aracena, Marcela; Krause, Mariane; Perez, Carola; Jesus Mendez, Maria; Salvatierra, Loreto; Soto, Mauricio; Pantoja, Tomas; Navarro, Sandra; Salinas, Alejandra; Farah, Claudio; Altimir, Carolina
    A home visit intervention program for adolescents throughout their pregnancy and during the early stages of motherhood was evaluated. The participants (N = 90) were part of a larger group of adolescents treated in two health centers in a poor neighborhood in Santiago, Chile. The program was carried out by volunteer community health monitors and evaluated through an experimental, randomized, controlled clinical trial. Cost-effectiveness was examined in comparison with standard health care. Results show higher scores for the intervention group on the mothers' mental health and nutritional state, as well as on the children's levels of linguistic development.
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    Emotion Regulation Strategies and Academic Achievement among Secondary and University Students: A Systematic Review and Meta-Analysis
    (2025) Romo, Javiera; Perez, Carola; Cumsille Eltit, Patricio Salvador; Hollenstein, Tom; Olaya Torres, Adriana; Rodríguez Rivas, Matías; Melero Maira, Josefina Sofia
    Emotion regulation is a crucial aspect of individual development across the lifespan, influencing personal and social well-being. The academic environment is a key context for emotion regulation, yet its relationship with academic achievement remains unclear. This study aimed to clarify the association between specific emotion regulation strategies—cognitive-reappraisal, expressive-suppression, social-support, problem-solving, avoidance, and self-blame—and academic achievement through a systematic review, quality assessment, and meta-correlation analysis of students in secondary and higher education. Sixteen articles comprising twenty studies were included from 1,390 records published between 2010 and 2023, with 85% rated as moderate to high quality. Most studies were conducted in university populations (70%), used GPA to assess academic achievement, and primarily employed the Emotion Regulation Questionnaire (ERQ). Meta-correlation analyses revealed significant positive associations between academic achievement and problem-solving (r = .20, p < .001), and significant negative associations with avoidance (r = –.22, p < .001) and self-blame (r = –.15, p < .01). No significant associations were found for cognitive-reappraisal, expressive-suppression, or social support. The associations between academic achievement and the strategies of expressive suppression and problem-solving varied by educational level (i.e., secondary school vs. university).These findings highlight the importance of addressing specific regulation strategies in education, as their impact on academic achievement varies by strategy and student population. The study provides a foundation to inform future research, guide educational practice, and support the integration of emotion regulation into educational policy.
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    Input lingüístico de madres y padres y producción lingüística en niños y niñas de 3 años de edad durante el juego
    (2024) Aldoney, Daniela; Mendive Criado, Susana; Zegers, Mónica; Prieto Prieto, Fernanda; Perez, Carola
    El ambiente lingüístico en que crecen los niños/as (NN) es un importante predictor de sus habilidades cognitivas y de su lenguaje posterior. Sin embargo, sabemos poco sobre las características del input que reciben NN en sus hogares, menos aún del aporte diferencial del input materno y paterno en la producción lingüística de sus hijos/as. A partir de transcripciones de interacciones semiestructuradas de juego libre de 10 min entre m/padres y sus hijos/as se analizó la cantidad (utterances y preguntas) y la calidad (types) y Longitud Promedio del Enunciado (LPE) del input lingüístico de 115 madres y padres y sus hijos/as de 3 años. Los resultados indicaron diferencias significativas en la calidad del input, a favor de la madre. La LPE de los m/padres fue el único aspecto del input parental que se asoció con la producción lingüística de NN. No se encontraron diferencias en el input por género de los padres. Estos resultados apoyan la importancia de la calidad del lenguaje, más que la cantidad a la que están expuestos niños/as a temprana edad. Los hallazgos de este estudio en una muestra chilena contribuyen, por una parte, al cuerpo de conocimiento comparado de la variabilidad de input lingüístico al que tempranamente son expuestos los NN, y por otra, evidencian la necesidad de realizar intervenciones para que, especialmente durante los dos primeros años, los NN estén expuestos a interacciones ricas en complejidad lingüística, tanto desde las madres como de los padres