Browsing by Author "Torres Irribarra, David"

Now showing 1 - 20 of 24
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    A meta-structural understanding of measurement
    (2016) Mari, Luca; Maul, Andrew; Torres Irribarra, David; Wilson, Mark
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    Adaptation and psychometric characteristics of a scale to evaluate ageist stereotypes
    (ELSEVIER IRELAND LTD, 2020) Rosell Cisternas, Javiera; Verges, Alvaro; Torres Irribarra, David; Flores, Karina; Gomez, Macarena
    Objectives: Negative ageism impacts on the well-being of older persons; therefore, its identification is important to generate interventions that allow its decrease. CENVE is a widely used instrument to evaluate stereotypes towards old age in Spanish. However, its factor structure in older population and its invariance between those over and under 60 years old have not been confirmed. The objectives of the study are to evaluate the psychometric properties of the instrument and its invariance by age and gender. Methods: The total sample was 439 people with 54 % of people over 60. This was divided into two random subsamples. With the first subsample, a confirmatory factor analysis of the different models proposed was carried out until an adequate fit was achieved, which was confirmed with the second subsample. Then, the invariance of the instrument was evaluated with the total sample by age and gender. Results: The revised CENVE consists of 15 items with a unifactorial structure that showed good psychometric properties. It presented good reliability, including a .92 Omega. In addition, it proved to be an invariant instrument according to age and gender, which allows comparison between groups. Discussion and Implications: The use of CENVE will allow the identification of ageist stereotypes, with which interventions can be carried out to reduce them, both in groups older and younger than 60. In addition, it can be useful to generate a discussion about ageism in different fields, such as professional training.
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    Assessment of Early Childhood Mental Health in Immigrant and Local Children in Chile
    (2022) Narea Biscupovich, Marigen Soledad; Caqueo Urízar, Alejandra; Torres Irribarra, David; Treviño Villarreal, Juan Ernesto; Flores, Jerome; Gutiérrez Rioseco, Javiera
    Little is known about mental health during early childhood and differences in mental health problems between migrant and local preschool children in Chile. This research aimed to study the early mental health of children and disparities in mental health indicators between immigrant and local children in the context of a middle-income country. Parents and teachers assessed immigrant (n = 120) and non-immigrant (n = 383) children between 3 and 4 years old with the Sistema de Evaluación de Niños y Adolescentes (Child and Adolescent Evaluation System, SENA). A multivariate analysis of covariance (MANCOVA) was used to study both main and interaction effects while controlling for the clustering of children on center-based care. Results show that immigrant parents tended to report more internalizing problems than locals’ parents did in terms of depression, anxiety, and somatic complaints. Also, they reported more attention problems, developmental delay, unusual behavior, rigidity, and isolation in immigrant children. However, teachers’ assessments regarding immigrant children were similar to non-immigrant children’s evaluations in many cases. Finally, girls presented fewer emotional and behavioral problems than boys. Our study shows the importance of assessing mental health during early childhood, especially in immigrant children, and the difficulty of carrying out this evaluation through different information sources from parents and early childhood teachers.
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    Big data para la identificación del comportamiento criminal
    (Centro de Políticas Públicas UC, 2019) Wout, Elwin van't; Valenzuela Carvallo, Eduardo; Asahi Kodama, Kenzo Javier; Pieringer Baeza, Christian Philip; Torres Irribarra, David; Larroulet Philippi, Pilar
    El big data ha revolucionado las ciencias y la industria con su impresionante poder de analizar grandes conjuntos de datos y algoritmos que pueden predecir eventos futuros con una alta precisión. Este capítulo estudiará el uso de herramientas automatizadas para identificar el comportamiento delictual, con el objetivo final de ayudar a la policía en su mejora continua de la gestión eficiente de los recursos gubernamentales para reducir la delincuencia. Se han desarrollado modelos matemáticos que permiten extraer información relevante de una base de datos, que contiene registros de detenciones por las policías e información sociodemográfica sobre los victimarios. El análisis descriptivo presenta los indicadores clave del estado actual de delincuencia en Chile y una tipología del comportamiento criminal. La predicción de detenciones futuras es desafiante: la precisión debe aumentarse, antes de usar los algoritmos en la práctica, especialmente porque una predicción errónea puede resultar en costos sociales demasiados altos. Para completar el estudio, se presenta una discusión sobre los alcances y posibles fuentes de sesgo en la predicción. Por último, se elaboran propuestas sobre cómo mejorar las políticas públicas y la organización policial basada en herramientas de big data.
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    Commentary: Large-Scale Assessment and Legitimacy beyond the Corporate Responsibility Model
    (2021) Torres Irribarra, David; Santelices Etchegaray, María Verónica
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    Continuation Ratio Model for Polytomous Items Under Complex Sampling Design
    (Springer Cham, 2022) Carrasco Ogaz, Diego; Torres Irribarra, David; González Burgos, Jorge Andrés
    The use of polytomous items as part of background or context questionnaires and complex sampling designs are two features common in international large-scale assessments (ILSA). Popular choices to model polytomous items within ILSA include the partial credit model, the graded response model, and confirmatory factor analysis. However, an absent model in ILSA studies is the continuation ratio model. The continuation ratio model is a flexible alternative and a very extendable response model applicable in different situations. Although existing software can fit this model, not all these tools can incorporate complex sampling design features present in ILSA studies. This study aims to illustrate a method to fit a continuation ratio model including complex sampling design information, thus expanding the modelling tools available for secondary users of large-scale assessment studies.
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    Continuation ratio model for polytomous responses with censored like latent classes
    (Springer, 2023) Carrasco Ogaz, Diego; Torres Irribarra, David; González Burgos, Jorge Andrés
    Polytomous item responses are prevalent in background or context questionnaires of International large-scale assessments (ILSA). Responses to these types of instruments can vary in their symmetry or skewness. Zero inflation of responses can lead to biased estimates of item parameters in the response model and also to a downward bias in the conditional model when the zero inflated component is not accounted for in the model. In this paper, we propose to use a mixture continuation ratio response model to approximate the non-normality of the latent variable distribution. We use responses to bullying items from an ILSA study, which typically present positive asymmetry. The present model allows us to distinguish bullying victimization risk profiles among students, retrieve bullying victimization risk scores, and determine the population prevalence of the bullying events. This study also aims to illustrate how to fit a mixture continuation ratio model, including complex sampling design, thus expanding the modeling tools available for secondary users of large-scale assessment studies.
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    Escalamiento vertical longitudinal en mediciones de desarrollo infantil en Chile
    (2020) Rodríguez Anaiz, Sebastián Antonio; Torres Irribarra, David; Pontificia Universidad Católica de Chile. Escuela de Psicología
    Esta Tesis se focaliza en las interpretaciones longitudinales sobre el desarrollo infantil. Las interpretaciones de puntajes bajo normas no permiten dar cuenta de la característica de trayectoria en el tiempo que posee de forma inmanente el desarrollo infantil. Ante esta problemática se hace necesario generar una escala común del desarrollo infantil por medio de un procedimiento de escalamiento vertical. Haciendo uso de datos poblaciones y longitudinales chilenos provenientes de la Encuesta Longitudinal de Primera Infancia, se utilizan los resultados del instrumento Inventario de Desarrollo Battelle en sus versiones BDI y BDI-2 Screening para realizar un procedimiento de escalamiento vertical considerando un diseño de ítem común, una estimación concurrente del Modelo de crédito parcial y una estimación de habilidad por medio de EAP. Los resultados del escalamiento vertical son satisfactorios, permitiendo interpretaciones longitudinales y poblaciones del desarrollo infantil en Chile.
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    Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles
    (2016) Fuller, B.; Waite, A.; Torres Irribarra, David
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    Good Citizenship for the Next Generation : A Global Perspective Using IEA ICCS 2016 Data
    (IEA, 2021) Treviño, Ernesto; Carrasco, Diego; Villalobos, Cristóbal; Morel, María Jesús; Torres Irribarra, David; López Hornickel, Natalia; Zúñiga, Carmen Gloria; Miranda, Daniel; Miranda, Catalina; Muñoz, Loreto; Pavón Mediano, Andrés; Isac, María Magdalena; Claes, Ellen; Sandoval Hernández, Andrés; Savvides, Nicola; Kennedy, Kerry J.; Kuang, Xiaxoue; Kuang, Xiaoxue; Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; Claes, Ellen; Kennedy, Kerry J.
    This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law
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    How much does the quality of teaching vary at under -performing schools? Evidence from classroom observations in Chile
    (2020) Escribano Alisio, María del Rosario; Treviño Villarreal, Juan Ernesto; Nussbaum Voehl, Miguel; Torres Irribarra, David; Carrasco Ogaz, Diego
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    Machine learning for policing: a case study on arrests in Chile
    (2020) Wout, Elwin van't; Pieringer Baeza, Christian Philip; Torres Irribarra, David; Asahi Kodama, Kenzo Javier; Larroulet Philippi, Pilar; CEDEUS (Chile)
    Police agencies expend considerable effort to anticipate future incidences of criminal behaviour. Since a large proportion of crimes are committed by a small group of individuals, preventive measures are often targeted on prolific offenders. There is a long-standing expectation that new technologies can improve the accurate identification of crime patterns. Here, we explore big data technology and design a machine learning algorithm for forecasting repeated arrests. The forecasts are based on administrative data provided by the national Chilean police agencies, including a history of arrests in Santiago de Chile and personal metadata such as gender and age. Excellent algorithmic performance was achieved with various supervised machine learning techniques. Still, there are many challenges regarding the design of the mathematical model, and its eventual incorporation into predictive policing will depend upon better insights into the effectiveness and ethics of preemptive strategies.
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    Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study
    (2018) Preiss Contreras, David Daniel; Grau Cárdenas, Valeska Valentina; Torres Irribarra, David; Calcagni García, María Elisa
    This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students’ self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation. During public segments, teachers encouraged student participation; during private work segments, teachers offered clues for problem solving. Thus, there was a stronger focus on motivational regulation instructional strategies during public segments and on metacognitive instructional strategies during private ones. A confirmatory factor analysis supported the hypothesis of two distinctive but related factors behind the observed self-regulation promotion strategies, one motivational, and one cognitive.
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    Metrological traceability in education : a practical online system for measuring and managing middle school mathematics instruction
    (2015) Torres Irribarra, David; Freund, Rebecca; Fischer, William; Wilson, Mark
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    Motives of Use and Internet Addiction: Development and Evidence of Validity of a Scale to Evaluate Motives of Internet Use
    (2022) Rosell Cisternas, Javiera; Verges, Álvaro; Torres Irribarra, David; Sepúlveda Caro, Sofía Valeria; Flores, Karina
    The motives for Internet use are crucial to understanding why people get and stay online despite negative consequences. This study aimed to develop and evaluate the psychometric properties of a questionnaire of Internet use motives in Spanish and its relationship with Internet addiction. The sample (N = 417) was divided into two subsamples: the first one used to perform a confirmatory factor analysis and the second one to cross-validate the retained model. Multi-group analysis by age and gender yielded evidence of invariance. The final questionnaire contains 20 items with a 5-factor structure with good psychometric properties. Finally, a structural equation model was fitted to evaluate the relationship between motives of Internet use and Internet addiction, in which a significant association was observed between coping, enhancement, and utility motives with Internet addiction. The questionnaire of Internet use motives (MUI) is useful to get reliable evaluation of motives for Internet use in Spanish-speaking population.
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    On the philosophical foundations of psychological measurement
    (2016) Maul, A.; Torres Irribarra, David; Wilson, M.
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    Profiles of Good Citizenship
    (IEA, 2021) Torres Irribarra, David; Carrasco Ogaz, Diego
    Latent class analysis has been used in previous research to compare the configuration of citizenship norms endorsement among students in different countries. This study fits a different model specification, a homogenous model, in order to produce interpretable and comparable unobserved profiles of citizenship norms in different countries. This analysis was conducted using data from IEA’s International Civic and Citizenship Education Study (ICCS) 2016, which includes responses from students in 24 countries in Europe, Latin America, and Asia. The five-class citizenship norms profiles results and the trade-offs in model specifications are discussed in this chapter. The five-class solution presented here is comparable to previous studies assessing citizenship concepts in various settings
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    Quantities, Quantification, and the Necessary and Sufficient Conditions for Measurement.
    (2017) Mari, Luca; Maul, Andrew; Torres Irribarra, David; Wilson, Mark
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    Retroalimentación escrita en matemática: Conceptualizaciones de docentes de 7º y 8º sobre su producción, uso y efectos esperados
    (2020) Neveu Lissi, Paulette; Torres Irribarra, David; Pontificia Universidad Católica de Chile. Escuela de Psicología
    La retroalimentación es uno de los factores con mayor impacto en el aprendizaje de los estudiantes y una de las tareas más desafiantes para los docentes. La retroalimentación centrada en la tarea adquiere especial relevancia en etapas tempranas del aprendizaje, mientras que la retroalimentación centrada en el proceso y aquella centrada en la autorregulación cobran mayor valor sucesivamente, en etapas más avanzadas del proceso de aprendizaje (Hattie & Timperley, 2007). Aun cuando se ha avanzado en el conocimiento de las características de una retroalimentación que promueve aprendizaje, la evidencia actual sobre evaluación en aula es insuficiente para caracterizar la forma en que los docentes retroalimentan a los estudiantes (Heritage, Kim, Vendlinski & Herman, 2009). A nivel internacional, predominan estudios con profesores en formación (Fulmer, Lee & Tan 2015) y, a nivel nacional, la mayoría de la investigación en esta área se ha enfocado en docentes de educación básica y en el contexto de analizar interacciones entre profesores y estudiantes en aula (Agencia de Calidad de la Educación, 2016). Debido a esto, existe mayor desconocimiento sobre la forma en que los docentes retroalimentan por escrito en comparación a cómo lo hacen de manera oral. Con el propósito de profundizar en la comprensión de la retroalimentación escrita que elaboran los docentes en matemática se caracterizó, a partir del uso de entrevistas, la interpretación que hicieron 8 docentes de educación media de 15 respuestas de estudiantes de octavo a problemas matemáticos atingentes al curriculum nacional para este nivel. A través de una codificación abierta se analizó cómo los docentes usaron esta evidencia en el proceso de entregar retroalimentación escrita; qué decidieron escribir como retroalimentación; cuál fue el proceso de razonamiento a la base de su elaboración; y cómo proyectaron una retroalimentación oral basada en la escrita, para analizar así la relación entre ambas. Los principales resultados del estudio dan cuenta que en el análisis de los desempeños los docentes se focalizaron en la identificación y caracterización de errores, y aspectos no logrados, entregando retroalimentaciones centradas en la tarea y el proceso de resolución; no así, en la autorregulación. Si bien los docentes declararon como objetivo de la retroalimentación favorecer el aprendizaje de los estudiantes, no elaboraron en profundidad explicaciones respecto a cómo las retroalimentaciones entregadas en el desarrollo de la tarea propuesta en este estudio aportaban a dicho propósito. Esto último es consistente con literatura previa que argumenta que la retroalimentación es una actividad desafiante para los docentes, pues implica la integración de conocimiento disciplinar y pedagógico. Por otra parte, la retroalimentación oral fue conceptualizada por los docentes como necesaria para mediar la escrita y como una oportunidad para profundizar en el razonamiento de los estudiantes. Se discuten, a partir de los resultados obtenidos, necesidades de formación docente y focos de intervención para avanzar en el desarrollo de conocimientos y competencias asociadas a una retroalimentación que promueva aprendizaje.