Browsing by Author "Palacios, Diego"

Now showing 1 - 8 of 8
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    Adolescent Depressive Symptoms and Peer Dynamics: Distorted Perceptions in Liking and Disliking Networks
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024) Palacios, Diego; Caldaroni, Silvia; Berger Silva, Christian; Di Tata, Daniele; Barrera, Davide
    Depression in adolescents has been linked to poor life outcomes, including suicidal ideation, peer victimization, and fewer friendships. Less is known about how depressed adolescents perceive their peer interactions. Based on the depression-distortion model, we expected that adolescents with depressive symptoms misperceive their social ties by being less likely to like some peers, and more likely to dislike other peers. An Italian dataset about adolescent relationships was used, including 275 first-year secondary school students (M age = 11.80, 46% female) in 12 classrooms across nine schools. Adolescents were asked to nominate classmates they liked and disliked. Longitudinal social network analyses (stochastic actor-oriented models) were conducted, including structural network effects (reciprocity, transitivity, indegree-popularity) and covariates such as gender, immigrant origin, and highest parents' education level. The results indicated that adolescents with depressive symptoms were less likely to send liking nominations, and conversely, they were more likely to send disliking nominations than non-depressed classmates. Interestingly, adolescents with depressive symptoms were not more disliked or less liked by their peers. These findings seem to support the depression-distortion model by suggesting that, compared to non-depressed peers, adolescents with depressive symptoms misperceive their relationships by overstating negative relationships and underestimating positive ones.
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    Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks
    (2019) Palacios, Diego; Dijkstra, Jan Kornelis; Villalobos, Cristóbal; Treviño Villarreal, Juan Ernesto; Berger Silva, Christian; Huisman, Mark; Veenstra, René
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    Do Adolescents Adopt the Prosocial Behaviors of the Classmates They Like? A Social Network Analysis on Prosocial Contagion
    (2024) Chavez, Daniela V.; Palacios, Diego; Laninga-Wijnen, Lydia; Salmivalli, Christina; Garandeau, Claire F.; Berger, Christian; Kanacri, Bernadette Paula Luengo
    While the influence of high-status peers on maladaptive behaviors is well-documented, socialization processes of prosocial behavior through high-status peers remain understudied. This study examined whether adolescents' prosocial behavior was influenced by the prosocial behavior of the peers they liked and whether this effect was stronger when the peers they liked were also well-liked by their classmates. Three waves of data, six months apart, were collected among Chilean early adolescents who completed peer nominations and ratings at Time 1 (n = 294, Mage = 13.29, SD = 0.62; 55.1% male), Time 2 (n = 282), and Time 3 (n = 275). Longitudinal social network analyses showed that adolescents adopted the prosocial behavior of the classmates they liked - especially if these classmates were well-liked by peers in general. In addition, adolescents low in likeability were more susceptible to this influence than adolescents high in likeability. The influence resulted both in increases and - especially - decreases in prosocial behavior, depending on the level of prosociality of the liked peer. Findings suggest that likeability represents an important aspect of peer status that may be crucial for understanding the significance of peer influence with respect to prosocial behaviors during adolescence. Pre-Registration: https://osf.io/u4pxm.
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    Interacciones académicas en un espacio mercantilizado
    (2022) Villalobos Dintrans, Cristóbal Alejandro; Queupil, Juan Pablo; Palacios, Diego
    Este artículo busca analizar las redes de coautoría sobre políticas educativas sobre Chile entre 1990 y 2019, periodo caracterizado por la implementación de un sistema escolar de mercado y organizado bajo la competencia. A partir de una revisión sistemática y codificación de 260 artículos, el estudio analiza la colaboración académica en tres niveles: países, instituciones e investigadores. En cada caso, se calcula el grado de centralidad, el grado de intermediación y el grado de cercanía de cada actor, además de la densidad de la red y la visualización a través de sociogramas. Los resultados muestran patrones de colaboración relativamente bajos en todos los niveles, aunque presentan variaciones. Así, mientras las redes de colaboración internacionales se focalizan con países del Norte Global, en el caso de las instituciones la colaboración tiende a focalizarse entre aquellas de mayor prestigio y tradición, aunque incluyendo nichos cada vez más amplios y diferenciados. Finalmente, las colaboraciones académicas a nivel de investigadores presentan baja densidad, la existencia de actores claves y escasa cantidad de colaboraciones estables en el tiempo.
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    Mapeando el uso del análisis de redes sociales en los sistemas educativos de América Latina. Tendencias, aportes y desafíos.
    (Centro de investigaciones sociales, 2023) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Berger Silva, Christian; Palacios, Diego; UC; Universidad Mayor
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    Promoviendo la participación prosocial y ciudadana en un entorno de inequidad multidimensional: análisis del cambio en redes interpersonales en el contexto de intervenciones escolares en Chile
    (Ediciones UC, 2021) Marinovic Guijon, Alejandra Cristina; Luengo Kanacri, Bernadette Paula; Palacios, Diego; Universidad Mayor; Librería Ediciones Almacén (LEA) UC
    El capítulo se focaliza en cómo la socialización cívica escolar se vincula a una de las condiciones más representativas de la configuración socioeconómica de Chile: la desigualdad. El capítulo considera nuevas dimensiones de inequidad, en especial aquellas que incluyen privaciones o carencias en diversos aspectos (entre ellos educación), y aquellas de percepción (como confianza y oportunidades) y analiza cómo el nivel macroestructural se asocia con los factores individuales e interpersonales del ejercicio de la ciudadanía. El enfoque de este capítulo está relacionado con el estudio de las conductas prosociales y sus determinantes como predictores de una participación cívica capaz de reducir comportamientos de exclusión, como la victimización y el rechazo. Se ofrecen evidencias empíricas a partir de datos longitudinales sobre los efectos del programa ProCiviCo en redes de amistades, victimización y rechazo según estatus socioeconómico y origen étnico/migratorio en aulas de clases chilenas. Se discuten los hallazgos en relación a una educación ciudadana basada en la participación prosocial para la superación de inequidades en las relaciones intergrupales entre estudiantes. Este capítulo pretende aportar, desde la evidencia y la discusión interdisciplinar, orientaciones de política pública que permitan afrontar y proyectar un Chile más equitativo.
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    The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis
    (Wiley, 2024) Palacios, Diego; Berger Silva, Christian; Luengo Kanacri, Bernadette Paula; Huisman, Mark; Veenstra, Rene
    Background: Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance. Aims: Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high-achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high-achieving peers and friends was examined. Sample: A total of 537 seventh-grade students from 13 classes over three waves. Methods: Longitudinal social network analyses (RSiena). Results: Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners. Conclusions: Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues.