Browsing by Author "Palacios Farías, Diego Francisco"

Now showing 1 - 4 of 4
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    Academic networks within chilean schools: an exploratory study using exponential random graph models (ERGM)
    (2016) Palacios Farías, Diego Francisco; Villalobos, Cristóbal
    El artículo analiza las redes académicas que se producen alinterior de aulas chilenas entre estudiantes de Tercer Año Medio (K-11) en distintos tipos de establecimientos, a través de ModelosExponencialesde Grafos Aleatorios (ERGM). A partir de un modelo analítico que incorpora variables endógenas (reciprocidad,conectividad simple, popularidad, actividad, triangulación) y variables exógenas (género del estudiante, nivel socioeconómico, capital cultural, capital social), se observa que el efecto más importante para explicar las redes académicas se produce por variables endógenas (especialmente por la reciprocidad y triangulación) por sobre el componente exógeno, lo que podría indicar que las relaciones microsociales académicas se configuran, a lo menos en parte, independientemente de las características de los estudiantes. Asimismo, los resultados indican la existencia de relaciones complejas al interior del aula, y algunas diferencias interesantes entre los cursos respecto del efecto de las variables sociales y culturales, lo que podría indicar que algunos patrones de distinción social son relevantes en las interacciones académicas al interior del aula.
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    Evaluating the quality of teaching : can there be valid differentiation in the middle of the performance distribution?
    (2019) Taut, Marianne Sandy; Jiménez Scheuch, Daniela Patricia; Puente Durán, Sofía; Palacios Farías, Diego Francisco; Godoy Ávila, María Inés; Manzi Astudillo, Jorge
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    Teacher performance and student learning : linking evidence from two national assessment programmes
    (2016) Taut, Marianne Sandy; Valencia, E.; Palacios Farías, Diego Francisco; Santelices Etchegaray, María Verónica; Jiménez Scheuch, Daniela Patricia; Manzi Astudillo, Jorge
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    What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts
    (2016) Palacios Farías, Diego Francisco; Berger Silva, Christian; Palacios Farías, Diego Francisco; Berger Silva, Christian
    Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive) and social preference (negative) were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.