Browsing by Author "Strasser Salinas, Katherine"
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- ItemComputer assisted mediation for blind children(1997) Ricardo Rosas; Miguel Nussbaum; Strasser Salinas, Katherine; Felipe Csaszar
- ItemCreativity in Latin America(2012) David D. Preiss; Strasser Salinas, Katherine; James C. Kaufman; Robert J. Sternberg
- ItemEarly home learning environment profiles and their contribution to child development in Chile(ELSEVIER SCIENCE INC, 2022) Soto Ramírez, Pamela Eliana; Jiang, Hui; Strasser Salinas, Katherine; Chaparro-Moreno, Leydi Johana; Justice, Laura M.The home learning environment (HLE) is a significant factor in children's development. This study uses the Chilean Early Childhood Longitudinal Survey of children 6 months to 5 years old (n = 12,898) to address the role of the home learning environment. Factor scores from factor analysis were used in latent profile analysis to identify HLE profiles and predict children's general development, language and socio-emotional outcomes. Four home learning environment profiles were revealed: a low-interaction and low-resources group (Inattentive), a high-interaction and high-resources group (Nurturing), an average-interaction but low-resources group (Warm), and a low-interaction and high-resources group (Instructional). Very high and very low profiles yielded different child development results, but in mixed profiles, vulnerabilities in one dimension seemed to be compensated by strengths in another. Controlling for pretest scores and demographics, the profiles predicted a small portion of variance in children's development skills two years later.
- ItemEffects of sex, gender stereotypes and gender identity in male and female students’ reading motivation(2025) Espinoza Catalán, Ana María; Strasser Salinas, Katherine; Carvacho García, Héctor SebastianThis study aimed to enhance our understanding of the biological sex gap in the reading motivation of students by focusing on the role of gender variables. 303 Chilean secondary students (51% female) completed self-report questionnaires. Structural equation models were employed to assess whether gender identity mediated the relationship between biological sex and reading motivation (reading self-concept and value) and to examine the differential effects of gender identity and reading-gender stereotypes on the reading motivation of male and female students. The results indicated direct effects of biological sex but no indirect effects. Multi-group analysis revealed that for female students, adherence to reading-gender stereotypes positively influenced reading self-concept, whereas for males, it negatively affected reading value. Implications for promoting equity in the teaching and learning of reading in secondary education are discussed.
- ItemGestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción(2009) Strasser Salinas, Katherine; María Rosa Lissi; Macarena Silva
- ItemImpacts of a personalized book giveaway intervention in low-SES households(2023) Susana Mendive; Matias Placencio-Castro; Strasser Salinas, Katherine; Natalia Kucirkova; Francisca Pozo-Tapia; Paola Domínguez
- ItemIs reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile(2020) Espinoza, A.M.; Strasser Salinas, Katherine
- ItemLa Comprensión Narrativa en Edad Preescolar: Un Instrumento para su Medición(2010) Strasser Salinas, Katherine; Larraín, A.; de Lérida, S.L.; Rosa Lissi, M.
- ItemLanguage and socioemotional development in early childhood: The role of conversational turns(2021) Esteban Gómez; Strasser Salinas, Katherine
- ItemLos Procesos Familiares Como Mediadores de la Relación Entre el Contexto Socioeconómico y los Resultados Cognitivos y Educativos(Ediciones Universidad Católica, 2012) Strasser Salinas, Katherine; Mendive Criado, Susana; Susperreguy Jorquera, Maria Inés
- ItemSocioeconomic gaps in specific mathematical skills at different ages in primary school.(2024) Ayala, M. Constanza; Strasser Salinas, Katherine; Susperreguy Jorquera, María Inés; Castillo, KarlaMathematical skills significantly predict students’ educational paths. Mathematical achievement varies depending on the student’s socioeconomic status (SES). However, the extent of the SES gap for specific mathematical skills remains unclear. In this cross-sectional study, we examined age variations by SES in three mathematical skills, applied problem-solving, arithmetic fluency, and written calculations, among students aged 7–12 in a socioeconomically segregated educational context. The contributions of the home environment and schools on SES gaps were also explored. The analytical sample comprised 10,665 students (49.2% girls, Mage = 10.1, SD = 1.3 years, 13.4% from Indigenous ethnic groups) from the Chilean Early Childhood Longitudinal Survey (Encuesta Longitudinal de Primera Infancia). Linear models revealed SES gaps across the three mathematical tasks at the beginning of primary education. The widest gap was observed in written calculations, which was moderated by the home environment. The findings also showed an exponential increase with age in the SES gap for written calculations and arithmetic fluency. However, for applied problem-solving, the initial gap increased and remained constant. Furthermore, schools accounted for 19%–21% of the variance related to the change of the SES gap in all three mathematical skills. The findings shed some light on the role of the home environment and the schools in maintaining, increasing, or decreasing socioeconomic gaps in specific mathematical skills at different ages.
- ItemThe effects of reading motivation on reading comprehension difficulties in primary education students(2024) Jéldrez San Martin, Elvira; Strasser Salinas, Katherine; Pontificia Universidad Católica de Chile. Escuela de PsicologíaReading comprehension is vital for academic success and active engagement in society. However, persistent challenges in reading comprehension have been observed across educational levels, underscoring the need for deeper research. While linguistic and cognitive components have been traditionally studied, the impact of motivational aspects on comprehension difficulties remains underexplored. This dissertation aimed to address this gap by investigating the effects of various dimensions of reading motivation on specific types of reading comprehension difficulties among Chilean Primary Education students. Adopting a mixed-methods approach, the research comprised three studies. Study 1 developed and tested a comprehensive reading motivation scale. Confirmatory and exploratory factor analyses validated the scale's structure and assessed its reliability. Study 2 explored the relationship between reading motivation dimensions and reading profiles (mixed deficit, poor decoders, poor comprehenders, and good readers). Cluster analysis identified distinct reading profiles, and multivariate analyses examined differences in motivation dimensions among these profiles. Study 3 employed qualitative methods to delve into students' perceptions of reading value and self-concept, particularly among those with reading difficulties. Students' reasons for engagement or disengagement with reading activities were explored through interviews. The participants were 172 students from 2nd to 6th grade from three public schools in Santiago. Quantitative assessments included reading comprehension, word reading, language comprehension, and a reading motivation questionnaire. Qualitative data was collected through interviews with a subsample of 75 students. Findings from this dissertation include differences in motivation between groups of readers, especially for undermining reading motivations and the distinction of readers’ self-concept and value. The studies offer insights into the nuanced relationship between reading motivation and comprehension difficulties and the need for further research on this population.
- ItemThe Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale(2023) Elvira Jéldrez; Kate Cain; Macarena Silva; Strasser Salinas, Katherine
- Item¿Tienen los Niños una Teoría Esencialista Acerca de la Pobreza?(2007) M. Francisca del Río; Strasser Salinas, Katherine
- ItemUn marco integrativo de las competencias socio-emocionales tempranas: cognición, regulación y comunicación(2022) Esteban Gómez Muzzio; Strasser Salinas, Katherine