Comparación de la eficiencia en la estimación de parámetros entre análisis de estructura de covarianzas, modelo de rutas mediante mínimos cuadrados parciales y análisis generalizado de componentes estructurales: un estudio de simulación

Tesis doctoral inédita, leída en la Universidad Autónoma de Madrid, Facultad de Psicología. Departamento de Psicología Social y Metodología. Fecha de lectura: 20 de noviembre de 201

Accuracy on parameter recovery, with ordinals data, of structure covariance analysis and partial least squares path modeling

ReconocimientoSe compara la precisión en la recuperación de parámetros del Análisis de Estructura de Covarianza (ACOV) y el Modelo de Rutas mediante Mínimos Cuadrados Parciales (PLS-PM), en un modelo simple con variables manifiestas simuladas con escala ordinal de cinco puntos. Se utiliza un diseño experimental, manipulando el método de estimación, tamaño muestral, nivel de asimetría y tipo de especificación del modelo. Se valora la media de las diferencias absolutas para el modelo estructural. ACOV presenta estimaciones más precisas que PLS-PM, en distintas condiciones experimentales. Cuando se utiliza un tamaño muestral pequeño, ambas técnicas son igualmente precisas. Se sugiere utilizar ACOV frente a PLS-PM. Se desaconseja fundamentar la elección de PLS-PM frente a ACOV en la utilización de una muestra pequeñaThe accuracy on parameter recovery is compared between Structure Covariance Analysis (ACOV) and Partial Least Squares Path Modeling (PLS-PM), with simulated ordinals data with 5 points, in a simple model. An experimental design is used, controlling the estimation method, sample size, skewness level and model specification. Mean absolute differences are used to assess accuracy for the structural model. ACOV provided more accurate estimates of the structural parameters than PLS-PM in different experimental conditions. With a small sample size, both techniques are equally accurate. Using ACOV against PLS-PM is suggested. PLS choosing ACOV instead based on the use of a small sample size is not recommendedArtículo de investigación. FONDECYT de Iniciación 2013, N° 11130722. Beca Presidente de la República de Chile (2008), de la Comisión Nacional de Investigación Científica y Tecnológica de Chile (CONICYT

Shared book-Reading in early childhood education: Teachers’ mediation in children’s communicative development

Fostering communicative skills in young children is essential for their holistic development. Book-reading activities have been shown to be a valuable tool for supporting communicative exchanges between children and adults, but there is limited research on actual educational practices with children under 3 years old. This experimental study explores teaching practices in Chilean early childhood education with children from 4 to 17 months of age. We focused on children’s performance of diverse communicative signs, as well as on the effect of the teacher’s mediation (signs and strategies) in a triadic shared-reading interaction (teacher-child-book). The study is part of a larger cross-sectional project. We conducted an experimental study following a pre-test–post-test design with 11 children, who were randomly assigned to either the control or the experimental group. In addition, we conducted a 6-week intervention on shared book reading between the pre- and post-test stages. We observed that children used a wide range of communicative signs when engaging in shared interactions with their teacher and different books. In the experimental group, children performed more communicative signs after participating in the intervention than at the beginning of the study. The reading experience that they gained through the intervention could also explain the larger proportion of uses of the books, as compared to their control counterparts. Additionally, children performed different combinations of vocalizations, words, or repetitions within a single use. The conventional use of a book is not evident for an infant, and as such it requires the systematic and semiotically mediated action of an adult to be consolidated. We conclude that offering preschool teachers a diverse selection of books enables them to better adjust to the particularities of each child. In this scenario educators are able to promote efficient spaces for children’s participation, increasing the complexity and variety of their communicative repertoireThis study was funded by the ChileanNational Fund for Scientific and Technological Development (Fondo Nacional de Desarrollo Científico y Tecnológico, FONDECYT/CONICYT/ANID) under the “Fondecyt de iniciación 11170804” (Initiation Research) Funding Programm

Getting away from the point: The emergence of ostensive gestures and their functions

Within developmental psychology, pointing gestures have received a great deal of attention, while ostensive gestures have been overlooked in terms of their emergence and intentionality. In a longitudinal and micro-genetic study with six children at 9, 11, and 13 months of age, we codified gesture production of children within second-by-second data frames. We identified 480 instances of gestures and categorised whether they were of ostensive, ostensive-indexical, or indexical nature. We specified the communicative function of each gesture by analysing the object involved and their circumstances of production. Data analysis include frequencies, binomial tests, proportion comparisons, and repeated measures ANOVA. We identified a phatic function in other-directed gestures, as well as exploratory and private functions in selfdirected gestures. This has important implications for children development since ostensive gestures are easier to produce and to understand than pointing. The consideration of objects would be essential for defining the communicative function of gesturesThis study was supported by the program for the Training of University Teachers (Formación de Profesorado Universitario – FPU) of the Spanish Ministry of Education granted to the first author [reference AP2009-4064

Adult’s beliefs about children’s emotions: a proposal for exploration in contexts of cultural diversity

Las creencias que los padres tienen sobre las emociones de los niños subyacen a los patrones de socialización emocional. La cultura mediatiza esta socialización; sin embargo, este proceso es habitualmente ignorado asumiendo un patrón común de ideales afectivos para todos los niños aun en contextos de alta migración y de alta presencia de culturas originarias. Así, el saber sentir ha sido históricamente mantenido al margen y su estudio desde una visión que reconoce las expectativas y creencias de las familias de grupos minoritarios es incipiente. Son pocos los estudios en Latinoamérica que dan cuenta de las variaciones culturales en las creencias de la emoción y menos los instrumentos que permitan hacerlo. Este trabajo recoge la necesidad de una evaluación de las creencias de los padres sobre la emoción de los niños en contextos de diversidad cultural y principalmente de grupos minoritarios de la IX región de La Araucanía en Chile. Participaron 307 adultos mapuches y no mapuches madres, padres y profesores de niños entre 4 y 10 años de edad. Se realizaron análisis de invarianza de medida, integrando las dimensiones originales del PBACE y nuevas dimensiones propuestas para el instrumento. Los resultados indican buenos índices de confiabilidad y un buen ajuste de las dimensiones analizadas, todas las dimensiones alcanzan al menos la invarianza escalar parcial, exceptuando una de ellas. El manuscrito finaliza analizando las limitaciones y proyecciones del estudio al campo de la educación y psicología en escenarios de diversidad cultural migratoria y con presencia de pueblos originarios

The diverging patterns of life satisfaction between families : A latent profile analysis in dual-earner parents with adolescents

This study identifies family profiles based onthe level of life satisfaction (LS) inmothers, fathers and adolescents, and variables related to their family, food, and work life.The sample was composed of 303 families of dual-earner parents (mothers’ mean age = 40.9 years, SD = 7.4, fathers’ mean age = 43.2 years, SD = 7.2) and one of their children aged between 10 and 17 years (mean age 13.3, SD = 2.4, 51.5% female). A Latent Profile Analysis (LPA) was used to identify five family profiles. Profiles differed in LS, satisfaction with family life (SWFaL), satisfaction with food-related life (SWFoL), family functioning, both parents’ worklife balance and their perception of the financial situation of the household. Balanced and imbalanced families in terms of LS differed in the three family members’ LS and SWFaL, mothers’ and children’ SWFoL and family functioning, and both parents’ perception of financial situation. These results contribute to understanding the heterogeneity of life satisfaction dynamics between and within dual-earner families.©2021 Springer Nature. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.fi=vertaisarvioitu|en=peerReviewed

Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students

There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development

Invarianza de medida transcultural en la Escala de Satisfacción con la Vida en estudiantes universitarios de Chile y España

Introducción: La Escala de Satisfacción con la Vida (SWLS) es un instrumento ampliamente utilizado para la evaluación cognitiva del bienestar subjetivo de los individuos. La SWLS ha sido validada en numerosos contextos y poblaciones, pero la invarianza de medida a nivel transcultural en adultos emergentes ha sido poco explorada. El propósito de este artículo fue evaluar la invarianza de medida de la SWLS en estudiantes universitarios de Chile y España y según género. Método: Una muestra no probabilística de 165 estudiantes universitarios de Chile (66.7% mujeres, edad promedio = 21.9, DE = 2.35) y 109 estudiantes de España (48.6% mujeres, edad promedio = 22.9, DE = 2.4) completaron la SWLS. Resultados: Por medio de un análisis factorial confirmatorio multigrupo, los resultados mostraron que la SWLS exhibió invarianza configural, métrica y escalar en la comparación entre las muestras de estudiantes chilenos y españoles y según género. Conclusión: Este hallazgo muestra que la SWLS permite comparaciones significativas de medias latentes entre muestras transculturales universitarias. Además, este estudio aporta evidencia de la SWLS como un instrumento válido que puede guiar la creación de políticas para mejorar el bienestar subjetivo de los estudiantes universitarios de ambos géneros, tanto en países desarrollados como en desarrollo de habla hispana.Introduction: The Satisfaction with Life Scale (SWLS) is a widely used measure of an individuals’ cognitive assessment of subjective well-being. The SWLS has been validated in several contexts and populations, but its cross-cultural measurement invariance in emerging adult samples remains barely explored. The purpose of this study was to evaluate the measurement invariance of the SWLS in university students from Chile and Spain and according to gender. Method: A non-probabilistic sample of 165 university students from Chile (66.7% women, Mage = 21.9, SD = 2.35), and 109 students from Spain (48.6% women; Mage = 22.9, SD = 2.4) completed the SWLS. Results: Using multi-group confirmatory factor analysis, results showed that the SWLS exhibited configural, metric and scalar invariance in the comparison between the Chilean and Spanish student samples and also according to gender. Conclusions: This finding allows for significant latent mean comparisons between cross-cultural samples. Moreover, this study supports the SWLS as a valid instrument which provides data that can inform policies in order to improve the subjective well-being of university students of both genders, both in developed and developing Spanish-speaking countries.This work was supported by Fondecyt Project 1160005 and Project AGL2015-65897-C3-1 of the Ministry of Economics and Competitivity of the Government of Spain

Work-to-family enrichment and atmosphere of family meals influence satisfaction with food-related life : An actor-partner interdependence approach in dual-earner parents with adolescent children

The effects of work-to-family enrichment (WtoFE) have been examined on outcomes such as family and job satisfaction, with scarce research on the potential effects of WtoFE on the food domain. To fill in this gap, the present study explored actor and partner effects between WtoFE, the perception of the atmosphere of family meals (AFM), and satisfaction with food-related life (SWFoL) in different-sex dual-earner parents with adolescent children using the Actor-Partner Interdependence Model; the mediating role of AFM between WtoFE and SWFoL was also tested. Questionnaires were administered to 473 different-sex dual-earner parents and one of their adolescent children (average age 12.5 years, 51.4% male) in Temuco, Chile. The three family members answered the Project-EAT Atmosphere of family meals scale and the Satisfaction with Food-related Life Scale. Parents answered a measure of WtoFE based on the Work-Home Interaction Survey. Analyses were conducted using structural equation modelling. Results showed a positive association from WtoFE to SWFoL, directly and through the perception of the atmosphere of family meals in both parents (actor effects). Both parents’ WtoFE was associated with their adolescent children’ SWFoL via the adolescent’s perception of the atmosphere of family meals, while the mother’s perception of the atmosphere of family meals was directly associated with the adolescent’s SWFoL (partner effects). Findings suggest that resources that mothers and fathers acquire from work and invest via WtoFE have positive effects on their own and their adolescent children’s perception of the atmosphere of family meals and SWFoL. As higher WtoFE has also been related to other positive outcomes in the job and health domains in workers, policymakers and organizations must aim to promote WtoFE in working parents.© 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).fi=vertaisarvioitu|en=peerReviewed