Artículos de Investigación

Permanent URI for this communityhttps://bibliorepositorio.unach.cl/handle/123456789/704

Browse

Search Results

Now showing 1 - 10 of 246

Some of the metrics are blocked by your
consent settings
Riesgo Psicosocial y Salud Mental en Entorno Escolar: Análisis de Factores Presentes en Colaboradores Educativos
(Grupo Editorial Psicofundación, 2025)
Funes Arán, Marcela
<title>Resumen</title> <sec> <title>Antecedentes:</title> El presente estudio explora la relación entre factores de riesgo psicosocial en el ambiente laboral y la salud mental del personal de un establecimiento educacional particular subvencionado de la zona central de Chile. </sec> <sec> <title>Método:</title> Diseño cuantitativo correlacional. Se aplicó el cuestionario CEAL SM/SUSESO (basado en COPSOQ-III) y el GHQ 12 a la totalidad de los trabajadores del establecimiento (población objetivo <italic>N</italic> = 40). Respondieron el cuestionario <italic>n</italic> = 37; debido a respuestas incompletas en una escala clave (GHQ 12), los análisis inferenciales se realizaron con <italic>n</italic> = 36. Se reportan estadísticas descriptivas y análisis de correlación de Spearman. </sec> <sec> <title>Resultados:</title> En términos generales, predominan dimensiones con niveles bajos de riesgo (p. ej., confianza y justicia organizacional; reconocimiento y claridad de rol). Sin embargo, se encontró riesgo elevado en la dimensión de equilibrio trabajo vida. Las correlaciones más relevantes mostraron asociación positiva entre vulnerabilidad, exigencias emocionales, conflicto de rol y la afectación en la salud mental general (GHQ 12). </sec> <sec> <title>Conclusión:</title> Los hallazgos permiten priorizar intervenciones institucionales para mejorar el equilibrio trabajo vida y reducir la percepción de vulnerabilidad laboral. Se discuten limitaciones (tamaño muestral y diseño transversal) y recomendaciones para futuras investigaciones. </sec>
Some of the metrics are blocked by your
consent settings
Predictive value of physical literacy measures for cardiometabolic risk in adolescents with abdominal obesity: an exploratory study
(Springer Science and Business Media LLC, 2026-02-27)
Pavez-Adasme, Gustavo
;
Latorre-Román, Pedro
;
Castillo-Retamal, Marcelo
;
Reyes-Amigo, Tomás
;
Hernández-Mosqueira, Claudio
The objective of this study was to determine the predictive value of different measures of physical literacy (PL) on cardio- metabolic risk in adolescents with abdominal obesity. Method. A cross-sectional, descriptive, and analytical study was con- ducted with a sample of 51 abdominal obesity male adolescents aged 11–15 years. Cardiometabolic risk was estimated using the MetS-score, based on anthropometric, biochemical, and blood pressure data. LASSO regression models were applied to identify the predictive value of PL measures on cardiometabolic risk outcomes. Results. The study findings showed that the physical dimension of PL has measures that moderately predict (f2=0.17), 14.5% of the variance in cardiometabolic risk through the MetS-score. In addition, PL measures were selected to explain other components of cardiometabolic risk, with a large effect on waist circumference and systolic and diastolic blood pressure (f2=3.379; f2=0.771; f2=0.472, respectively). Conclusion. The results of this study show that the physical dimension of PL can predict MetS-scores in abdominal obesity adolescents. Furthermore, it was identified that the psychological and cognitive dimensions of PL, although they do not directly predict the MetS-score, play a relevant protective role in blood pressure and, to a lesser extent, in waist circumference.
Some of the metrics are blocked by your
consent settings
Analysis of a finite element method for the Stokes--Poisson--Boltzmann equations
(The Proceedings of ANZIAM, 2026)
Abeer F. AlSohaim
;
Ruiz Baier Ricardo
;
Villa-fuentes Segundo
We define a finite element method for the coupling of Stokes and nonlinear Poisson–Boltzmann equations. The novelty in the formula- tion is that the coupling from the electric potential to the drag in the momentum balance is rewritten as a weighted advection term. Using Banach’s contraction principle, the Babuˇska–Brezzi theory, and the Minty–Browder theorem, we show that the governing equations have a unique weak solution. We also show that the discrete problem is well-posed, establish C´ea estimates, and derive convergence rates. We exemplify the properties of the proposed scheme via some numerical experiments showcasing convergence and applicability in the study of electro-osmotic flows in micro-channels.
Some of the metrics are blocked by your
consent settings
Enhancing EFL Preservice Teacher Education Through Project-Based Learning: An Action-Research Approach
(Universidad Nacional de Colombia, 2026-01-20)
Vega-Abarzúa, Jessica
;
Gutiérrez-Turner, Eduardo
;
Recabarren Maturana, Valentina
;
Roco Soto, Daniela
This action-research study examines the impact of a project-based learning intervention on a group of English-as-a-foreign-language preservice teachers at a Chilean private university. The study aimed to explore the participants’ perceived development in two key areas: teaching knowledge and learning and innovation skills. Data were collected through pre- and post-questionnaires and semi-structured interviews. Findings indicate notable improvements in both teaching knowledge and participants’ perceptions of it, as well as a strengthening of learning and innovation skills, with critical thinking emerging as the most salient enhancement. These results provide valuable insights for English language teaching programs and future research, highlighting the benefits of project-based learning as a pedagogical approach in teacher education.
Some of the metrics are blocked by your
consent settings
Is Standing Long Jump Performance More Strongly Associated with Health-Related Outcomes than Maximal Isometric Handgrip Strength in Adolescents?
(MDPI AG, 2026-02-24)
Montalva-Valenzuela, Felipe
;
Castillo-Paredes, Antonio
;
Concha-Cisternas, Yeny
;
Garcia-Carrillo, Exal
;
Escobar Ruiz, Natalia
Background: Muscular fitness is an important marker of current and future health in adolescents. However, comparisons are lacking that show which tests are most consistently associated with health-related outcomes during adolescence. Objective: This study aimed to analyze whether performance in the SLJ is more strongly associated with health-related outcomes than maximal isometric handgrip strength (MIHS) in secondary school students in Chile. Methods: A cross-sectional study was conducted in 113 adolescents (77 males and 36 females, mean age 15.90 ± 1.77). Muscular fitness was assessed using the SLJ and MIHS tests. Health-related outcomes included body mass index (BMI), physical activity level, aerobic capacity, sprint performance, flexibility, sleep quality, and psychological well-being. Pearson correlation analyses and multiple linear regression models adjusted for sex and age were performed to examine associations between muscular fitness tests and health-related outcomes. Results: SLJ showed moderate-to-strong associations with several health-related outcomes, including physical activity (r = 0.42, p < 0.001), aerobic capacity (r = 0.60, p < 0.001), sprint performance (r = −0.74, p < 0.001), and body mass index (r = −0.30, p = 0.001). In contrast, handgrip strength demonstrated weaker and less consistent associations. In adjusted regression models, SLJ remained a significant predictor of most outcomes (β range: 0.27–0.56, p < 0.05), whereas handgrip strength provided limited additional explanatory value. Conclusions: SLJ appears to be a more sensitive and consistent indicator of health-related outcomes in adolescents than MIHS. These findings support the use of SLJ as a practical, low-cost, and easily implementable tool for health and fitness screening in school and community settings.
Some of the metrics are blocked by your
consent settings
Banach spaces-based mixed finite element methods for a steady sedimentation-consolidation system
(Springer Science and Business Media LLC, 2026-02-26)
Álvarez, Mario
;
Benavides, Gonzalo A.
;
Gatica, Gabriel N.
;
Henríquez, Esteban
;
Ruiz-Baier, Ricardo
We introduce and analyze two Banach spaces-based new mixed finite element methods for a flow and transport model commonly encountered in sedimentation-consolidation processes, whose governing equations are given by the Brinkman flow with variable viscosity, coupled with a nonlinear advection–diffusion equation. The first variational formulation is based on a mixed approach for the Brinkman problem (written in terms of Cauchy stress and bulk velocity of the mixture) and the usual primal weak form for the transport equation. In turn, the second variational formulation arises from the introduction of the gradient of the solids volume fraction and the total (diffusive plus advective) flux for the concentration as new unknowns, which yields a momentum-conserving fully–mixed approach as the resulting system of equations. The respective continuous and discrete formulations are equivalently reformulated as fixed-point operator equations, whose solvability is established by combining the Schauder, Banach, and Brouwer theorems, with, among others, the Babuška–Brezzi theory and a recently introduced theory for perturbed saddle-point problems, both in Banach spaces, along with suitable regularity assumptions, Sobolev embeddings, and Rellich–Kondrachov compactness theorems. The mixed–primal and fully-mixed Galerkin schemes employ the classical Raviart–Thomas, piecewise continuous, and piecewise discontinuous polynomial approximations, for their corresponding unknowns. Next, Strang-type inequalities are utilized to rigorously derive optimal error estimates in the natural norms, which, combined with the approximation properties of the chosen finite element spaces yield optimal rates of convergence with respect to the mesh size. Finally, several numerical results illustrating the performance of both schemes and confirming the theoretical convergence rates are presented.
Some of the metrics are blocked by your
consent settings
Políticas de estandarización chilena: Entre la subjetividad normada y performática del profesorado en formación inicial
(Universidad Iberoamericana, A. C., 2026-01-08)
Nocetti de la Barra, Alejandra Viviana
;
Flores-Lueg, Carolina
;
Valenzuela Baeza, Carolina
Currently, it is possible to observe the proliferation of policies focused on improving teacher education and measuring their performance. In this context, the study's objective was to understand how preservice teachers construct their professional subjectivity based on interactions with normative discourses and institutional expectations derived from standardization policies in the Chilean university context. The methodological approach was qualitative, employing an instrumental case study with 19 education students. Among the findings, it is possible to highlight the university's role as a device for symbolic mediation and regulation, capable of intervening in teacher identity, which is configured under a regulated and performative subjectivity, given that future teachers prioritize behaviors aligned with compliance to external demands at the expense of an authentic and contextualized professional practice.
Some of the metrics are blocked by your
consent settings
Prevalence of Motor Competence in Chilean Schoolchildren and Its Association With Sex, Age, and Weight Status: The CoMoSur Study
(Human Kinetics, 2026-06-01)
Carcamo-Oyarzun, Jaime
;
Martinez-Lopez, Nicolas
;
Ferbol, Cristina
;
Cumilef-Bustamante, Pablo
;
Negron-Molina, Mario
Background: Chile is one of the countries with the lowest indicators of children’s physical activity therefore it is necessary to promote the development of factors that encourage regular practice, such as motor competence (MC), which is considered a fundamental factor in improving physical activity trajectories in school-age children. This CoMoSur study aimed to determine the prevalence of MC in fifth- and sixth-grade primary school children in central-southern Chile and analyze the association of MC with sex, age, and weight status. Methods: The MC of 1513 schoolchildren (49.4% girls; mean = 11.12 y, SD = 0.92) from 7 regions of central-southern Chile was assessed using the MOBAK 5-6 test. Confirmatory factor analyses and structural equation models were applied to test 2 models: (1) the factorial validity of the 2 dimensions of MC (object control and self-movement) and (2) the associations of MC with sex, age, and weight status. Results: Low levels of MC were observed, especially in girls. Model 1 showed adequate fit indices ( χ 2 = 64.912, df = 19, P ≤ .001, CFI = .975, TLI = .963, RMSEA = .040, SRMR = .035). Model 2 also presented satisfactory fit ( χ 2 = 161.97, df = 37, P ≤ .001, CFI = .943, TLI = .920, RMSEA = .047, SRMR = .071), revealing significant associations: sex is associated with both object control and self-movement, age was positively related to both MC dimensions, and higher weight status was negatively associated with MC. Conclusions: The MC levels in Chilean schoolchildren are concerning, underlining the urgency of implementing intervention programs to strengthen motor competencies. Such strategies should consider differences in sex, age, and weight status to promote sustainable trajectories of physical activity from childhood onward.
Some of the metrics are blocked by your
consent settings
EXPERIENCIAS DE DOCENTES EN FORMACIÓN SOBRE LA APLICACIÓN DE HABILIDADES SOCIOEMOCIONALES EN CONTEXTO EDUCATIVO RURAL
(2026-02)
Magna-coccio Francesca Dominique
;
Muñoz-díaz Benjamín Andrés
;
Sobarzo-Ruiz, Rodrigo Andrés
;
Mora Donoso Marcela Liliana
El propósito de este estudio es explorar experiencias de docentes en formación en la aplicación de habilidades socioemocionales (HSE), durante su práctica pedagógica en contextos educativos rurales, para comprender su contribución en el aula. La investigación adopta un enfoque cualitativo con estudio de caso único e interpretativo, considerando a docentes en formación de Pedagogía en Educación General Básica de la Universidad Adventista de Chile, cuya información fue recolectada mediante Focus Group y entrevistas semiestructuradas, y analizada a través de análisis de discurso. Las habilidades socioemocionales son fundamentales para el desarrollo integral y se estructuran en cuatro pilares: autoconocimiento, autorregulación, conciencia social y trabajo en equipo, que favorecen la gestión emocional, la comprensión de sí mismo, de los demás, y la interacción colaborativa en contextos educativos. Los hallazgos evidencian que, en la praxis pedagógica rural, las habilidades socioemocionales trascienden su función didáctica tradicional y se configuran como un eje central de autoridad pedagógica y sostenibilidad profesional. En este contexto, emerge la noción de autoridad relacional como una respuesta adaptativa frente a la precariedad estructural del entorno, donde el vínculo afectivo adquiere un carácter estratégico para la gestión del aula y la convivencia educativa. Asimismo, la construcción de identidad docente se configura mediante un “aprendizaje vicario de oposición”, a partir del rechazo a modelos de agotamiento profesional y trato distante. Se concluye que la escuela rural constituye un espacio de alta exigencia, favorece una resistencia ética, posicionando la competencia emocional como resguardo esencial de calidad humana del proceso educativo.
Some of the metrics are blocked by your
consent settings
Attitudes of University Students Towards Research
(Universidad Pedagogica Nacional, 2026-02-18)
Reyes-Rodríguez, Alixon David
;
Gallardo-Olivera, Moisés David
;
Romero-Cuestas, Carlos Alberto
;
Bennasar-García, Miguel
The objective of this research is to determine students’ attitudes towards research at three Latin American universities and to establish levels of favourability towards these attitudes. To achieve this, a quantitative study was conducted using a descriptive research approach that prioritised comparative analysis, with a non-experimental, cross-sectional design. The research sample comprised 146 students enrolled in research methodology courses. The most relevant results show that although students hold a favourable opinion of the influence they receive from professors, they are unaware of some institutional mechanisms that could support their research training. Additionally, based on students’ voluntary decisions and actions regarding various activities, and the priority they assign to research and related topics (science and technology) in their daily lives, there is a need to strengthen certain participatory and informational avenues at the institutional level.

Artículos de Investigación

Browse

Filters

Advanced Search

Filter by

Settings

Sort By

Results per page

Search Results