Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program

Ditzel, Loreto; Casas, Ferrán; Torres‐Vallejos, Javier; Reyes, Fernando; Alfaro, Jaime

doi:10.1016/j.childyouth.2021.106338

Cited by 2 publications

(2 citation statements)

References 85 publications

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“…Since the late 1980s and the mid-1990s, the OECD has promoted these educational changes [ 7 ], and they have also occurred in Latin America, particularly from 2002 onwards [ 8 ], especially influencing countries such as Mexico and Chile [ 8 ], with a consequently significant impact on teachers’ careers and training [ 9 ]. This law’s intriguing proposal to cut teaching hours is said to benefit teachers’ rest time, time for interaction and teamwork with peers, levels of educational management, reflection on their practices, relationships with students, innovation, and professional growth, many of which are positively correlated with teachers’ subjective well-being [ 10 , 11 , 12 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being

Herrera

Torres‐Vallejos²,

Martínez-Líbano³

et al. 2022

IJERPH

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Trust and team communication are central aspects for the achievement of both individual and common goals, which affect not only work efficiency but also the well-being of its members. In addition, organizational justice could affect these indicators, as well as the perception of collective efficacy within organizations, in this case, schools. The purpose of this study was to analyze the effect of organizational justice on teachers’ subjective well-being, and how this is affected/mediated by collective efficacy. We worked with a sample of 693 teachers across Chile. Multiple mediation analysis was carried out, where the latent variables of the study were estimated (subjective well-being, organizational justice, and two dimensions of collective efficacy). The results indicate that there is full mediation of the collective efficacy dimensions between the predictor–criterion relationship. Our findings allow us to hypothesize that perceptions of collective efficacy are central to explaining well-being as an intrinsic factor.

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Section: Introductionmentioning

confidence: 99%

Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being

Herrera

Torres‐Vallejos²,

Martínez-Líbano³

et al. 2022

IJERPH

Self Cite

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“…Hence, we deemed essential to review research on both entities. Ed Diener's Theory of Subjective Wellbeing (SWB) provides a useful framework in the study of individuals' perceptions of their own lives and has been instrumental in understanding SWB in young children (Casas, 2019;Ditzel et al, 2022;Gross-Manos & Bradshaw, 2021). Diener conceptualises SWB a multidimensional construct encompassing cognitive and affective components (Diener et al, 1999).…”

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confidence: 99%

Do we listen to what makes children happy? A systematic literature review of voices of children aged 3–7 years in educational research

Urbina-Garcia

2024

JOHAH

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Research shows that children’s views and experiences are usually overlooked in discussions related to their own happiness and wellbeing. In fact, the largest international study to date on children’s wellbeing only included children aged 8-12. A review of reviews further reveals that no previous studies have focused on exploring factors that make children aged 3-7 happy. This research addresses this gap in the literature by conducting the first systematic review of international studies exploring young children's perspectives on happiness. The EPPI-Centre framework guided this systematic review of international research published covering almost a decade of research (2015-2024). This comprehensive approach aimed to provide an overview of the current research landscape to inform future research and policy decisions. Out of 2594 papers arguing to listen to children, only five focused on exploring children’s happiness and wellbeing from an interpretivist perspective. Results showed that there are studies listening to children’s voices, however, very limited studies genuinely explore what makes children happy. Factors contributing to children’s happiness and wellbeing include spending time with loved ones, receiving praise, achieving goals and engaging in sociodramatic play. Negative factors include feeling ignored, limited interaction with peers/friends and forced activities. Methodological limitations identified include unclear sample selection, regional bias, subjective data interpretation, and pre-determined prompts influencing children's responses. The findings can inform future research directions and policy decisions aimed at promoting children's happiness and well-being in schools. As such, this paper provides a unique insight and makes an original and significant contribution to the field.

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Children participating in after-school programs in Chile: Subjective well-being, satisfaction with free time use and satisfaction with the program

Cited by 2 publications

References 85 publications

Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being

Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being

Do we listen to what makes children happy? A systematic literature review of voices of children aged 3–7 years in educational research

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