Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The aim of this paper is to study the scientific productivity of researchers in Chile during 2019, based on a descriptive bibliometric analysis of the scientific articles published during that year. For this purpose, we worked with the SciVal and Dataciencia databases from which we obtained data on publications per researcher, number of publications, their h-index, and number of citations. The results show a gender difference in the number of publications and consequently in the h-index. Thus, women publish less than their male counterparts, which in turn has an impact on their lower average h-index, establishing a gender gap in the scientific publications of that year. The results show that men predominate in the group of the most productive researchers. Similarly, there is an underrepresentation of female authors in the scientific productivity of greater impact; on the contrary, their male counterparts stand out for a higher average number of publications and a higher h-index.

The goal of this study is to analyze, through a case study methodology, the experience of participation of two Chilean higher education students in debate competitions and how they contribute to their formation as deliberative citizens. These students participated in an international debate program defined by the organizing university as oriented to train in deliberative skills. Based on the findings, the article discusses about the relevance of this activity for the deliberative citizenship formation of these students, as well as some of its aspects, such as its competitive nature, which are problematic.

This study delves into the tensions perceived by Chilean mathematics teachers between the development of argumentative competence proposed by the curriculum and the national standardized tests, as well as their consequences in the classroom. Twenty-one semi-structured interviews were conducted with primary and secondary teachers from the Valparaíso and Metropolitan regions, as well as a thematic analysis of the data to identify patterns and recurrent themes regarding the problematic. The results show a systemic lack of alignment perceived by teachers between the curriculum and the tests regarding the development of argumentative competence, and show that teachers focus their pedagogical actions on what they perceive to be measured by the tests. In a context of strong pressure to obtain good results in the tests, argumentation is marginalized in the mathematics classroom, leading to the impoverishment of the students’ educational experience, marked by the repetition of tasks similar to the tests. We conclude that the design and technical validity of the tests may not suffice to promote curriculum-prescribed teaching. It is necessary to consider teachers’ perceptions and to create classroom conditions that allow the teacher to develop the competences proposed by the curriculum.

Internships are essential for student trajectories of Vocational-Technical Education (VTE), as they allow the reinforcement of learning achieved in the classroom and provide knowledge and vocational maturity that can only be completed in the labor context. This article shows the difficulties that female students face in male-dominated Vocational-Technical Education (VTE) programs during their experiences of internship in the workplace. To do this, based on 29 interviews of female graduates from these programs, we analyze the process of doing and undoing gender, and how women negotiate their gender when facing discrimination in the companies that host them as practitioners. The findings reveal women´s adjustment strategies that combine resistance and acceptance in a context where companies do not adjust their dynamics and practices to integrate them. Instead, women adapt their behaviors to the cultural norms of implicit and explicit sexism in the learning workplaces. Thus, the arrival of all female students to the companies is an opening act, which requires them to conquer their own space configured from exceptionality. This situation reduces the potential of apprenticeships to drive successful transitions to the labor market.

This article presents the results of a longitudinal quasi-experimental research that shows the potential benefits of the implementation of 22 ludic-literary activities in the initial stages of learning, favoring reading comprehension. The quasi-experimental methodology involved a pedagogical intervention through a systematic development of a set of 22 specifically designed ludic-literary activities that were developed in four schools in the city of Córdoba (Argentina) with 154 children. The article focuses on the analysis of the results of the pre-test, which assesses reading habits at home prior to the classroom intervention, and those of the post-test of reading comprehension. The article focuses on the analysis of the access to and experience with reading and the reading comprehension achieved by two groups of students (intervened and compared) over two school years. The post-test consisted of a validated reading test adapted to the groups. The study shows that the experimental groups performed better in reading comprehension than the control groups.

The concept of mental health literacy (MHL) refers to knowledge and beliefs about mental disorders. Improving MHL can have a significant impact on individuals and society at large. The aim of the study was to review the scientific production related to MHL, analyze its characteristics, and identify the strengths and weaknesses of the proposed interventions. A systematic review of the literature was carried out by searches in the databases Web of Science (WOS) and Scopus. One hundred and six articles have been selected and analyzed. The results are organized into 4 categories: Conceptualization of MHL and how to materialize it, educational programs, MHL assessment instruments, and studies on MHL levels. The concept of MHL is disseminated around the world despite the lack of conceptual consensus. It is materialized mainly through educational interventions with diverse methodologies. Although there are limitations in measuring MHL, in general, the levels are low in different population groups and on specific mental health problems. In short, specific actions that require further development of applicable programs for the information and prevention of mental health problems were found as a priority. The spread of the term MHL is necessary for the prevention and information of mental health problems.

The relationship between having a sibling in the Autism Spectrum Disorder (AS) and empathy was explored. We measured empathy in young people between 18 and 25 with and without AS siblings (n =35 and n=175). We used the Interpersonal Reactivity Index, which gives scores for cognitive and affective empathy. To estimate the behavioral impact of differences in empathy between groups, we evaluated whether higher empathy scores correlate with higher reporting of prosocial behaviors. It was also explored whether the traits and depressive states in the participant and the position with respect to the AS sibling affect empathy. Finally, it was evaluated whether the gender and level of the AS sibling is related to empathy. It was found that those who have an AS sibling score significantly higher on cognitive empathy than those who do not have an AS sibling, particularly on the Fantasy subscale, and not on the Perspective Taking subscale. No significant differences were found between both groups in affective empathy. It was found that higher depressive traits and higher cognitive empathy predict that the participant has an AS sibling. In addition, it was observed that greater empathy in those who have an AS sibling is not related to greater prosocial behaviors.

Cooperative behavior expressed in the conduct of sharing shows relevant results in the participation of individuals in their social and cultural settings. To account for its efficiency, empiric investigation has shown interest in variables modifying it, as well as changes happening during its development. The present study focuses on information about the reputation of a possible collaborative associate as a modulator and the comparison of its incidence during childhood, puberty, and adolescence. Due to its relevance in socialization of new generations, an interactive virtual setting was presented to participants (metaphor for a videogame) where they would earn resources and could decide to share them with other characters considering information on their reputation. It was found that during childhood, in comparison to puberty, participants share their resources more and consider positive reputation more. Analysis by gender shows that female participants are more sensitive to information on positive and negative reputation at the time of sharing, and that, at the stages of life cycle investigated, behavioral tendency was the informative key to account for reputation.

Self-concept is a psychological construct of great interest to psychology, demonstrated by the theoretical approach and the development of different forms for its measurement. In the present study, an initial conceptual path was made on the self-concept to show the agreement on its multidimensional character and the interaction spheres of the people in which it is evidenced. Similarly, a systematic review of psychometric studies that have reported the validity and reliability of different ways of measuring self-concept was made. A total of 44 investigations were found between 2010 and 2020 that met the defined inclusion criteria. The results of the analysis reveal the tendency to use internal consistency coefficients for reliability evidence, especially Cronbach's alpha; likewise, the frequent use of exploratory and confirmatory factor analysis for validity evidence. We highlight the demonstration of reliability and validity in different parts of the world and the languages of instruments, such as the Self-Concept Form 5 and the Self-Description Questionnaire. In the first, with few exceptions, the structure of five factors is corroborated in different contexts and languages; In the case of the second instrument, most studies vary in the number of factors extracted. Usually, the consistency values were greater than 0.7 in the different instruments; likewise, structure validity prevails. Again, attention is drawn to the little psychometric evidence in the measurement of self-concept in Colombia.

The present investigation sought to determine the variables that influence the types of collective memories, typified as recall, manipulated memory, and forgetfulness, elicited by 3 places linked to the dictatorship (1973-1990) in Concepción, Chile. A descriptive, quantitative research design was used, with a non-probabilistic accidental sampling to access 287 participants according to sociodemographic categories, political orientation, and justification or not of the coup in Chile. The instrument was applied in 3 places, 2 considered memory places, the University of Concepción Memorial and the front of the Cathedral, and one place of forgetfulness, the former Bahamondes barracks. Chi-square, Kruskal Wallis, Mann Whitney post hoc with Bonferroni correction, and logistic regression analyses were performed. Recall memories predominated (47%), secondly, forgetfulness (37%), and finally, manipulated memories (16%). Recall memories were associated with being young, left-wing ( = 0.29), and rejecting the coup (Cramer's V = 0.18). Memory places were more associated with recall memories versus forgetfulness ( = 0.19). Recall memories were more frequent at the University of Concepción and less at the former Bahamondes barracks. The conclusions consider the relevance of promoting memory processes focused on recall in the face of the threat of oblivion.