Browsing by Autor "Bernardita Tornero"

Now showing 1 - 4 of 4

How likely are doctoral students to recommend their programmes? Associations with satisfaction with six academic aspects of their doctorates
(Routledge, 2025) Bernardita Tornero; Leonardo D. Epstein; M. Ignacia Vicuña
The impact of a socio-constructivist approach on prospective primary teachers’ attitudes about teaching and learning in general and mathematics in particular
(Universidad Católica del Uruguay, 2017) Bernardita Tornero
Cognitive Acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the in-service teachers applying them. The novelty of this study is that it implemented, for the first time, that socio-constructivist approach with prospective teachers. The results suggest that the cognitive acceleration course promoted positive changes in their attitudes about teaching and learning in general and mathematics in particular.
Using teach ECE to observe the quality of online teaching during the pandemic: an exploratory study in a pre-school in Chile
(Taylor & Francis, 2024) Carolina Melo; Bernardita Tornero; Beatriz Berrios Aguayo; Andrea Rolla
Validation of the Spanish version of the Sense of Social and Academic Fit (SSF) Scale in Chilean undergraduate students and its association with academic, psychological, and socio- demographic variables
(Research Square (United States), 2024) Jorge Gaete; Bernardita Tornero; Marcela Cárcamo; Jorge Tricio; Cristian A. Rojas‐Barahona; Ricardo Araya
<title>Abstract</title> The global expansion of higher education has led to an increased enrollment of first-generation students, presenting opportunities and challenges for institutions. Despite efforts to support these students, they often face lower graduation rates and higher dropout rates. Among the factors influencing student success, the sense of belonging has emerged as a critical determinant. This study reports the validation of the Spanish version of the Sense of Social and Academic Fit (SSF) scale in the context of a private university in Santiago, Chile, with a predominantly first-year student sample. The psychometric evaluations of the scale included: (i) factor structure, (ii) internal consistency, and (iii) association with several individual (e.g., history of academic achievement in high school, grit, self-control, motives for attending college) and contextual factors (e.g., parents´ education background, attendance to private, subsidized and state schools, financing higher education). Results indicated a multifactor structure, with three underlying factors identified as a Sense of belonging, a Sense of educational alienation, and a Sense of affinity. Internal consistency for all subscales and the total scale was good. Association analyses found that private school dependency was positively associated with the SSF total score, and the extrinsic self-oriented motives subscale was negatively associated with the SSF total score. This study contributes to the literature by examining the psychometric properties of the Spanish version of the SSF scale in a Latin American context.