Perceived changes in basic beliefs and growth related to life events were examined in three studies. A representative sample (N = 885), a sample of students and their families (N = 291) and a sample of students (N = 245) responded with a list of positive and negative life events, a scale of changes in basic beliefs and a post-traumatic growth scale. Positive events were strongly associated with changes in basic beliefs, while only weak associations were found for negative events. In addition, negative changes in basic beliefs were associated with growth only in negative life events and positive changes in basic beliefs were generally associated with growth.

Perceived changes in basic beliefs and growth related to life events were examined in three studies. A representative sample (N = 885), a sample of students and their families (N = 291) and a sample of students (N = 245) responded with a list of positive and negative life events, a scale of changes in basic beliefs and a post-traumatic growth scale. Positive events were strongly associated with changes in basic beliefs, while only weak associations were found for negative events. In addition, negative changes in basic beliefs were associated with growth only in negative life events and positive changes in basic beliefs were generally associated with growth.

Perceived changes in basic beliefs and growth related to life events were examined in three studies. A representative sample (N = 885), a sample of students and their families (N = 291) and a sample of students (N = 245) responded with a list of positive and negative life events, a scale of changes in basic beliefs and a post-traumatic growth scale. Positive events were strongly associated with changes in basic beliefs, while only weak associations were found for negative events. In addition, negative changes in basic beliefs were associated with growth only in negative life events and positive changes in basic beliefs were generally associated with growth.

The new socio-cultural scenario produced by immigration in schools implies a complex process of psychosocial adjustment. National students must also face diverse and new challenges as a result of immigration, which are linked to the perception and management of cultural differences. This paper aims to identify acculturative profiles in a sample (N = 426) of Chilean secondary school students. Cluster analysis allowed us to find a solution of three acculturative profiles (Tolerant Individualist, Undifferentiated Individualist and Undifferentiated Ethnocentric). Results show that these profiles differ in their levels of Affective Prejudice, Cultural Self-efficacy, and Well-being. These findings stress the importance of promoting social environments which could improve positive intergroup contact to enable the development of intercultural competence from early stages of life.

El nuevo escenario sociocultural producido por la inmigración en los colegios implica un complejo proceso de ajuste psicosocial. Los estudiantes nacionales también deben enfrentar diversos y nuevos desafíos producto de la inmigración, que se vinculan tanto con la percepción y gestión de las diferencias culturales. Este trabajo tiene como objetivo identificar perfiles aculturativos en una muestra de estudiantes secundarios chilenos (N  =  426). El análisis de conglomerados permitió encontrar una solución de tres perfiles aculturativos (Individualismo Tolerante, Individualista Indiferenciado y Etnocentrista Indiferenciado). Los resultados muestran que dichos perfiles se diferencian en Prejuicio Afectivo, Autoeficacia Cultural y Bienestar. Se discute sobre la importancia de generar entornos que favorezcan el contacto intergrupal positivo, para así posibilitar el desarrol...

The new socio-cultural scenario produced by immigration in schools implies a complex process of psychosocial adjustment. National students must also face diverse and new challenges as a result of immigration, which are linked to the perception and management of cultural differences. This paper aims to identify acculturative profiles in a sample (N = 426) of Chilean secondary school students. Cluster analysis allowed us to find a solution of three acculturative profiles (Tolerant Individualist, Undifferentiated Individualist and Undifferentiated Ethnocentric). Results show that these profiles differ in their levels of Affective Prejudice, Cultural Self-efficacy, and Well-being. These findings stress the importance of promoting social environments which could improve positive intergroup contact to enable the development of intercultural competence from early stages of life.

In Mexico, insecurity and fear of crime had been affected Mexican’s society historically. However, research has focused on comprehend the causes society attributes to both phenomena increasing and a little has been explored about the relationship those variables can have with concepts like social well-being. This study aims to know about the effect social well-being (and his dimensions), emotions (positive and negative) and negative perception of the world have on the fear of crime. A sample of 152 young students (55.3% women and 44.7% men) with a mean age of 25.56 years (SD= 3.30) participated in this research.Results showed that fear of crime has configurated as a problem itself and affects society in a differential way. Consequently, high levels of social well-being diminish worry about fear of crime. In opposition, high levels of negative perception of the world and of negative fee...

In Mexico, insecurity and fear of crime had been affected Mexican’s society historically. However, research has focused on comprehend the causes society attributes to both phenomena increasing and a little has been explored about the relationship those variables can have with concepts like social well-being. This study aims to know about the effect social well-being (and his dimensions), emotions (positive and negative) and negative perception of the world have on the fear of crime. A sample of 152 young students (55.3% women and 44.7% men) with a mean age of 25.56 years (SD= 3.30) participated in this research.Results showed that fear of crime has configurated as a problem itself and affects society in a differential way. Consequently, high levels of social well-being diminish worry about fear of crime. In opposition, high levels of negative perception of the world and of negative fee...

In Mexico, insecurity and fear of crime had been affected Mexican’s society historically. However, research has focused on comprehend the causes society attributes to both phenomena increasing and a little has been explored about the relationship those variables can have with concepts like social well-being. This study aims to know about the effect social well-being (and his dimensions), emotions (positive and negative) and negative perception of the world have on the fear of crime. A sample of 152 young students (55.3% women and 44.7% men) with a mean age of 25.56 years (SD= 3.30) participated in this research.Results showed that fear of crime has configurated as a problem itself and affects society in a differential way. Consequently, high levels of social well-being diminish worry about fear of crime. In opposition, high levels of negative perception of the world and of negative fee...

The increasing number of immigrant students on the Chilean educational system stresses the importance of study teachers’ attitudes to multiculturality in schools settings. Nevertheless, there is a lack of adequate measurement instruments to apply on Chilean population. The aim of this work was to validate the Attitude to Multiculturality at School Scale (León del Barco et al., 2007) on a Chilean sample, composed by N=160 teachers. Confirmatory factor analysis showed that the unifactorial model had the best fit to the data. Correlation analysis revealed significant relations between attitude to multiculturality at school, perceived out-group threat and prejudice. Linear regression analysis showed that perceived threat and prejudice explained 42% of the attitude to multiculturality at school variability, supporting criterion validity.

Aunque el aumento del alumnado inmigrante en Chile subraya la importancia de estudiar actitudes de los docentes hacia la multiculturalidad, existe un déficit de instrumentos de medida para ser aplicados a la población local. El objetivo de este estudio es validar la Escala de Actitudes hacia la Multiculturalidad en la Escuela (León del Barco et al., 2007) en una muestra compuesta por N=160 profesores chilenos. Se estableció que el modelo unifactorial presenta el mejor ajuste a los datos, y se determinó la existencia de relaciones significativas entre la actitud hacia la multiculturalidad, la amenaza exogrupal percibida y el prejuicio. Los análisis de regresión lineal señalan que la amenaza exogrupal percibida y el prejuicio, explican el 42% de la variabilidad de la actitud hacia la multiculturalidad, apoyando la validez de criterio de la escala.

The increasing number of immigrant students on the Chilean educational system stresses the importance of study teachers’ attitudes to multiculturality in schools settings. Nevertheless, there is a lack of adequate measurement instruments to apply on Chilean population. The aim of this work was to validate the Attitude to Multiculturality at School Scale (León del Barco et al., 2007) on a Chilean sample, composed by N=160 teachers. Confirmatory factor analysis showed that the unifactorial model had the best fit to the data. Correlation analysis revealed significant relations between attitude to multiculturality at school, perceived out-group threat and prejudice. Linear regression analysis showed that perceived threat and prejudice explained 42% of the attitude to multiculturality at school variability, supporting criterion validity.