Yaranay López-Angulo

TL;DR: Estimating the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year indicated that the perception of students’ social support did not change over time.

TL;DR: In this paper, the authors analyzed the differences among perceived social support, gender, and knowledge area on self-perceived academic performance, and found a statistically significant interaction effect families predominated as a source of social support.

TL;DR: In this paper, the authors conducted a systematic review with a critical, theoretical review approach to describe the theoretical background and relevance of teachers' social-emotional competencies and proposed guidelines to develop social and emotional competencies in educational public policies.

TL;DR: In this article, the authors examined psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and analyzed the mental health of parents, finding that 57.6% of parents reported severe anxiety, 50.8% stress and 83% depression.

TL;DR: In this article, the authors designed and estimated the psychometric properties of scales that measure the three phases of the self-regulated learning process and concluded that these scales are useful for measuring the entire or specific part of the learning process by researchers who design interventions and by teachers who seek to promote it.