Lina María Saldarriaga
Biographic Data
| ID | 6726441 |
|---|---|
| NAME | Lina María Saldarriaga |
| GIVEN NAMES | Lina María |
| FAMILY NAME | Saldarriaga |
| SIGNATURE | SALDARRIAGA L M |
| AFFILIATIONS | Asociación Colombiana de Diabetes |
| ORCID | 0000-0001-6804-2395 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Estilos docentes
This research article presents the results of an evaluative and mixed instrumental case study that aimed to evaluate how the pedagogical use of the game ‘¡Aye!’ could contribute to the development of authoritative teaching styles. An intervention based on game-based learning was implemented and evaluated with 13 teachers (3 men) from Bogotá, Colombia. Information was collected from a self-report questionnaire on teaching styles (before and after …
Predicting changes in classroom aggression status norms
This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers’ aggression beliefs and students’ perceptions of teachers’ support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonline…
Unpacking the misfit effect
Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proxi…
The effect of classroom aggression‐related peer group norms on students' short‐term trajectories of aggression
Using a four‐wave/seven‐month longitudinal design with a sample of 1595 preadolescents (53% boys, 47% girls, M age = 10.2 years) from 63 fourth‐, fifth‐ and sixth‐ grade classrooms in nine mixed‐sex schools in Bogotá, Colombia, we examined whether growth trajectories of measures of overt and relational aggression varied as a function of classroom norms for aggression. Multilevel growth mixture modeling revealed (a) distinct trajectories of overt …
Transformative peace education with teachers
Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of Juegos de Paz, an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore transformative peace education and identify four key lessons for practitioners. Data from focus groups, …
Adjusting for Group Size Effects in Peer Nomination Data
Adjusting nomination‐based sociometric and peer assessment scores for biases due to variations in group size has been a long‐standing concern for peer relations researchers. The techniques that have been typically used to make these adjustments (e.g., proportion and standardized scores) are known to have fundamental problems that limit their utility. This study introduces a regression‐based procedure that adjusts nomination‐based scores for varia…
Adjusting for Group Size Effects in Peer Nomination Data
Adjusting nomination‐based sociometric and peer assessment scores for biases due to variations in group size has been a long‐standing concern for peer relations researchers. The techniques that have been typically used to make these adjustments (e.g., proportion and standardized scores) are known to have fundamental problems that limit their utility. This study introduces a regression‐based procedure that adjusts nomination‐based scores for varia…
Transformative peace education with teachers
Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of Juegos de Paz, an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore transformative peace education and identify four key lessons for practitioners. Data from focus groups, …
The effect of classroom aggression‐related peer group norms on students' short‐term trajectories of aggression
Using a four‐wave/seven‐month longitudinal design with a sample of 1595 preadolescents (53% boys, 47% girls, M age = 10.2 years) from 63 fourth‐, fifth‐ and sixth‐ grade classrooms in nine mixed‐sex schools in Bogotá, Colombia, we examined whether growth trajectories of measures of overt and relational aggression varied as a function of classroom norms for aggression. Multilevel growth mixture modeling revealed (a) distinct trajectories of overt …
Adjusting for Group Size Effects in Peer Nomination Data
Adjusting nomination‐based sociometric and peer assessment scores for biases due to variations in group size has been a long‐standing concern for peer relations researchers. The techniques that have been typically used to make these adjustments (e.g., proportion and standardized scores) are known to have fundamental problems that limit their utility. This study introduces a regression‐based procedure that adjusts nomination‐based scores for varia…
Transformative peace education with teachers
Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of Juegos de Paz, an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore transformative peace education and identify four key lessons for practitioners. Data from focus groups, …
The effect of classroom aggression‐related peer group norms on students' short‐term trajectories of aggression
Using a four‐wave/seven‐month longitudinal design with a sample of 1595 preadolescents (53% boys, 47% girls, M age = 10.2 years) from 63 fourth‐, fifth‐ and sixth‐ grade classrooms in nine mixed‐sex schools in Bogotá, Colombia, we examined whether growth trajectories of measures of overt and relational aggression varied as a function of classroom norms for aggression. Multilevel growth mixture modeling revealed (a) distinct trajectories of overt …
Unpacking the misfit effect
Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proxi…
Predicting changes in classroom aggression status norms
This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers’ aggression beliefs and students’ perceptions of teachers’ support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonline…
Estilos docentes
This research article presents the results of an evaluative and mixed instrumental case study that aimed to evaluate how the pedagogical use of the game ‘¡Aye!’ could contribute to the development of authoritative teaching styles. An intervention based on game-based learning was implemented and evaluated with 13 teachers (3 men) from Bogotá, Colombia. Information was collected from a self-report questionnaire on teaching styles (before and after …
Psychology (6 works) · Bullying, Victimization, and Aggression (4 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Aggression (3 works) · Peer group (3 works) · Behavioral and Psychological Studies (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Perception (2 works) · Political science (2 works)