Marina Alarcón-Espinoza
Biographic Data
| ID | 7930105 |
|---|---|
| NAME | Marina Alarcón-Espinoza |
| GIVEN NAMES | Marina |
| FAMILY NAME | Alarcón-Espinoza |
| SIGNATURE | ALARCÓN-ESPINOZA M |
| AFFILIATIONS | Universidad de La Frontera |
| ORCID | 0000-0002-6636-083X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Conflicts in the classroom
To support teacher-guided techniques that support emotional self-regulation, this study characterizes how conflicts that arise in the classroom are identified and resolved. From a mixed methods perspective, nine classes were systematically observed for five sessions each. After coding the data according to an ad hoc instrument and assessing the concordance of the records, a lag sequential analysis (GSEQ5) was performed to detect the existing regu…
Focusing on the task and emotional self-regulation
Focusing on school tasks and regulating emotions are often challenges for students to achieve. The objective of this research is to describe and analyse the behaviours associated with emotional regulation that affect the way students participate in the classroom and contribute to the subject matter. From the mixed methods perspective, an observational study was carried out based on an N/F/M (Nomothetic/Follow-up/Multidimensional) design. The memb…
Systematic Observation of Emotional Regulation in the School Classroom
Emotional regulation is a developmental milestone, as it promotes well-being throughout life. Children between 10 and 12 years old are expected to reach capacities that allow them to regulate themselves emotionally, the school context being a natural setting for this challenge. With the objective of analyzing the forms of expression and regulation of emotions that are observed in the school classroom, this research was conducted through a mixed m…
Vínculos afectivos en adolescentes institucionalizados, Chile
The aim of this study was to describe the experience of affective bonds in institutionalized adolescents in the Araucanía region of Chile. The sample consisted of 4 male adolescents (aged between 16 and 18 years old), who currently live in centers managed by the National Service for Minors (Sename). The methodology was based on in-depth interviews with adolescents, and analyzed using Interpretive Phenomenological Analysis. The results identified …
Significados del actuar delictivo adolescente
With the objective of characterizing the meanings of criminal acts that \nthe mothers of young people who are serving sentences in a Youth Detention Centre, a descriptive \nqualitative studywas carried out thatselected a sample of five participantswho are classified as critical \ncases. The study used the data collection technique of a semi-structured interview and Interpretive \nPhenomenological Analysis (IPA) was used to analyze and interpret t…
No prominent works on this page.
Significados del actuar delictivo adolescente
With the objective of characterizing the meanings of criminal acts that \nthe mothers of young people who are serving sentences in a Youth Detention Centre, a descriptive \nqualitative studywas carried out thatselected a sample of five participantswho are classified as critical \ncases. The study used the data collection technique of a semi-structured interview and Interpretive \nPhenomenological Analysis (IPA) was used to analyze and interpret t…
Vínculos afectivos en adolescentes institucionalizados, Chile
The aim of this study was to describe the experience of affective bonds in institutionalized adolescents in the Araucanía region of Chile. The sample consisted of 4 male adolescents (aged between 16 and 18 years old), who currently live in centers managed by the National Service for Minors (Sename). The methodology was based on in-depth interviews with adolescents, and analyzed using Interpretive Phenomenological Analysis. The results identified …
Focusing on the task and emotional self-regulation
Focusing on school tasks and regulating emotions are often challenges for students to achieve. The objective of this research is to describe and analyse the behaviours associated with emotional regulation that affect the way students participate in the classroom and contribute to the subject matter. From the mixed methods perspective, an observational study was carried out based on an N/F/M (Nomothetic/Follow-up/Multidimensional) design. The memb…
Systematic Observation of Emotional Regulation in the School Classroom
Emotional regulation is a developmental milestone, as it promotes well-being throughout life. Children between 10 and 12 years old are expected to reach capacities that allow them to regulate themselves emotionally, the school context being a natural setting for this challenge. With the objective of analyzing the forms of expression and regulation of emotions that are observed in the school classroom, this research was conducted through a mixed m…
Conflicts in the classroom
To support teacher-guided techniques that support emotional self-regulation, this study characterizes how conflicts that arise in the classroom are identified and resolved. From a mixed methods perspective, nine classes were systematically observed for five sessions each. After coding the data according to an ad hoc instrument and assessing the concordance of the records, a lag sequential analysis (GSEQ5) was performed to detect the existing regu…
Humanities (3 works) · Psychology (3 works) · Art (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Concordance (2 works) · Context (archaeology (2 works) · Educational Innovations and Technology (2 works) · Social Skills and Education (2 works) · Applied Psychology (1 works) · Applied Psychology (1 works)