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Item type:Publication, Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being(Springer, 2020-10-01)Positive psychology has promoted well-being research in adolescents. However, there is not enough research about the determinants of well-being at school. Specifically, the determinants of academic performance have been investigated in depth, to the detriment of the determinants of subjective well-being. Research in this area highlights the importance of social support received, and school adaptation. However, there is still a lack of comprehensive studies on perceived support, students’ adaptation and their subjective well-being in complex multivariate models. The aim of this research is to analyze the influence of the perceived social support from different sources (parents, teachers and friends) on adolescents’ subjective well-being, mediated by their school adaptation, in a sample of 1035 students in the city of Lima. An a priori structural model with latent variables was tested, with a reasonable, but not excellent fit. According to modification indexes, there was a strong link of family support on well-being, and therefore, this new direct effect was added in order to improve model fit. This final model predicts well-being with three social support measures. This association is partially mediated by school adjustment and academic achievement, while controlling for age and gender. Each source of support influences aspects of the school context differently. School adjustment had a relevant mediational role in the relationship among social support sources and well-being. In addition, women and younger students showed better school adaptation and subjective well-being. These results show the importance of working in promoting education that pursues the happiness of the students, not only the academic qualifications. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Teaching capacity of remote and robotic observing facilities for universities and high schools(Cambridge University Press, 2024-08-01)This article reports on the Focus Meeting on using remote and robotic telescope networks for high-school and undergraduate students in STEM education. The meeting explored how increased accessibility to these telescopes transforms science education, enabling hands-on, observation-based learning that builds STEM interest and critical thinking. With insights from over 50 global experts, the article summarizes best practices, challenges, and leading programmes. Key topics included cataloging accessible telescopes, assessing educational impacts, and fostering international collaboration to expand telescope networks, especially in underserved regions. While projects worldwide were presented and discussed, special attention was given to Africa’s educational landscape, underscoring the importance of hosting the IAU General Assembly there for the first time. The article concludes with recommendations and resources, highlighting robotic telescopes as vital tools to inspire and engage students with the universe. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Sources of perceived social support, school adjustment and academic success in Peruvian secondary education(Taylor & Francis, 2026-01-01)Social support has relevant effects on adjustment in the educational setting, and in turn, this school adjustment is important to obtain academic success. The aim of this research is to analyse the relationships of the perceived social support from family, teachers and friends with the students' school adjustment, and their academic success, while controlling for age, gender and type of school in Secondary school students. The research is a cross-sectional survey design. The sample was 906 Peruvian students. A structural model found that social support dimensions, gender and type of school predicted school adjustment. Academic success was directly and positively predicted by school adjustment. Girls perceived more school adjustment than boys. Students in private schools perceived more adjustment than students in public schools.