ELEMENTOS DE MUESTREO MENDENHALL PDF SERIES

Despite the fact that the CECSCE has shown stability in terms of its factor structure, the number of dimensions is insufficient, threatening the validity of the theoretical content of the scale.Īnother scale that presents adequate levels of reliability and validity in Chile is the “School Climate Scale” ( López et al., 2014). There are at least two psychometric studies that have provided evidence that the Questionnaire to Assess School Social Climate (CECSCE) is a good measurement of school climate ( Gálvez-Nieto et al., 2015a Gálvez-Nieto et al., 2017). Main Psychometric Studies That Evaluate the Construct of School Climate in Chileĭespite the relevance of the school climate construct and the international evidence that justifies its study, little progress has been made in Chile in terms of the development of measurement scales and/or the adaptation of instruments. Adolescence is considered a period of great growth and biological development, as well as a period in which a wide variety of risk factors can affect people’s health ( World Health Organization, 2020). However, some specialists in Chile use this range in a referential and flexible way, expanding the period of adolescence to account for the biological changes and the transition into social roles experienced by the youth ( Gaete, 2015). The World Health Organization (2020) defines adolescence as the period of growth after childhood, ranging from approximately 10–19 years of age. The present study focused on adolescence, a developmental stage in which individual behaviors are strongly influenced. Thus, by providing a space for building shared social identity, schools have an intrinsic impact on shaping individual behavior.

Students who identify more strongly with their school are more likely to behave in accordance with its rules, values, and beliefs ( Reynolds et al., 2015).

The studies with the greatest evidence and methodological robustness ( Thapa et al., 2013 Rudasill et al., 2018) agree that school climate is a complex construct that must be measured from a multidimensional perspective.Īmong the currently proposed dimensions, school identification ( Miller et al., 2015, 2016 Reynolds et al., 2015), attachment to the school ( Finn, 1989), and connection ( Loukas et al., 2006 Bizumic et al., 2009) are of great relevance since these factors have shown that schools have an intrinsic impact on their students’ behavior ( Lee et al., 2017). This instrument provides a measurement tool with a solid theoretical base that can be used in the Chilean context.ĭespite a relative consensus regarding the benefits of school climate ( Steffgen et al., 2013), its definition has a wide range of conceptualizations ( Alonso-Tapia and Nieto, 2019) and a lack of consistent theoretical approaches ( Ramelow et al., 2015). This study verified the psychometric quality for the SCASIM-St scale, allowing for its use in the Chilean context. The evidence of external criterion validity, confirmed through the Authoritative School Climate Survey (ASCS), showed a significant positive relationship between the two measures. Three confirmatory factor models were contrasted, the one with the best fit supported the originally proposed structure. First, a linguistic adaptation of the instrument was completed, followed by a cross-sectional study 1,456 students of both sexes participated in the study (41.1% boys and 58.9% girls), with an average age of 15.76 years (SD = 1.42), representing 17 secondary schools in Chile. Consequently, the aim of this study was to adapt and validate the dual School Climate and School Identification Measure-Student (SCASIM-St) scale in a sample of Chilean adolescents.

ELEMENTOS DE MUESTREO MENDENHALL PDF SERIES

The school climate construct has been linked to a series of positive outcomes in adolescence however, the few validated instruments in Spanish have a fragile theoretical base.

4Departamento de Psicología, Universidad Católica de Temuco, Temuco, Chile.

3Departamento de Psicología, Universidad de La Frontera, Temuco, Chile.

2Instituto de Psicología, Universidad Austral de Chile, Puerto Montt, Chile.

1Departamento de Trabajo Social, Universidad de La Frontera, Temuco, Chile.

José Luis Gálvez-Nieto 1, Daniela Vera-Bachmann 2*, Ítalo Trizano-Hermosilla 3, Karina Polanco-Levican 4 and Claudio Briceño-Olivera 1

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