No abstract

Psychometric properties of APGAR-family scale in a multiethnic sample of Chilean older people Background: The APGAR-family scale is used for the assessment of family functioning in primary health care. Aim: To examine the psychometric properties of the family functioning scale APGAR-family, in a multi-ethnic sample of older Chilean adults. Material and Methods: The scale was applied to 800 participants aged more than 60 years, residing in rural areas of the regions of Arica and Parinacota and La Araucanía. Results: The Cronbach's alpha obtained was 0,992 for the scale composed of five items. The confirmatory factor analysis determined a unifactorial model, whose goodness of fit indices were satisfactory. Namely, weighted least square mean and variance adjusted-χ 2 was 20.097 (p < 0.01), comparative fit index was 0.997, Tucker-Lewis index was 0.995 and Root Mean Square Error of Approximation was 0.079 (90% confidence intervals 0.049-0.091). Conclusions: The APGAR-family is a reliable and appropriate instrument to be applied in older people in Chile, specifically in elderly people residing in rural areas who belong to the Aymara and Mapuche indigenous communities.

ResumenEl propósito de esta investigación fue estudiar la equivalencia y estabilidad psicométrica de la Escala de Actitudes hacia la Autoridad Institucional (AAI-A) en adolescentes chilenos y colombianos. Se realizó un estudio de corte transversal en el que participaron dos muestras independientes de adolescentes de ambos sexos, de edades comprendidas entre 12 y 20 años. La primera muestra estuvo compuesta por 692 adolescentes chilenos, y la segunda por 541 adolescentes colombianos. Los resultados obtenidos mediante los procedimientos de validez cruzada, análisis factorial exploratorio y confirmatorio, análisis de invarianza factorial, los análisis correlacionales para evaluar la validez de criterio externo y los análisis de consistencia interna y homogeneidad, permiten concluir que la AAI-A es un instrumento válido y fiable en ambos contextos.Palabras clave: actitud hacia la autoridad, adolescencia, invarianza factorial AbstractThe objective of this research is to study the equivalence and psychometric stability of the scale of attitudes towards authority in Chilean and Colombian teenagers. We carried on a transversal study with two independent samples of teenagers from both gender, aged 12 to 20 years old. The first sample was composed of 692 Chilean teenagers and the second one was composed of 541 Colombian teenagers. The results obtained using cross-validation procedures, exploratory and confirmatory factor analysis, factorial invariance analysis, correlational analyzes to evaluate the validity of external criteria and analyzes of internal consistency and homogeneity allowed us to conclude that AAI-A is an instrument valid and reliable in both contexts.Keywords: attitude toward authority, adolescence, factorial invariance Agradecimientos: Este artículo reporta resultados parciales del proyecto FONDECYT N° 11150157 denominado "Dejando atrás los modelos centrados en el déficit: desarrollo de un modelo estructural para explicar el clima social escolar. El rol del individuo, la familia, la comunidad y los valores desde un enfoque de desarrollo positivo adolescente", financiado por CONICYT y desarrollado entre noviembre de 2015 y noviembre de 2018.

Framed in a context with an emerging economy and with a high percentage of school failure, this study aimed to identify the factors that turn students with socioeconomic disadvantages into resilient students. Two questions guided the research: Can resilience be supported in students in adverse socioeconomic situations? What factors influence building resilient students? A cross-sectional study was carried out from 2011 to 2015 in Chile, using a multilevel logistic regression model with three levels, considering the hierarchical data structure. The behavior of 63100 to 76400 sampled students was analyzed. Results show five relevant factors in building resilience: self-efficacy in language, minor aggressions and violence perceived by students, norms and values of the establishment, interest in study, and self-efficacy. Some risk factors identified were an atmosphere of less respect and trust, engagement in physical education activities and good performance in carrying them out. These results could orient educational leaders interested in supporting the educational community in order to improve the academic success of disadvantaged students.

No abstract