Equivalencia Factorial De La Escala De Actitudes Hacia La Autoridad Institucional en Adolescentes (Aai-A) Chilenos Y Colombianos

Gálvez-Nieto, José Luis; Salvo, Sonia; Trizano-Hermosila, Ítalo

doi:10.21865/ridep46.1.08

Cited by 13 publications

(17 citation statements)

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“…The results of this investigation showed that the general factor of the SCASIM-St15 called School Climate and the School Identification factor presented significant and negative correlations with the Positive Attitude to Transgression factor, but significant and positive correlations with the Positive Attitude to Authority factor. These results are consistent with previous studies which suggest that students who present high levels of transgression of norms, in turn present relational problems in schools ( Gálvez-Nieto et al, 2018 ), and violence toward their parents ( Martínez-Ferrer et al, 2018 ; Del Moral et al, 2019 ). On the other hand, a positive attitude toward the norms of institutions such as the school or the police favors academic success ( Trinidad, 2020 ) and psychosocial adjustment in other social contexts ( Bonilla et al, 2017 ).…”

Section: Discussionsupporting

confidence: 93%

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Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

2021

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School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness.

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Section: Discussionsupporting

confidence: 93%

“…In addition, the adapted version of the Attitudes to Institutional Authority in Adolescence Scale (AIA-A) was applied ( Gálvez-Nieto et al, 2018 ). The AIA-A is a self-report scale that assesses adolescent attitudes toward authority figures, has nine items and is answered using a five-point ordinal scale (1 = Never, 5 = Always).…”

Section: Methodsmentioning

confidence: 99%

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

2021

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“…Future lines of enquiry could assess associations with other constructs linked to the school setting. In this context, it would be interesting to see the effect of school climate on school regulations ( Gálvez-Nieto et al, 2015b ) or explanatory studies that analyze the relationships between the various ecological aspects of the school system ( Bronfenbrenner, 2002 ; Gálvez-Nieto et al, 2020 ). This study highlights the need to carry out psychometric studies in order to estimate the stability of school climate measurements over time and to analyze the invariability of the construct in other populations of Spanish-speaking students, with the aim of facilitating the comparison of results between different cultural contexts.…”

Section: Discussionmentioning

confidence: 99%

Adaptation and Validation of the School Climate and School Identification Measure-Student Scale (SCASIM-St) in a Sample of Chilean Adolescents

et al. 2020

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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. 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. 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. Three confirmatory factor models were contrasted, the one with the best fit supported the originally proposed structure. The evidence of external criterion validity, confirmed through the Authoritative School Climate Survey (ASCS), showed a significant positive relationship between the two measures. This study verified the psychometric quality for the SCASIM-St scale, allowing for its use in the Chilean context. This instrument provides a measurement tool with a solid theoretical base that can be used in the Chilean context.

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“…Asimismo como se señaló anteriormente, intervenir en estas variables, no solo permitirá favorecer el desarrollo de los estudiantes en este ámbito, sino que posibilitará la mejora de las relaciones interpersonales entre los estudiantes, así como el incremento de las expectativas académicas de la familia (Calero et al, 2014;Gálvez-Nieto, Vera-Bachmann, Trizano, & García, 2015).…”

Section: Discussionunclassified

Propiedades Psicométricas de la Escala de Autoconcepto Académico (EAA) en Estudiantes Chilenos

Gálvez-Nieto¹,

Polanco²,

Salvo³

2017

RIDEP

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ResumenEl objetivo de esta investigación fue presentar evidencias de validez, fiabilidad e invarianza factorial de la Escala de Autoconcepto Académico en adolescentes chilenos. Se analizó una muestra de 761 adolescentes de ambos sexos (45.6% hombres, 54.4% mujeres), con un promedio de edad de 16.3 años (DT=1.374), pertenecientes a 11 establecimientos educativos de la Región de la Araucanía de Chile. La estructura de la escala fue comprobada a través de análisis factorial exploratorio, análisis factorial confirmatorio y análisis multigrupo, utilizando el procedimiento de muestras cruzadas. Los resultados obtenidos evidencian adecuadas propiedades psicométricas para su uso en Chile, manteniendo una estructura de dos factores correlacionados; Rendimiento Académico y Autoeficacia Académica, que explicaron 47.41% de la varianza del constructo. El análisis multigrupo reveló que la escala se mantiene invariante hasta el nivel de medias latentes (SB- 2 =28.061, p=.258; CFI=-.004). La escala presentó adecuados índices de fiabilidad.Palabras clave: autoconcepto, propiedades psicométricas, autoeficacia académica, rendimiento académico AbstractThe aim of this study was to provide evidence of validity, reliability and factorial invariance of the Academic Self-Concept Scale applied to chilean adolescents. The sample comprised 761 adolescents of both genders (45.6% boys and 54.4% girls) with a mean age of 16.3 years (SD=1.374) from 11 schools in the Araucanía Region of Chile. The factor structure of the scale was tested by exploratory factor analysis, confirmatory factor analysis and multi-group analysis using cross sampling. The results showed adequate psychometric properties for use in Chile while maintaining a structure of two correlated factors: academic performance and academic self-efficacy, which together accounted for 47.41% of the variance of the construct. The multigroup analysis revealed that the scale remained invariant to the level of latent means (SB- 2 =28.061, p=.258; CFI=-.004). The scale presented adequate indices of reliability for internal consistency and homogeneity.Keywords: self-concept, psychometric properties, academic performance, academic self-efficacy Este artículo reporta los resultados de una investigación original que ha sido financiada por la Dirección de Investigación de la Universidad de La Frontera. Proyecto DIUFRO N° DI09-0066.

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Equivalencia Factorial De La Escala De Actitudes Hacia La Autoridad Institucional en Adolescentes (Aai-A) Chilenos Y Colombianos

Cited by 13 publications

References 17 publications

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

Adaptation and Validation of the School Climate and School Identification Measure-Student Scale (SCASIM-St) in a Sample of Chilean Adolescents

Propiedades Psicométricas de la Escala de Autoconcepto Académico (EAA) en Estudiantes Chilenos

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