Psychometric Evaluation of the School Climate and School Identification Measure-Student on Chilean Students: A Bifactor Model Approach.

School climate is a relevant construct for understanding social relations at school. The SCASIM-St has been widely defined as a multidimensional construct; however, new factor structures have not been explored through evidence that allows for interpreting school climate scores from an approach that respects the multidimensionality of the scale and, at the same time, allows for identifying the degree of essential unidimensionality in the data. Consequently, the objective was to analyze the psychometric properties of the SCASIM-St from a bifactor model approach, evaluating the influence of a general school climate factor versus five specific factors. The study involved 1860 students of both sexes (42% males and 58% females), with an average age of 16.63 years (SD = 0.664), from 17 secondary schools in Chile. The results obtained by a confirmatory factor analysis provided evidence that the best model was the bifactor model for the 38 items, with one general factor and five specific factors. The Explained Common Variance (ECV) values and reliability levels by hierarchical omega accounted for a strong general school climate factor with high levels of reliability. Evidence of external criterion validity, assessed through the attitude toward authority scale (AIA-A), showed a theoretically expected and significant relationship between the factors of both instruments. This study confirmed the psychometric robustness of the SCASIM-St scale by means of a bifactor model, allowing for a new, essentially unidimensional interpretation of the scale scores and providing an instrument to measure school climate in Chile.

Psychometric properties of the Teachers' Sense of Efficacy Scale in a sample of Chilean public school teachers.

The Teachers' Sense of Efficacy Scale (TSES) has demonstrated suitable levels of reliability and validity for its use on the teacher population in several countries, and it is the most used scale to assess teachers' beliefs in their efficacy. However, few psychometric studies exist on its applicability to elementary teachers in public schools. This study analyzed the psychometric properties of the TSES in teachers who work in elementary education. The sample comprised 1,406 Chilean teachers, mainly women (77.2%), from various Chilean public and subsidized schools. The results obtained from three confirmatory factor analyses demonstrated that the model that best fit the data was bifactor exploratory structural equation modeling (B-ESEM) for 24 items, one general factor, and three residual factors. The results of the factorial invariance analysis indicate that the TSES remains stable up to the strict level of invariance for the variable sex. These results imply that the TSES can be used on Chilean teachers. The results are discussed based on the theoretical and empirical evidence available.

Competencias interculturales desde un enfoque ético intercultural en la formación inicial de profesionales en ciencias de la salud. un desafío ineludible

Chile es un país culturalmente diverso cuya población debe enfrentar dificultades relacionadas con la salud. Este ensayo tiene por objetivo reflexionar en torno a las competencias interculturales desde un enfoque ético intercultural, en la formación inicial de profesionales en ciencias de la salud. Se constata una salud carente y descontextualizada de la realidad cultural en la formación inicial en ciencias de la salud. Para evolucionar en esta área, se requiere imperiosamente formar a los profesionales en competencias interculturales desde un enfoque ético intercultural. Ello contribuirá al reconocimiento y comprensión de la otredad desde su propia cultura, a partir de la relación e intercambio de experiencias, conocimientos, saberes, entre otros. Para ello se requiere del diálogo intercultural entre profesionales y expertos pertenecientes a distintos sistemas de salud, con el fin de coconstruir desde la salud y enfermedad, para responder de forma oportuna y adecuada a las demandas de salud, y brindar un cuidado en salud digno y de calidad. En efecto, mitigará las desigualdades e injusticias, a la vez que proporcionará una vida más plena a las personas que conviven en una sociedad culturalmente diversa.

Chile is a culturally diverse country, and this population must face difficulties related to health. This essay aims to reflect on intercultural competencies from an intercultural ethical approach, in the initial training of professionals in health sciences. The initial training in health sciences shows that health is lacking and decontextualized from the cultural reality. In order to evolve in this area, it is imperative to train professionals in intercultural competencies from an intercultural ethical approach. This will contribute to the recognition and understanding of otherness from their own culture, based on the relationship and exchange of experiences, knowledge, wisdom, among others. This requires intercultural dialogue between professionals and experts belonging to different health systems, in order to co-construct from health and disease. This will allow a timely and adequate response to health demands. It will also provide quality and dignified health care and attention. In effect, it will mitigate inequalities and injustices, while providing a fuller life to people living in a culturally diverse society.

O Chile é um país culturalmente diverso, essa população deve enfrentar dificuldades relacionadas à saúde. Este ensaio tem como objetivo refletir sobre as competências interculturais a partir de uma abordagem ética intercultural, na formação inicial de profissionais em ciências da saúde. A saúde carente e descontextualizada da realidade cultural é verificada na formação inicial em ciências da saúde. Para evoluir nesta área, é imperativo formar profissionais em competências interculturais a partir de uma abordagem ética intercultural. Isso contribuirá para o reconhecimento e compreensão da alteridade a partir da própria cultura, do relacionamento e troca de experiências, saberes, saberes, entre outros. Para isso, é necessário o diálogo intercultural entre profissionais e especialistas pertencentes a diferentes sistemas de saúde; a fim de co-construir a partir da saúde e da doença. Isso permitirá uma resposta oportuna e adequada às demandas de saúde. Da mesma forma, prestará cuidados e atenção à saúde dignos e de qualidade. Com efeito, atenuará as desigualdades e as injustiças, ao mesmo tempo que proporcionará uma vida mais plena às pessoas que vivem numa sociedade culturalmente diversa.

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context.

For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (n = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036-0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.

Psychometric Properties of the SV-RES60 Resilience Scale in a Sample of Chilean Elementary School Teachers.

The concept of resilience, identified as a crucial variable due to its association with several beneficial outcomes in adulthood, is of particular interest in the teaching field. Specifically, teachers work in a demanding, challenging, and stressful context that requires a remarkable ability to adapt; therefore, resilience is important in the field of teaching and training, as it plays a fundamental role in children's cognitive, social, and emotional development. This study sought to analyze the psychometric properties of the SV-RES60 Resilience Scale in a sample of Chilean elementary school teachers from first to eighth grade (N = 1406; mean age = 41.4; SD = 10.8). ESEM and bifactor ESEM analyses were performed to evaluate its factor structure, internal consistency, and reliability. The results supported a bifactor structure in which resilience was represented by one general latent factor and twelve specific factors (RMSEA = 0.032; 90%CI [0.030, 0.033]; SRMR = 0.012; CFI = 0.986; TLI = 0.977). A predominance of the unidimensional components of the SV-RES60 (general factor, ECV = 0.812; ωh = 0.975) and a high reliability (α = 0.981; ω of the general factor = 0.991) were observed. In conclusion, the SV-RES60 Resilience Scale is a suitable instrument for measuring the general factor of resilience in the investigated teaching environment. Future studies could contribute towards evidence of a reduced scale and transcultural validation to conduct comparative studies.

How to evaluate coping strategies for stressful situations? Validation of the CSI in a Spanish university population / ¿Cómo evaluar las estrategias de afrontamiento para situaciones estresantes? Validación de la CSI en población universitaria española

The aim of the present study was to evaluate the psychometric properties of the Coping Strategies Inventory (CSI) in a sample of students from the Complutense University of Madrid (UCM) in the COVID-19 post-pandemic setting. For this, a cross-sectional study was conducted in which 2835 university students (71.1% women and 28.9% men) participated, with an average age of 21.8 years (SD= 2.97). The factorial structure of the scale was assessed using descriptive and confirmatory analyses, and the results confirm that the CSI maintained the structure of eight correlated factors. In addition, the CSI presented adequate levels of reliability that provide evidence for its use among Spanish university students. Taking into account the characteristics of stress in a university population, having instruments validated in higher education regarding students’ coping strategies for stressful situations makes it possible to analyze and, therefore, influence the implementation and development of education policies aimed at improving the academic experiences of university students.(AU)

El objetivo del presente estudio fue evaluar las propiedades psicométricas del Inventario de estrategias de afrontamiento (CSI) en una muestra de estudiantes de la Universidad Complutense de Madrid (UCM) en el contexto pospandemia de la COVID-19. Para ello se realizó un estudio transversal en el que participaron 2835 estudiantes universitarios (71,1% mujeres y 28,9% hombres), con una edad media de 21,8 años (DE= 2.97). La estructura factorial de la escala fue evaluada mediante análisis descriptivos y confirmatorios, y los resultados confirman que el CSI mantuvo la estructura de ocho factores correlacionados. Además, el CSI presenta adecuados niveles de fiabilidad que aportan evidencia para su uso entre estudiantes universitarios españoles. Teniendo en cuenta las características propias del estrés en población universitaria, contar con instrumentos validados en la educación superior sobre las estrategias de afrontamiento de los estudiantes ante situaciones estresantes permite analizar y, por ende, incidir en la implementación y desarrollo de políticas educativas encaminadas a mejorar las experiencias académicas de los estudiantes universitarios.(AU)

Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile.

Academic performance in primary students is fundamental to future school success; however, simultaneous analysis of different key individual, family, and teaching factors must be considered to improve understanding and benefit the development of students' potential. This article presents a latent regression analysis model that examines the relationship between the latent variables (self-efficacy, interest in reading, bullying, parental expectations, and discrimination/exclusion, and teacher violence/aggression) and the academic performance of first-cycle primary students. The model investigates the impact of the latent variables on the standardized endogenous variables of SIMCE Mathematics and Language test scores using a quantitative, non-experimental, correlational, and cross-sectional design. The study involved 70,778 students (53.4% female), with an average age of 9.5 years (SD = 0.6), from Chilean public (33.6%) and subsidized (66.4%) schools. The results indicate that the model accounted for 49.8% and 47.7% of the mean variability in SIMCE Mathematics and Language test scores, respectively. The goodness-of-fit indices demonstrated satisfactory fits for both models. In both tests, student self-efficacy emerged as the most significant factor explaining test score variability, followed by parental expectations. Bullying was identified as a relevant factor in reducing mean performance on both tests. The findings suggest that education decision makers should address these issues to improve student outcomes.

Implications of Extractivism and Environmental Pollution in Mapuche Territories of the Araucania Region.

Chile is facing an environmental crisis and the territory of the Mapuche people is no exception. This is largely due to extractivism, which refers to the massive extraction and exploitation of natural resources in an indiscriminate manner. The objective of this study was to reveal the implications of extractivism and environmental pollution in Mapuche territories in the Araucanía region. The methodology used was qualitative, based on constructivist grounded theory. In-depth interviews and participant observation were used to collect data. The participants were 46 kimeltuchefes. The main results revealed extensive monocultures of non-native trees: pine and eucalyptus, which consume large amounts of water. They also revealed environmental pollution and indiscriminate forestry extractivism related to these trees, which generate soil degradation and water pollution. These consequences reduce biodiversity and disturb the ngenh (spiritual beings and protectors of nature). They also affect the Mapuche's agricultural activities and, in turn, their health and subsistence. In addition, non-native tree monocultures, environmental pollution and forestry extractivism transgress the az mapu (Mapuche code of ethics and behaviour), which disturbs the ethical, moral and spiritual relationship between the Mapuche and nature. They also have negative implications for the küme mogen (good living of the Mapuche), since they violate the balance and harmony between the Mapuche and all living beings, elements and spiritual beings that are part of nature. This also violates the reciprocity between the Mapuche and nature. It was concluded that there have been violations of the human rights of the Mapuche people, given that they are exposed to harmful environmental conditions that put their health and subsistence at considerable risk. In this sense, the Mapuche are experiencing a spiritual, physical, cognitive, attitudinal, affective and material imbalance. Ultimately, the state of Chile must generate intercultural environmental public and educational policies aimed at generating environmental awareness and creating actions to solve environmental problems in order to protect Mapuche and non-Mapuche territories.

Loneliness and Psychosocial Resources among Indigenous and Afro-Descendant Older People in Rural Areas of Chile.

(1) Background: loneliness is a problem that becomes increasingly acute in old age, with greater repercussions among socially disadvantaged groups such as indigenous and Afro-descendant older adults. The aim of this research is to analyze the psychosocial variables related to loneliness in old age. (2) Methods: a multi-ethnic sample was involved, with the participation of eight indigenous peoples and Afro-descendant tribal people (n = 1.348). Various gerontological scales previously validated among the Chilean population (De Jong Gierveld Loneliness Scale, Brief Resilient Coping Scale, Health Problems Questionnaire, and Family APGAR questionnaire) and a model are contrasted, establishing the relationship between psychosocial variables and loneliness. (3) Results: Structural equation modeling (SEM) showed the existence of indirect relationships between health problems, via family functioning and resilience, and loneliness. Resilience and family functioning were directly related to loneliness (WLSMV-χ2 (df = 345) = 875.106, p < 0.001; CFI = 0.992; TLI = 0.991; RMSEA = 0.034 [C.I. 90% = 0.031-0.037]). (4) Conclusions: loneliness has cross-culturally affected older Chilean people living in rural areas and it appears that the COVID-19 pandemic has had a negative effect on well-being. This study proves that loneliness is related to several psychosocial variables that can be intervened.

Ageing in Context: An Ecological Model to Understand Social Participation Among Indigenous Adults in Chile.

The social participation of older adults occupies a central position in international discourse regarding ageing, the ecological model makes it possible to examine and assess the different factors that influence the understanding of what encourages social participation by older adults. This study used the ecological model to analyse how personal, community and environmental factors are related to satisfaction with social participation among Chilean older adults, a majority of whom are indigenous, living in rural areas (n = 800). The results confirmed that satisfaction with social participation was related to personal factors (feelings of depression, functioning into basic activities of daily living (ADL) and autonomy), community factors (perceived social support from social group) and environmental factors (accessibility of physical setting within the village). Our findings confirmed a high level of social participation among indigenous adults, with rural and indigenous surroundings appearing to be a factor that protects and promotes social integration.

Fundamentos éticos que sustentan la relación mapuche y naturaleza. Aportes para una salud intercultural / Ethical foundations that sustain the Mapuche and nature relationship. Contributions for intercultural health / Fundamentos éticos que sustentam a relação mapuche e natureza. Contribuições para uma saúde intercultural

Resumen: La contaminación ambiental es un gran problema que afecta la Tierra. El territorio mapuche no es la excepción, dado que el modelo extractivista transgrede los espacios sagrados, explota los recursos naturales y contamina, afectando los modos de vida y de salud del mapuche. El objetivo del artículo es reflexionar acerca de los fundamentos éticos de la relación mapuche y naturaleza como aportes para la salud intercultural. Se aprecia que los fundamentos "Az-mapu", "küme mogen" y "ixofil mogen" influyen fuertemente en el comportamiento del mapuche frente a la naturaleza. El respeto, amor, cuidado, empatía y reciprocidad del mapuche hacia la naturaleza, a sí mismo y a las demás personas, le permite estar en armonía y equilibro desde lo físico y espiritual. Es relevante considerar estos fundamentos éticos para mejorar el servicio de salud desde una perspectiva intercultural, considerando para ello la complementariedad, sobre la base del diálogo, con la finalidad de bridar una salud humanizadora, diversa y, por tanto, de calidad, para transitar hacia un bienestar más pleno de sujetos pertenecientes a culturas distintas.

Abstract: Environmental pollution is a big problem that affects the earth. The Mapuche territory is no exception, given that the extractivist model violates sacred spaces, exploits natural resources, and pollutes, affecting the Mapuche's ways of life and health. The objective was proposed: reflect on the relevance of the ethical foundations that sustain the Mapuche and nature relationship as contributions to intercultural health. It is appreciated that the ethical foundations: "Az-mapu", "küme mogen" and "ixofil mogen", have a fundamental role in ethical behavior regarding the relationship between the Mapuche and nature, where respect, love, care, empathy and reciprocity of the Mapuche towards nature, himself and with other people, allows him to be in harmony and balance from the physical and spiritual. In this sense, it is relevant to consider these ethical foundations to improve the health service, from an intercultural perspective, considering complementarity based on dialogue, in order to provide a humanizing, diverse and, therefore, quality health to move towards a good to be more full of subjects belonging to different cultures.

Resumo: A contaminação ambiental é um grande problema que afeta a Terra. O território mapuche não é uma exceção, dado que o modelo extrativista transgride os espaços sagrados, explora os recursos naturais e contamina, afetando os modos de vida e de saúde do mapuche. O objetivo do artigo é refletir acerca dos fundamentos éticos da relação mapuche e natureza como contribuições para uma saúde intercultural. Se considera que os fundamentos "Az-mapu", "küme mogen" e "ixofil mogen" influem fortemente o comportamento do mapuche frente à natureza. O respeito, amor, cuidado, empatia e reciprocidade do mapuche para com a natureza, para consigo mesmo e para com as demais pessoas, lhe permite estar em harmonia e equilíbrio desde o físico ao espiritual. É relevante considerar estes fundamentos éticos para melhorar o serviço de saúde desde uma perspectiva intercultural, considerando para isso a complementariedade, tendo como base o diálogo, com a finalidade de fornecer uma saúde humanizadora, diversa e, portanto, de qualidade, para transitar a um bem estar mais pleno de sujeitos pertencentes a culturas distintas.

Relationships between School Climate and Values: The Mediating Role of Attitudes towards Authority in Adolescents.

School climate is related to a wide variety of positive results at the school level; however, its relationship with the construct of values has received little attention, despite being a key variable in the development of personality. This study aimed to examine the direct and indirect relationships between school climate, attitudes towards authority, and values. The participants in this study were 2683 students (51.2% men and 48.8% women) from 32 schools aged between 12 and 20 years (M = 15.78 years, SD = 1.35). Two models of structural equations were estimated, and the model that best fit the data confirmed that school climate was indirectly related to values through attitudes towards authority. The reciprocal and interactive relationships between school climate, attitudes towards authority, and values are also discussed.

Psychometric Properties of the Maternal and Paternal Parenting Styles Scale in Chilean Adolescents.

Parenting style has been related to a series of positive outcomes that extend into adulthood. The aim of this study was to analyze the psychometric properties of the maternal and paternal parenting styles scale (PSS-MP) in a sample of adolescents. A cross-sectional design was used, with a probability sample of 2683 adolescents (48.8% women) from 32 public, private, and subsidized schools in Chile. In total, four confirmatory factor models were contrasted, which was the best fit to support the originally proposed six-correlated factor structure. The factor invariance analysis reflected that the metric equivalence according to sex is present at the level of scale invariance. It is concluded that the abbreviated version of the PSS-MP provides sufficient evidence for use in the Chilean adolescent population.

Adaptation and Validation of the Authoritative School Climate Survey in a Sample of Chilean Adolescents.

Authoritative school climate is a relevant and novel construct that improves the academic performance and social-emotional development of students. This study aimed to evaluate the psychometric properties of reliability and validity of the Authoritative School Climate Survey (ASCS) in a sample of Chilean adolescents. A cross-sectional study was carried out, in which 808 students from 12 schools in Chile participated (55.1% men and 44.9% women), with a mean age of 15.94 (SD = 1.32). The results obtained through exploratory and confirmatory factor analyzes ratified the hypothesized structure of two correlated factors. As expected, evidence of criterion validity showed significant relationships between the measures of authoritative school climate and attitude toward institutional authority. This study provides evidence regarding the psychometric quality of the scale to assess authoritative school climate, allowing its use in the Chilean context.

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

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.

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

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.

Propiedades psicométricas de la escala APGAR-familiar en personas mayores residentes en zonas rurales multiétnicas chilenas / 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-χ2 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.

[Psychometric properties of APGAR-family scale in a multiethnic sample of Chilean older people]. / Propiedades psicométricas de la escala APGAR-familiar en personas mayores residentes en zonas rurales multiétnicas chilenas.

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-χ2 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.

Propiedades Psicométricas de la Versión Reducida de la Escala de Valores para el Desarrollo Positivo Adolescente (EVDPA-R) en Estudiantes Chilenos / Psychometric Properties of the Reduced Version of the Positive Adolescent Development Value Scale (EVDPA-R) in Chilean Students / Propriedades Psicométricas da Versão Reduzida da Escala de Valores para o Desenvolvimento Positivo Adolescente (EVDPA-R) em Estudantes Chilenos

Resumen Esta investigación tuvo por objetivo analizar las propiedades psicométricas de la Escala de Valores para el Desarrollo Positivo Adolescente (EVDPA) en estudiantes chilenos. Se estudió una muestra de 2250 estudiantes adolescentes de ambos sexos, de edades comprendidas entre los 12 y 21 años, pertenecientes a 25 establecimientos de enseñanza secundaria de Chile. Se utilizó un procedimiento robusto de análisis mediante el método de validación cruzada. Los resultados del análisis factorial exploratorio y confirmatorio, permitieron obtener una estructura factorial reducida de tres factores latentes: valores sociales, valores personales y valores individualistas. Las evidencias de fiabilidad por consistencia interna presentaron resultados favorables. Se concluye que el EVDPA, a pesar de la disminución significativa de ítems y dimensiones de primer orden, entrega evidencia suficiente para su uso en población de estudiantes adolescentes chilenos.

Abstract The objective of this research was to analyze the psychometric properties of the Positive Adolescent Development Value Scale (EVDPA, according to its acronym in Spanish) in Chilean students. The sample for the study was made up of 2250 adolescent male and female students between the ages of 12 and 21, from 25 secondary schools in Chile. A robust analysis procedure based on the cross-validation method was used. The results of the exploratory and confirmatory factor analysis made it possible to obtain a reduced factorial structure with three latent factors: social values, personal values, and individualistic values. Evidence of reliability due to internal coherence was favorable. The conclusion is that despite the significant reduction of items and first-order dimensions, the EVDPA delivers sufficient evidence and can be used in the population of Chilean adolescent students.

Resumo Esta pesquisa teve como objetivo analisar as propriedades psicométricas da Escala de Valores para o Desenvolvimento Positivo Adolescente (EVDPA) em estudantes chilenos. Estudou-se uma amostra de 2250 estudantes adolescentes de ambos os sexos, de idades compreendidas entre 12 e 21 anos, pertencentes a 25 estabelecimentos de ensino secundário do Chile. Utilizou-se um procedimento robusto de análise por meio do método de validação cruzada. Os resultados da análise fatorial exploratória e confirmatória permitiram obter uma estrutura fatorial reduzida de três fatores latentes: valores sociais, valores pessoais e valores individualistas. As evidências de fiabilidade por consistência interna apresentaram resultados favoráveis. Conclui-se que a EVDPA, apesar da diminuição significativa de itens e dimensões de primeira ordem, entrega evidência suficiente para seu uso em população de estudantes adolescentes chilenos.