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.

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.

Profiles of University Students Who Graduate on Time: A Cohort Study from the Chilean Context.

Graduating from higher education on time is an important topic, given its relation to students' academic success and the efficiency of the institutions. However, a low percentage of university students finish their studies on time, which poses a challenge that requires the identification of the factors that account for this phenomenon. This study aimed to identify and characterize profiles of students who graduate on time. The population is 514 university students (45% men, 55% women), with an average age of 19.5 years (SD= 1.9) studying business at a university in Chile who belong to four cohorts entering between 2011 and 2014. The results obtained from the Classification and Regression Tree (CART) technique demonstrate eight student profiles constructed considering different variables at the pre-university, transition-motivation, and university levels. As the primary outcome, the profile of the student who graduates on time is characterized by a good performance in the first year of university, enters university right after high school, and takes advantage of institutional support by participating in academic tutoring. These findings suggest that institutions can implement specific strategies from the beginning of the university journey to promote on-time graduation.

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.

Psychometric Properties of the Moral Disengagement through Technologies Questionnaire (MDTech-Q) in a Sample of Chilean University Students.

In the virtual environment, hostile and aggressive comments that could negatively affect university students who often use different digital platforms are frequently observed, more than other age groups who have little or no supervision. In this sense, moral disengagement (MD) has been linked to different negative behaviors that manifest in physical interactions and which currently take place on the Internet, creating the need for instruments that specifically address MD online. The aim of this study is to adapt and validate the Moral Disengagement through Technologies Questionnaire (MDTech-Q) with Chilean university students. The sample comprised 527 university students (43.14% men, 56.86% women), with an average age of 22.09 years (SD (Standard Deviation) = 3.59) enrolled in 12 universities. First, a linguistic adaptation of the scale took place, and the surveys were applied considering ethical principles. Then, two confirmatory factor analyses (CFA) were performed, which considered four correlated factors, and provided satisfactory indices, agreeing with the original theoretical proposal, and demonstrating suitable reliability by internal consistency. In relation to the analyses of invariance according to sex and social media use, the MDTech-Q is stable up to scalar invariance. This study provides evidence of the psychometric quality of the MDTech-Q for its use on Chilean university students.

Understanding Social Media Literacy: A Systematic Review of the Concept and Its Competences.

Nowadays, people spend long periods on social media, ignoring the implications this carries in daily life. In this context, the concept of social media literacy, an emerging concept scarcely developed in the literature, is relevant. This study sought to analyze, descriptively, the main definitions and competences of the concept of social media literacy. The methodology included a systematic search of literature in the databases Web of Science, PubMed, and Scopus between 2010 and 2021, applying filters for English and Spanish, including only scientific articles. A total of 1093 articles were obtained. An article selection process took place, applying the inclusion and exclusion criteria, resulting in a total of 15 articles being selected. The findings indicate that the concept of social media literacy is based on media literacy to then integrate the characteristics and the implications of digital platforms. This is linked to the development of cognitive competences, where critical thinking, socio-emotional competences, and technical competences are fundamental, considering the social context. The development of socio-emotional competences stands out since social media are a frequent place of interaction between people.

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.

Bystander Roles in Cyberbullying: A Mini-Review of Who, How Many, and Why.

Cyberbullying has progressively increased due to the massive use of the internet and social networks. Bystanders constitute the largest group, occupying a key role in the evolution of the cyberbullying situation and its consequences for the victim. Research shows different ways in which bystanders behave, suggesting different types of sub-roles associated with different study variables. The objective of this literature review is to identify and characterize the roles of bystanders in cyberbullying situations that involve adolescent students. To achieve this objective, a systematic search was carried out in the Web of Science, PubMed, and Scopus databases for articles published between 2015 and 2020, resulting in 233 articles. Articles were then selected by relevant title and summary. Subsequently, the inclusion and exclusion criteria were applied, resulting in a total of nine articles. The findings of this review allowed us to identify two to five types of bystanders, the largest type representing outsiders and the smallest type representing assistants of the aggressor. The identified types of bystanders are characterized for variables such as sex, age, previous experience, and empathy. The results are discussed considering the available theoretical and empirical evidence.

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.