Una nueva versión de la escala Percepción del Alumnado sobre el Clima Escolar (PACE) y análisis de sus propiedades psicométricas

  1. Naiara Escalante-Mateos 1
  2. Arantza Fernández-Zabala 1
  3. Eider Goñi-Palacios 1
  4. Iker Izar de la Fuente-Díaz de Cerio 1
  1. 1 Universidad del País Vasco (UPV/EHU)
Aldizkaria:
Revista de Psicología y Educación

ISSN: 1699-9517

Argitalpen urtea: 2020

Alea: 15

Zenbakia: 2

Orrialdeak: 201-224

Mota: Artikulua

DOI: 10.23923/RPYE2020.02.196 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de Psicología y Educación

Garapen Iraunkorreko Helburuak

Laburpena

The school climate is a fundamental factor for the quality, efficiency and improvement of the school. Hence, many studies stress the importance of evaluating this construct properly. However, there is still no valid and reliable instrument in Spanish that fully reflects the main aspects of school climate and that is approved by most of the scientific community. To try to overcome this limitation, the main objectives of this study are to redesign the Students’ Perception of School Climate (PACE) scale and to present evidence of its reliability and validity in the Spanish adolescent population. A total of 348 students aged 12 and 18 years participated in the study and completed two self-reports: the new version of the PACE scale and the School Climate Assessment Questionnaire (CECSCE). The results obtained allowed us to select the items with the best technical guarantees for the evaluation of the nine subscales obtained. Consequently, a valid, reliable and brief scale is obtained that evaluates the students' perception of the specific dimensions of the most highly accepted aspects of the school climate. This scale also makes an important contribution to clarifying the internal structure of the school climate

Erreferentzia bibliografikoak

  • Aldridge, J. M., y Ala’i, K. (2013). Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire. Improving Schools, 16(1), 47-66.
  • Aron, A. M., Milicic, N., y Armijo, I. (2012). Clima social escolar: una escala de evaluación -Escala de Clima Social Escolar, ECLIS-. Universitas Psychologica, 11(3), 803-813.
  • Bandalos, D. L., y Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. En G. R. Hancock y R. O. Mueller (Eds.). The reviewer’s guide to quantitative methods in the social sciences (pp. 93-114). Nueva York, NY: Routledge.
  • Bear, G. G., Gaskins, C., Blank, J., y Chen, F. F. (2011). Delaware School Climate SurveyStudent: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49(2), 157-174. https://doi. org/10.1016/j.jsp.2011.01.001
  • Bentler, P. M. (2005). EQS 6 Structural equations program manual. Encino, Los Ángeles, LA: Multivariate Software.
  • Bettencourt, L. (2004). Change-oriented organizational citizenship behaviors: The direct and moderating influence of goal orientation. Journal of Retailing, 80(3), 165-180. https://doi.org/10.1016/j. jretai.2003.12.001
  • Bisquerra, R. (2004). Metodología de la investigación educativa. Madrid, España: La Muralla.
  • Blázquez, P. J., Orcos, L., Mainz, J., y Saez, D. (2018). Propuesta metodológica para la mejora del aprendizaje de los alumnos a través de la utilización de las impresoras 3D como recurso educativo en el aprendizaje basado en proyectos. Psicología, Conocimiento y Sociedad 8(1), 162-193. https://doi.org/10.26864/PCS. v8.n1.8
  • Carretero-Dios, H., y Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of Clinical and Health Psychology, 5(3), 521-551.
  • Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication Methods and Measures, 12(1), 25-44.
  • Cemalcilar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students sense of school belonging. Applied Psychology: An International Review, 59(2), 243- 272. http://dx.doi.org/10.1111/j.1464- 0597.2009.00389.x.
  • Cho, E. (2016). Making reliability reliable: A systematic approach to reliability coefficients. Organizational Research Methods, 19(4), 651-682. https://doi. org/10.1177/1094428116656239
  • Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2), 201- 237. http://dx.doi.org/10.17763/ haer.76.2.j44854x1524644vn
  • Cohen, J., McCabe, E. M., Michelli, N. M., y Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teachers College Record, 111(1), 180-213.
  • Daily, S. M., Mann, M. J., Kristjansson, A. L., Smith, M. L., y Zullig, K. J. (2019). School climate and academic achievement in middle and high school students. Journal of School Health, 89(3), 173-180. https:// doi.org/10.1111/josh.12726
  • Escalante, N., Fernández-Zabala, A., Goñi, E., e Izar-de-la-Fuente, I. (2020). Eskola giroa konstruktuaren berrikuspen teorikoa. Tantak, 32(1), 117-136.
  • Escalante, N., Goñi, E., Fernández-Zabala, A., e Izar-de-la-Fuente, I. (2020). Diseño y estructura factorial del cuestionario Percepción del Alumnado sobre el Clima Escolar (PACE). European Journal of Education and Psychology, 13(1), 287-302. https://doi.org/10.30552/ejep.v13i1.294
  • Esnaola, I., Freeman, J., Sarasa, M., Fernández-Zabala, A., y Axpe, I. (2016). Validity evidence based on internal structure of scores of the Emotional QuotientInventory: Youth Version Short (EQ-i: YV-S) in a Spanish sample. The Spanish Journal of Psychology, 19(e12), 1-19.
  • Farina, K. A. (2019). Promoting a culture of bullying: Understanding the role of school climate and school sector. Journal of School Choice, 13(1), 94-120. https://doi.org/10 .1080/15582159.2018.1526615
  • Ferrando, P. J., y Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicológo, 31(1), 18-33.
  • Flora, D. B., LaBrish, C., y Chalmers, R. P. (2012). Old and new ideas for data screening and assumption testing for exploratory and confirmatory factor analysis. Frontiers in Quantitative Psychology and Measurement, 3(55), 1-21.
  • Furlong, M. J. y Morrison, R. L. (1995). Status update of research related to National Education Goal Seven: School violence content area. En Proceedings of National Education Goals Panel/National Alliance of Pupil Service Organization Safe School, Safe Students Conference. Educational Research Information Centre, Chapel Hill, NC.
  • Gravetter, F., y Wallnau, L. (2014). Essentials of statistics for the behavioral sciences (8ª ed.). Belmont, Massachusetts: Wadsworth.
  • Guo, P., Choe, J., y Higgins-D’Alessandro, A. (2011). Report of construct validity and internal consistency findings for the comprehensive school climate inventory. Nueva York, NY: Fordham University.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., y Black, W. C. (2004). Análisis Multivariante. Madrid, España: Pearson.
  • Hair, J., Babin, B. Anderson, R., y Black, W. (2018). Multivariate data analysis (8nd ed.). Hampshire, Winchester: Cengage Learning.
  • Haynes, N. M., Emmons, C. L., y Comer, J. P. (1993). Elementary and middle school climate survey. New Haven, CT: Yale University Child Study Center.
  • Herrera, K., y Rico, R. (2014). El clima escolar como elemento fundamental de la convivencia en la escuela. Escenarios, 12(2), 7-18. http://dx.doi.org/10.15665/ esc.v12i2.311
  • Hong, J. S., Espelage, D. L., y Lee, J. M. (2018). School climate and bullying prevention programs. En H. Shapiro (Ed.), The Wiley handbook on violence in education (pp. 359-374). Hoboken, NJ: John Wiley & Sons. https://doi. org/10.1002/9781118966709.ch17
  • Jackson, D. (1970). A sequential system for personality scale development. En C. D. Spielberger (Ed.), Current topics in clinical and community psychology (Vol. 2, pp. 61- 96). Nueva York, NY: Academic Press.
  • Kaiser, H. (1970). A second generation little jiffy. Psychometrika, 35(4), 401-415. http:// dx.doi.org/10.1007/BF02291817
  • Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1-18. https://doi.org/10.6018/ analesps.30.3.199361
  • López-González, L., y Bisquerra, R. (2013). Validación y análisis de una escala breve para evaluar el clima de clase en Educación Secundaria. ISEP Science, 5, 62- 77.
  • López-González, L., y Oriol, X. (2016). La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria. Cultura y Educación, 28(1), 130-156. https://doi.org /10.1080/11356405.2015.1120448
  • López-González, E., Tourón, J., y Tejedor, F. J. (2012). Diseño de un micro instrumento para medir el clima de aprendizaje en cuestionarios de contexto. Bordón, 64(2), 111-126.
  • Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., y Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8(1), 1-21. https:// doi.org/10.3389/fpsyg.2017.02069
  • Montero, I., y León, O. G. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862.
  • Montoya, O. (2007). Aplicación del análisis factorial a la investigación de mercados. Caso de estudio. Scientia et Technica, 35, 281-286.
  • Morales, P. (2011). El análisis factorial en la construcción e interpretación de tests, escalas y cuestionarios. Madrid, España: Universidad Pontificia Comillas.
  • Muñiz, J. (2018). Introducción a la Psicometría. Teoría clásica y TRI. Madrid, España: Pirámide.
  • National School Climate Center. (2014). School climate guidelines. Recuperado de https://www.schoolclimate.org/about/ourapproach/guidelines
  • Newland, L. A., DeCino, D. A., Mourlam, D. J., y Strous, G. A. (2019). School climate, emotions, and relationships: Children’s experiences of well-being in the Midwestern U.S. International Journal of Emotional Education Special Issue, 11(1),67-83.
  • Nunnally, J., y Bernstein, I. (1995). Teoría psicométrica. Ciudad de México, México: McGraw-Hill.
  • Pérez, A., Ramos, G., y López, E. (2010). Clima social aula: percepción diferenciada de los alumnos de Educación Secundaria Obligatoria. Cultura y Educación, 22(3), 259-281. http://dx.doi. org/10.1174/113564010804932184
  • Quijada, A., Ruiz, M. A., Huertas, J. A., y Alonso-Tapia, J. (2020). Development and validation of the School Climate Questionnaire for Secondary and High School Teachers (SCQ-SHST). Anales de Psicología, 36(1), 155-165. https://doi. org/10.6018/analesps.341001
  • Rosenblatt, J., y Furlong, M. J. (1997). Assessing the reliability and validity of student selfreports of campus violence. Journal of Youth and Adolescence, 26(2), 187-201. https:// doi.org/10.1023/A:1024552531672
  • Sun, L., y Royal, K. (2017). School climate in American secondary schools: A psychometric examination of PISA 2009 school climate scale. Journal of Curriculum and Teaching, 6(2), 6-12. https://doi. org/10.5430/jct.v6n2p6
  • Thapa, A., Cohen, J., Guffey, S., y HigginsD'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. http://dx.doi. org/10.3102/0034654313483907
  • Trianes, M. V., Blanca, M. J., de la Morena, L., Infante, L., y Raya, S. (2006). Un cuestionario para evaluar el clima social del centro escolar. Psicothema, 18(2), 272-277.
  • Turner, I., Reynolds, K. J., Lee, E., Subasic, E., y Bromhead, D. (2014). Well-being, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer victimization. School Psychology Quarterly 29(3), 320-335. https://doi.org/10.1037/spq0000074
  • Varela, J. J., Sirlopú, D., Melipillán, R., Espelage, D., Green, J., y Guzmán, J. (2019). Exploring the influence school climate on the relationship between school violence and adolescent subjective wellbeing. Child Indicators Research, 12(6), 2095-2110. https://doi.org/10.1007/ s12187-019-09631-9
  • Yang, C., Bear, G. G., Chen, F. F., Zhang, W., Blank, J. C., y Huang, X. (2013). Students' perceptions of school climate in the U.S. and China. School Psychology Quarterly, 28(1), 7-24. doi: http://dx.doi. org/10.1037/spq00000027
Datuen iturria: Dialnet