Design and factorial structure of the questionnaire students’ perceptions of the school climate (PACE)
Design and factorial structure of the questionnaire students’ perceptions of the school climate (PACE)
Main Article Content
Abstract
There have been many different instruments that have been developed in Anglo-Saxon countries in order to evaluate school climate. However, it doesn’t exist yet a widely accepted and validated measurement instrument in Spanish that evaluates in a balanced way, through different dimensions, the main aspects that most researches defend as components of the school climate. With the purpose of overcoming this limitation, the objective of this study is to elaborate a new measurement instrument of the perception of the school climate and to analyze its construct and convergent validity. A total of 480 students from Álava and Madrid of ages between 12 and 18 (M = 14.91, SD= 1.49), take part in the research; 286 (59.6%) of them were women and 194 (40.4%) men. The participants filled in two questionnaires: PACE (school climate) and the version adapted to Spanish of the School Engagement Measure. The analyses carried out allow selecting the most appropriate items for the multidimensional measurement of the school climate. The questionnaire presents adequate internal consistency and external validity. Thus, the new questionnaire gets to surpass the limitation of other measurement instruments created previously and the procedure to be followed in order to continue with its validation is under discussion.
References
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. doi:
10.11144/Javeriana.upsy11-3.csee
Araújo, A., Aragón, E., Aguilar, M., Navarro, J.I., y Ruiz, G. (2014). Un estudio exploratorio para
la adaptación de la versión española revisada del "Early Numeracy Test-R" para evaluar el
aprendizaje matemático temprano. European Journal of Education and Psychology, 7(2),
83-93. doi: 10.1989/ejep.v7i2.181
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). New York: Routledge.
Bear, G.C., Gaskins, C., Blank, J., y Chen, F.F. (2011). Delaware School Climate Survey-Student:
Its factor structure, concurrent validity, and reliability. Journal of School Psychology,
49(2), 157-174. doi: 10.1016/j.jsp.2011.01.001
Bentler, P.M. (2005). EQS 6 Structural equations program manual. Encino: Multivariate
Software.
Bisquerra, R. (2004). Metodología de la investigación educativa. Madrid, España: La Muralla.
Brand, S., Felner, R., Shim, M., Seitsinger, A., y Dumas, T. (2003). Middle school improvement
and reform: Development and validation of a school-level assessment of climate, cultural
pluralism, and school safety. Journal of Educational Psychology, 95(3), 570-588. doi:
10.1037/0022-0663.95.3.570
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.
Recuperado de: https://www.redalyc.org/articulo.oa?id=33705307
Carretero-Dios, H., y Pérez, C. (2007). Normas para el desarrollo y revisión de estudios
instrumentales: consideraciones sobre la selección de tests en la investigación psicológica.
International Journal of Clinical and Health Psychology, 7(3), 863-882. Recuperado de:
http://www.aepc.es/ijchp/NDREI07_es.pdf
Cocorada, E., y Clinciu, A.I. (2009). Climate connected to assessment in secondary education.
Cognition, Brain, Behaviour. An Interdisciplinary Journal, 13(3), 341-362.
Cohen, J., McCabe, E.M., Michelli, N.M., y Pickeral, T. (2009). School climate: Research, policy,
teacher education and practice. Teachers College Record, 111, 180-213. Recuperado de:
https://www.tcrecord.org/content.asp?contentid=15220
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. doi: 10.1111/josh.12726
Ministerio de Educación, Cultura y Deporte (2014). TALIS 2013. Estudio internacional de la
enseñanza y el aprendizaje. Informe español [Versión PDF]. Recuperado de:
https://www.oecd.org/education/school/Spain-talis-publicaciones-sep2014_es.pdf
Ferrando, P.J., y Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación
en psicología. Papeles del Psicólogo, 31, 18-33. Recuperado de
http://www.papelesdelpsicologo.es/contenido?num=1137
Fredricks, J.A., Blumenfeld, P., Friedel, J., y Paris, A.H. (2005). School engagement. En K.A.
Moore y L.H. Lippman (Eds.). What do children need to flourish? Conceptualizing and
Measuring Indicators of Positive Development (pp. 305-321). New York: Springe.
Gravetter, F., y Wallnau, L. (2014). Essentials of statistics for the behavioral sciences (8ª ed.).
Belmont, CA: Wadsworth.
Haynes, N.M., Emmons, C., y Comer, J.P. (1993). Elementary and Middle School Climate Survey.
New Haven, CT: Yale University Child Study Center.
Jackson, D.N. (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.F. (1970). A second generation Little Jiffy. Psychometrika, 35(4), 401-415. doi:
10.1007/BF02291817
Konold, T., Cornell, D., Jia, Y., y Malone, M. (2018). School climate, student engagement, and
academic achievement: A latent variable, multilevel multi-informant examination. AERA
Open, 4(4), 1-7. doi: 10.1177/2332858418815661
Konold, T., Cornell, D., Shukla, K., y Huang, F. (2016). Racial/ethnic differences in perceptions of
school climate and its association with student engagement and peer aggression. Journal of
Youth and Adolescence, 46(6), 1289-1303. doi: 10.1007/s10964-016-0576-1
López, V., Bilbao, M.A., Ascorra, P., Moya, I., y Morales, M. (2014). Escala de clima escolar:
adaptación al español y validación en estudiantes chilenos. Universitas Psychologica,
13(3), 1111-1122. doi: 10.11144/Javeriana.UPSY13-3.ecea
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. Recuperado de:
https://online.ucv.es/resolucion/files/L%C3%B3pez-L.-y-Bisquerra-R.-2013.-
Validaci%C3%B3n-escala-clima-clase-ESO.pdf
Maxwell, S., Reynolds, K., Lee, E., Subasic, E., y Bromhead, D. (2017). Frontiers in Psychology,
8, 1-21. doi:10.3389/fpsyg.2017.02069
Montilla, J.M., y Kromrey, J. (2010). Robustez de las pruebas T en comparación de medias, ante
violación de supuestos de normalidad y homocedasticidad. Ciencia e Ingeniería, 31(2),
101-108. Recuperado de
http://erevistas.saber.ula.ve/index.php/cienciaeingenieria/article/viewFile/1125/ 081
Montoya, O. (2007). Aplicación del análisis factorial a la investigación de mercados. Caso de
estudio. Scientia et Technica, 3(35), 281-286. Recuperado de:
http://revistas.utp.edu.co/index.php/revistaciencia/article/view/5443/2855
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 teoría psicometría. Teoría clásica y TRI. Madrid, España:
Pirámide.
National School Climate Council (2007). The School Climate Challenge: Narrowing the gap
between school climate research and school climate policy, practice guidelines and
teacher education policy. Recuperado de: www.schoolclimate.org/index. php/climate
/policy/.
National School Climate Center (2014). School climate guidelines. Recuperado de:
https://www.schoolclimate.org/about/our-approach/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, 67-83. Recuperado de:
https://eric.ed.gov/?id=EJ1213737
Nunnally, J.C., y Bernstein, I.J. (1995). Teoría psicométrica. México, D. F.: McGraw-Hill.
Ramos-Díaz. E., Rodríguez-Fernández, A., y Revuelta, L. (2016). Validation of the Spanish
Version of the School Engagement Measure (SEM). The Spanish Journal of Psychology,
19(e86), 1-9. doi: 10.1017/sjp.2016.94
Smith, K. (2005). The Inviting School Survey-Revised (ISS-R): A survey for measuring the
invitational qualities (I.Q.) of the total school climate. Journal of Invitational Theory and
Practice, 11, 35-53.
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. doi: 10.5430/jct.v6n2p6
Thapa, A., Cohen, J., Guffey, S., y Higgins-D'Alessandro, A. (2013). A review of school climate
research. Review of Educational Research, 83(3), 357-385. doi:
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.
Zullig, K.J., Koopman, T.M., Patton, J.M., y Ubbes, V.A. (2010). School climate: Historical
review, instrument development, and school assessment. Journal of Psychoeducational
Assessment, 28(2), 139-152. doi: 10.1177/0734282909344205
Escala de Clima Social Escolar, ECLIS-. Universitas Psychologica, 11(3), 803-813. doi:
10.11144/Javeriana.upsy11-3.csee
Araújo, A., Aragón, E., Aguilar, M., Navarro, J.I., y Ruiz, G. (2014). Un estudio exploratorio para
la adaptación de la versión española revisada del "Early Numeracy Test-R" para evaluar el
aprendizaje matemático temprano. European Journal of Education and Psychology, 7(2),
83-93. doi: 10.1989/ejep.v7i2.181
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). New York: Routledge.
Bear, G.C., Gaskins, C., Blank, J., y Chen, F.F. (2011). Delaware School Climate Survey-Student:
Its factor structure, concurrent validity, and reliability. Journal of School Psychology,
49(2), 157-174. doi: 10.1016/j.jsp.2011.01.001
Bentler, P.M. (2005). EQS 6 Structural equations program manual. Encino: Multivariate
Software.
Bisquerra, R. (2004). Metodología de la investigación educativa. Madrid, España: La Muralla.
Brand, S., Felner, R., Shim, M., Seitsinger, A., y Dumas, T. (2003). Middle school improvement
and reform: Development and validation of a school-level assessment of climate, cultural
pluralism, and school safety. Journal of Educational Psychology, 95(3), 570-588. doi:
10.1037/0022-0663.95.3.570
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.
Recuperado de: https://www.redalyc.org/articulo.oa?id=33705307
Carretero-Dios, H., y Pérez, C. (2007). Normas para el desarrollo y revisión de estudios
instrumentales: consideraciones sobre la selección de tests en la investigación psicológica.
International Journal of Clinical and Health Psychology, 7(3), 863-882. Recuperado de:
http://www.aepc.es/ijchp/NDREI07_es.pdf
Cocorada, E., y Clinciu, A.I. (2009). Climate connected to assessment in secondary education.
Cognition, Brain, Behaviour. An Interdisciplinary Journal, 13(3), 341-362.
Cohen, J., McCabe, E.M., Michelli, N.M., y Pickeral, T. (2009). School climate: Research, policy,
teacher education and practice. Teachers College Record, 111, 180-213. Recuperado de:
https://www.tcrecord.org/content.asp?contentid=15220
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. doi: 10.1111/josh.12726
Ministerio de Educación, Cultura y Deporte (2014). TALIS 2013. Estudio internacional de la
enseñanza y el aprendizaje. Informe español [Versión PDF]. Recuperado de:
https://www.oecd.org/education/school/Spain-talis-publicaciones-sep2014_es.pdf
Ferrando, P.J., y Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación
en psicología. Papeles del Psicólogo, 31, 18-33. Recuperado de
http://www.papelesdelpsicologo.es/contenido?num=1137
Fredricks, J.A., Blumenfeld, P., Friedel, J., y Paris, A.H. (2005). School engagement. En K.A.
Moore y L.H. Lippman (Eds.). What do children need to flourish? Conceptualizing and
Measuring Indicators of Positive Development (pp. 305-321). New York: Springe.
Gravetter, F., y Wallnau, L. (2014). Essentials of statistics for the behavioral sciences (8ª ed.).
Belmont, CA: Wadsworth.
Haynes, N.M., Emmons, C., y Comer, J.P. (1993). Elementary and Middle School Climate Survey.
New Haven, CT: Yale University Child Study Center.
Jackson, D.N. (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.F. (1970). A second generation Little Jiffy. Psychometrika, 35(4), 401-415. doi:
10.1007/BF02291817
Konold, T., Cornell, D., Jia, Y., y Malone, M. (2018). School climate, student engagement, and
academic achievement: A latent variable, multilevel multi-informant examination. AERA
Open, 4(4), 1-7. doi: 10.1177/2332858418815661
Konold, T., Cornell, D., Shukla, K., y Huang, F. (2016). Racial/ethnic differences in perceptions of
school climate and its association with student engagement and peer aggression. Journal of
Youth and Adolescence, 46(6), 1289-1303. doi: 10.1007/s10964-016-0576-1
López, V., Bilbao, M.A., Ascorra, P., Moya, I., y Morales, M. (2014). Escala de clima escolar:
adaptación al español y validación en estudiantes chilenos. Universitas Psychologica,
13(3), 1111-1122. doi: 10.11144/Javeriana.UPSY13-3.ecea
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. Recuperado de:
https://online.ucv.es/resolucion/files/L%C3%B3pez-L.-y-Bisquerra-R.-2013.-
Validaci%C3%B3n-escala-clima-clase-ESO.pdf
Maxwell, S., Reynolds, K., Lee, E., Subasic, E., y Bromhead, D. (2017). Frontiers in Psychology,
8, 1-21. doi:10.3389/fpsyg.2017.02069
Montilla, J.M., y Kromrey, J. (2010). Robustez de las pruebas T en comparación de medias, ante
violación de supuestos de normalidad y homocedasticidad. Ciencia e Ingeniería, 31(2),
101-108. Recuperado de
http://erevistas.saber.ula.ve/index.php/cienciaeingenieria/article/viewFile/1125/ 081
Montoya, O. (2007). Aplicación del análisis factorial a la investigación de mercados. Caso de
estudio. Scientia et Technica, 3(35), 281-286. Recuperado de:
http://revistas.utp.edu.co/index.php/revistaciencia/article/view/5443/2855
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 teoría psicometría. Teoría clásica y TRI. Madrid, España:
Pirámide.
National School Climate Council (2007). The School Climate Challenge: Narrowing the gap
between school climate research and school climate policy, practice guidelines and
teacher education policy. Recuperado de: www.schoolclimate.org/index. php/climate
/policy/.
National School Climate Center (2014). School climate guidelines. Recuperado de:
https://www.schoolclimate.org/about/our-approach/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, 67-83. Recuperado de:
https://eric.ed.gov/?id=EJ1213737
Nunnally, J.C., y Bernstein, I.J. (1995). Teoría psicométrica. México, D. F.: McGraw-Hill.
Ramos-Díaz. E., Rodríguez-Fernández, A., y Revuelta, L. (2016). Validation of the Spanish
Version of the School Engagement Measure (SEM). The Spanish Journal of Psychology,
19(e86), 1-9. doi: 10.1017/sjp.2016.94
Smith, K. (2005). The Inviting School Survey-Revised (ISS-R): A survey for measuring the
invitational qualities (I.Q.) of the total school climate. Journal of Invitational Theory and
Practice, 11, 35-53.
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. doi: 10.5430/jct.v6n2p6
Thapa, A., Cohen, J., Guffey, S., y Higgins-D'Alessandro, A. (2013). A review of school climate
research. Review of Educational Research, 83(3), 357-385. doi:
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.
Zullig, K.J., Koopman, T.M., Patton, J.M., y Ubbes, V.A. (2010). School climate: Historical
review, instrument development, and school assessment. Journal of Psychoeducational
Assessment, 28(2), 139-152. doi: 10.1177/0734282909344205