Multilevel latent class cluster analysis of school climate: individual, family and community factors

Gálvez-Nieto, José Luis; García, Juan A.; Vera-Bachmann, Daniela; Trizano-Hermosilla, Ítalo; Polanco, Karina

doi:10.1016/j.psicoe.2020.01.002

Cited by 11 publications

(25 citation statements)

References 33 publications

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“…Students from public schools obtained lower scores in the Student-Student Relations and School Identification factors. These differences could be explained given that public schools are generally large, an aspect that makes school identification difficult ( Carroll et al, 2017 ), and that they are often located in high crime areas ( Sulak, 2018 ) and unsafe neighborhoods ( Gálvez-Nieto et al, 2020a ).…”

Section: Discussionmentioning

confidence: 99%

“…This study evaluated as a convergent measure the attitude toward authority, which is defined as the degree of importance that adolescents attribute to formally established authority figures, school regulations, and authority figures such as the police ( Bonilla et al, 2017 ). Respect for authority figures inside and outside of educational establishments is related to favorable behavior in other social contexts in which students participate ( Garaigordobil, 2016 ), such as positive relationships between teachers and students ( Gálvez-Nieto et al, 2020a ) and prevention of school violence ( Bonilla et al, 2017 ). Students who present transgressive attitudes toward authority figures are more likely to engage in cyberbullying ( Ortega-Barón et al, 2017 ) and filioparental violence ( Martínez-Ferrer et al, 2018 ; Del Moral et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…Thus, it is relevant to include distinctions between spectators related to personal and social variables that transcend the binary categorization of active/passive behavior or positive/negative behavior. It is also necessary to integrate contextual variables, transitioning from individual to social (Gálvez-Nieto et al, 2020), since cyberbullying is a phenomenon that requires a multidisciplinary approach.…”

Section: Discussionmentioning

confidence: 99%

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

Polanco-Levicán

Salvo-Garrido

2021

Front. Psychol.

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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.

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Multilevel latent class cluster analysis of school climate: individual, family and community factors

Cited by 11 publications

References 33 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

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

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