Classroom coliving climatenature, measurement, effects and implications for social education. A cross-cultural study

  1. Alonso Tapia, Jesús
  2. Simón Rueda, Cecilia 1
  3. López-Valle, Nuria 2
  4. Ulate, María Alexandra 3
  5. Biehl, María Loreto 4
  1. 1 Unversidad Autónoma de Madrid
  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  3. 3 Ministerio de Educación Pública
  4. 4 Inter-American Development Development Bank
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Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2019

Título del ejemplar: October

Volumen: 35

Número: 3

Páginas: 424-433

Tipo: Artículo

DOI: 10.6018/ANALESPS.35.3.363501 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Anales de psicología

Objetivos de desarrollo sostenible

Resumen

Este artículo tiene tres objetivos, después de proponer un modelo inicial de clima de convivencia en el aula: desarrollar dos medidas para probar su validez, probar su utilidad para analizar las diferencias entre las aulas y hacerlo en dos países diferentes. El modelo inicial incluye siete patrones de interacción que, si están presentes, favorecen la inclusión social de los estudiantes. El primer cuestionario evalúa el clima de clase percibido por el alumno y el segundo, el grado en que el alumno interactúa de acuerdo con el modelo. Los participantes fueron 2581 estudiantes de secundaria, 2038 de Costa Rica y 543 de España. Para probar el ajuste del modelo, se realizaron análisis factoriales confirmatorios, validación cruzada y análisis multigrupo. También se realizaron análisis de correlación y regresión para determinar la validez discriminante y concurrente utilizando como criterio una medida de integración social. Se utilizaron los análisis ANOVA para probar las diferencias entre las aulas (η2 entre .19 y .28). Los resultados, similares en ambos países, mostraron que ambos cuestionarios tenían una validez estructural adecuada (CFI entre .94 y .97), y una validez concurrente y discriminante (r predictor-criterio entre .37 y .44; p < .0001). Debido a la naturaleza de su contenido, los cuestionarios se pueden utilizar para planificar intervenciones dirigidas a mejorar la organización y evaluar su eficacia.

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Información de financiación

-This work was carried out with funding from the Spanish Ministry of Economy and Competitiveness (Project EDU2017-89036-P), from the Banco Interamericano de Desarrollo, and from the Ministerio de Educaci?n P?blica of Costa Rica.

Financiadores

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Fuente de los datos: Dialnet