Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas

This study aimed to adapt the Sense of Community Index (SCI-II) in Chilean schools and to examine its psychometric properties. The validation process was conducted with 2871 students from 6th grade of elementary school to 4th grade of high school in a city of Northern Chile. A 52.4 % (n = 1506) of t...

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Autores:: Rojas-Andrade, Rodrigo
Cabello, Patricio
Leiva-Bahamondes, Loreto
Castillo, Nicolás

Tipo de recurso:: Article of journal

Fecha de publicación:: 2019

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: spa

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dc.title.spa.fl_str_mv	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas
dc.title.translated.eng.fl_str_mv	Psychometric adaptation of the Sense of Community Index (SCI-II) in Chilean public schools Adaptação psicométrica da Escala de Sentido de Comunidade (SCI-II) em escolas públicas chilenas
title	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas
spellingShingle	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas SENTIDO DE COMUNIDAD COMUNIDAD ESCOLAR VALIDACIÓN DE INSTRUMENTOS SENSE OF COMMUNITY SCHOOL COMMUNITY INSTRUMENT VALIDATION SENTIDO DE COMUNIDADE COMUNIDADE ESCOLAR VALIDAÇÃO DE INSTRUMENTOS
title_short	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas
title_full	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas
title_fullStr	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas
title_full_unstemmed	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas
title_sort	Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas
dc.creator.fl_str_mv	Rojas-Andrade, Rodrigo Cabello, Patricio Leiva-Bahamondes, Loreto Castillo, Nicolás
dc.contributor.author.spa.fl_str_mv	Rojas-Andrade, Rodrigo Cabello, Patricio Leiva-Bahamondes, Loreto Castillo, Nicolás
dc.subject.proposal.spa.fl_str_mv	SENTIDO DE COMUNIDAD COMUNIDAD ESCOLAR VALIDACIÓN DE INSTRUMENTOS SENSE OF COMMUNITY SCHOOL COMMUNITY INSTRUMENT VALIDATION SENTIDO DE COMUNIDADE COMUNIDADE ESCOLAR VALIDAÇÃO DE INSTRUMENTOS
topic	SENTIDO DE COMUNIDAD COMUNIDAD ESCOLAR VALIDACIÓN DE INSTRUMENTOS SENSE OF COMMUNITY SCHOOL COMMUNITY INSTRUMENT VALIDATION SENTIDO DE COMUNIDADE COMUNIDADE ESCOLAR VALIDAÇÃO DE INSTRUMENTOS
description	This study aimed to adapt the Sense of Community Index (SCI-II) in Chilean schools and to examine its psychometric properties. The validation process was conducted with 2871 students from 6th grade of elementary school to 4th grade of high school in a city of Northern Chile. A 52.4 % (n = 1506) of the sample identified with the female gender and the average age of the sample was 14.64 (SD = 2.046). An exploratory factor analysis indicated a three-factor solution: school connectivity, valued belongingness, and membership-reciprocity. The reliability of the scale was adequate (α = .879 for school connectivity, α = .884 for valued belongingness and α = .716 for membership-reciprocity), and confirmatory analyzes indicated adequate adjustment rates (CFI = .939; TLI = .933). It was concluded that the proposed model of the adapted version is valid and is appropriate to be used in future studies on the sense of community in the school context. Finally, the article discusses the value of this instrument for public policies and innovation processes of public education.
publishDate	2019
dc.date.accessioned.spa.fl_str_mv	2019-07-23T15:13:23Z
dc.date.available.spa.fl_str_mv	2019-07-23T15:13:23Z
dc.date.issued.spa.fl_str_mv	2019-06
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.citation.spa.fl_str_mv	Rojas-Andrade, R., Cabello-Cadiz, P., Leiva-Bahamondes, L., & Castillo, N. (2019). Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas. Acta Colombiana de Psicología, 22(1), 273-295. doi:http://dx.doi.org/10.14718/ACP.2019.22.1.13
dc.identifier.issn.spa.fl_str_mv	0123-9155
dc.identifier.uri.spa.fl_str_mv	https://hdl.handle.net/10983/23398
identifier_str_mv	Rojas-Andrade, R., Cabello-Cadiz, P., Leiva-Bahamondes, L., & Castillo, N. (2019). Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas. Acta Colombiana de Psicología, 22(1), 273-295. doi:http://dx.doi.org/10.14718/ACP.2019.22.1.13 0123-9155
url	https://hdl.handle.net/10983/23398
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.ispartof.spa.fl_str_mv	Acta Colombiana de Psicología, Vol. 22 no. 1 (ene.-jun. 2019); p. 273-295
dc.relation.references.spa.fl_str_mv	Ariza, T., Quevedo-Blasco, R., & Buela-Casal, G. (2014). Satisfaction of social and legal sciences teachers with the introduction of the European Higher Education Area. European Journal of Psychology Applied to Legal Context, (6), 9-16. doi: 10.5093/ejpalc2014a2. Asociación de Municipalidades de Chile (2016). Calidad de la Educación en las Comunas de Chile. Recuperado de http://www.amuch.cl/pdf/estudio_calidad_de_la_educacion_2015.pdf. Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi: 10.6018/analesps.29.3.178511. Bandalos, D., & Finney, S. (2010). Factor analysis: Exploratory and confirmatory. En G. R. Hancock & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the Social Sciences (pp. 93-114). New York: Routledge. Battistich, V., & Hom, A. (1997). The relationship between student`s sense of their school as a community and their involvement in problem behaviors. American Journal of Public Health, 87, 1997-2001. doi: 10.2105/AJPH.87.12.1997. Baumeister, R., & Leary, M. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529. doi: 10.1037/0033-2909.117.3.497. Bond L., Butler H., Thomas L., Carlin J., Glover S., Bowes G., & Patton G. (2007). Social and school connectedness in early secondary school as predictor’s of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), 357 . doi: 10.1016/j.jado]health.2006.10.D13. Chavis, D., & Pretty, G. (1999). Sense of community: Advances in measurement and application. Journal of Community Psychology, 27(6), 635-642. doi: https://doi.org/10.1002/(SICI)1520-6629(199911)27:6<635 Chavis, D., Lee, K., & Acosta J. (2008). The Sense of Community (SCI) Revised: The Reliability and Validity of the SCI-II. Paper presented at the 2nd International Community Psychology Conference, Lisboa, Portugal. Dowdy, E., Furlong, M., Eklund, K., Saeki, E., & Ritchey, K. (2010). Screening for mental health and wellness: Current school-based practices and emerging possibilities. En B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 70-95). New York, NY: Routledge. Elvas, S., & Moniz, M. (2010). Sentimento de comunidade, qualidade e satisfação de vida. Análise Psicológica, 28(3), 451-464. doi: 10.14417/ap.312. Flaherty, J., Zwick, R., & Bouchey, H. A. (2014). Revisiting the sense of community index: A confirmatory factor analysis and invariance test. Journal of Community Psychology, 42(8), 947-963. doi: https://doi.org/10.1002/jcop.20027. Frederickson, N., & Baxter, J. (2009). Measures of Children´s Mental Health & Psychological Wellbeing series: A portfolio for education and health professionals. Belonging, London: GL Assessment. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43. doi: 10.1177/0272431693013001002. Haquin, C., Larraguibel, M., & Cabezas, J. (2004). Factores protectores y de riesgo en Salud Mental en niños y adolescentes de la ciudad de Calama. Revista chilena de pediatría, 75(5), 425-433. doi: https://dx.doi.org/10.4067/S0370-41062004000500003. Hattori, M., Zhang, G., & Preacher, K. J. (2017). Multiple Local Solutions and Geomin Rotation. Multivariate Behavioral Research, 52, 720-731. doi: 10.1080/00273171.2017.1361312. Hombrados, M. (2011). Sentido de comunidad. En Molero, F., Fernández, I., & Morales, J. (Eds.), Psicología de la intervención comunitaria. (pp. 97-128). Bilbao: Desclée de Brouwer. Israelashvili, M. (1997). School adaptation, and school member’s future expectations of adolescents. Journal of adolescence, 20, 525-535. doi: 10.1006/jado.1997.0107. Jason, L., Stevens, E., & Ram, D. (2015). Development of a three-factor psychological sense of community scale. Journal of Community Psychology, 43, 973-985. doi: 10.1002/jcop.21726. Long, D., & Perkins, D. (2003). Confirmatory factor analysis of the sense of community index and development of a brief SCI. Journal of Community Psychology, 31(3), 279-296. doi: 10.1002/jcop.10046. McMillan, D., & Chavis, D. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23. Recuperado de https://pdfs.semanticscholar.org/e5fb/8ece108aec36714ee413876e61b0510e7c80.pdf. Moscardino, U., Scrimin, S., Capello, F., & Altoè, G. (2010). Social Science & Medicine, 70(1), 27-34. doi: 10.1016/j.socscimed.2009.09.035. Obst, P. L., & White, K. M. (2004). Revisiting the sense of community index: A confirmatory factor analysis. Journal of community psychology, 32(6), 691-705. doi: https://doi.org/10.1002/jcop.21664. Pereda, C. (2003). Escuela y comunidad: observaciones desde la teoría de sistemas sociales complejos. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 1(1). Recuperado de http://www.ice.deusto.es/rinace/reice/vol1n1/Pereda.pdf. Peterson, N. A., Speer, P. W., & McMillan, D. W. (2008). Validation of a Brief Sense of Community Scale: Confirmation of the principal theory of sense of community. Journal of Community Psychology, 36, 61-73. doi: 10.1002/jcop.20217. Peterson, N. A., Speer, P. W., & Hughey, J. (2006). Measuring sense of community: A methodological interpretation of the factor structure debate. Journal of Community Psychology, 34(4), 453-469. doi: 10.1002/jcop.20109. Pretty, G. H., Andrews, L., & Collett, C. (1994). Exploring adolescents’ sense of community and its relationship to loneliness. Journal of Community and Applied Social Psychology, 22, 346-358 . doi: 10.1002/1520-6629(199410)22:4<346:AIDJCOP2290220407>3.0.CO;2-J. Puddifoot, J. (1994). Community identity and sense of belonging in a northeastern English town. Journal of social Psychology, 134, 601-608. doi: 10.1080/00224545.1994.9922990. Redding, S. (2001). The Community of the School. En Redding, S., & Thomas, L. (Eds.), The Community of the School (pp. 1-25). United State of America: The Academic Development Institute. Rojas-Andrade, R., & Leiva, L. (2015). Psychopathology and Occasional Victimization in a Sample of Chilean Students. Universitas Psychologica, 14(1), 165-176. doi: http://dx.doi.org/10.11144/Javeriana.upsy14-1.pvop. Rostosky, S., Owens, G., Zimmerman, R., & Riggle, E. (2003). Associations among sexual attraction status, school belonging, and alcohol and marijuana use in rural high school students. Journal of Adolescence, 26, 741-751. doi: 10.1016/j.adolescence.2003.09.002. Sánchez-Vidal, A. (2001). Medida y estructura interna del sentimiento de comunidad: Un estudio empírico. Revista de Psicología Social, 16 (2), 157-175. doi: https://doi.org/10.1174/021347401317351116. Sánchez-Vidal, A. (2009). Validación discriminante de una escala de sentimiento de comunidad. Análisis comparativo de dos comunidades. International Journal of Psychology and Psychological Therapy, 9, 161-176. Recuperado de https://www.ijpsy.com/volumen9/num2/229/validacin-discriminante-de-una-escala-de-ES.pdf. Sarriera, J. C., Strelhow, M. R., Bedin, L. M., Moura Junior, J. F., Rodrigues, A. L., & Calza, T. Z. (2015). Adaptation of the Sense of Community Index for Brazilian children. Paidéia (Ribeirão Preto), 25(60), 39-47. doi: 10.1590/198243272560201506. Sayer, E., Beaven, A., Stringer, P., & Hermena, E. (2013). Investigating sense of community in primary schools. Educational & Child Psychology, 30(1), 9-25. Tanaka, J. S. (1987). “How big is big enough?”: Sample size and goodness of fit in structural equation models with latent variables. Child Development, 58(1), 134-146. doi: 10.2307/1130296. Watson, T. N., & Bogotch, I. (2016). (Re)Imagining School as Community: Lessons Learned from Teachers. School Community Journal, 26(1), 93-114. Recuperado de https://files.eric.ed.gov/fulltext/EJ1104392.pdf. Witten, K., McCreanor, T., & Kearns, R. (2007). The places of schools in parents’ community belonging. New Zealand Geographer, 63, 141-148. doi: 10.1111/j.17457939.2007.00097.x. Wright, S. (2004). Exploring psychological sense of community in living-learning programs and in the University as a whole (tesis doctoral). University of Maryland. Recuperado de http://drum.lib.umd.edu/bitstream/1903/1687/1/umi umd-1657.pdf.
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spelling	Rojas-Andrade, Rodrigob7dd6af3-25d2-4efd-9518-1bea91e055de-1Cabello, Patricio6f619e71-9c95-451c-a5c1-e2e10939abd5-1Leiva-Bahamondes, Loretofa0007e5-077e-45b3-aaed-ae2481b48aa7-1Castillo, Nicoláseec3ba8d-26c6-41b1-a6b3-4bb0ab6c5b56-12019-07-23T15:13:23Z2019-07-23T15:13:23Z2019-06This study aimed to adapt the Sense of Community Index (SCI-II) in Chilean schools and to examine its psychometric properties. The validation process was conducted with 2871 students from 6th grade of elementary school to 4th grade of high school in a city of Northern Chile. A 52.4 % (n = 1506) of the sample identified with the female gender and the average age of the sample was 14.64 (SD = 2.046). An exploratory factor analysis indicated a three-factor solution: school connectivity, valued belongingness, and membership-reciprocity. The reliability of the scale was adequate (α = .879 for school connectivity, α = .884 for valued belongingness and α = .716 for membership-reciprocity), and confirmatory analyzes indicated adequate adjustment rates (CFI = .939; TLI = .933). It was concluded that the proposed model of the adapted version is valid and is appropriate to be used in future studies on the sense of community in the school context. Finally, the article discusses the value of this instrument for public policies and innovation processes of public education.Este estudo teve como objetivo adaptar a Escala de Sentido de Comunidade (SCI-II) a escolas chilenas e analisar suas propriedades psicométricas. Participaram 2871 estudantes que cursavam entre o 6° do ensino básico e o 4° do ensino médio [nomenclatura usada no Chile] da comunidade de Calama, no norte do Chile. 52.4 % (n = 1506) foram identificados com o gênero feminino e idade média da amostra de 14.64 (DP = 2.046). A análise fatorial exploratória indicou uma solução de três fatores: conectividade escolar, pertencimento valorizado e filiação-reciprocidade. A confiabilidade da escala foi adequada (α = .879 para conectividade escolar, α = .884 para pertencimento valorizado e α = .716 para filiação-reciprocidade). As análises confirmatórias apresentaram índices de ajuste adequados (CFI = .939; TLI = .933). Conclui-se que o modelo proposto da versão adaptada é válido e é útil em futuros estudos sobre o sentido de comunidade no contexto escolar. Discute-se o valor desse instrumento para as políticas públicas para os processos de inovação da educação pública.El presente estudio tuvo como objetivo adaptar la Escala de Sentido de Comunidad (SCI-II) a escuelas chilenas y analizar sus propiedades psicométricas. Se utilizó una muestra compuesta por 2871 estudiantes que cursaban entre 6. ° de enseñanza básica y 4. ° de enseñanza media de la comuna de Calama al norte de Chile. El 52.4 % (n = 1506) se identificó con el género femenino y la edad promedio de la muestra fue de 14.64 (DE = 2.046). Como resultados, el análisis factorial exploratorio indicó una solución de tres factores: conectividad escolar, pertenencia valorada y membresía-reciprocidad; la fiabilidad de la escala fue adecuada (α = .879 para conectividad escolar, α = .884 para pertenencia valorada y α = .716 para membresía reciprocidad); y los análisis confirmatorios indicaron índices de ajuste adecuados (CFI = .939; TLI = .933). Se concluye que el modelo propuesto de la versión adaptada es válido y es utilizable en futuros estudios sobre el sentido de comunidad en el contexto escolar. Al final se discute el valor de este instrumento para las políticas públicas y los procesos de innovación de la educación pública.application/pdfRojas-Andrade, R., Cabello-Cadiz, P., Leiva-Bahamondes, L., & Castillo, N. (2019). Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas. Acta Colombiana de Psicología, 22(1), 273-295. doi:http://dx.doi.org/10.14718/ACP.2019.22.1.130123-9155https://hdl.handle.net/10983/23398spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 22 no. 1 (ene.-jun. 2019); p. 273-295Ariza, T., Quevedo-Blasco, R., & Buela-Casal, G. (2014). Satisfaction of social and legal sciences teachers with the introduction of the European Higher Education Area. European Journal of Psychology Applied to Legal Context, (6), 9-16. doi: 10.5093/ejpalc2014a2.Asociación de Municipalidades de Chile (2016). Calidad de la Educación en las Comunas de Chile. Recuperado de http://www.amuch.cl/pdf/estudio_calidad_de_la_educacion_2015.pdf.Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi: 10.6018/analesps.29.3.178511.Bandalos, D., & Finney, S. (2010). Factor analysis: Exploratory and confirmatory. En G. R. Hancock & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the Social Sciences (pp. 93-114). New York: Routledge.Battistich, V., & Hom, A. (1997). The relationship between student`s sense of their school as a community and their involvement in problem behaviors. American Journal of Public Health, 87, 1997-2001. doi: 10.2105/AJPH.87.12.1997.Baumeister, R., & Leary, M. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529. doi: 10.1037/0033-2909.117.3.497.Bond L., Butler H., Thomas L., Carlin J., Glover S., Bowes G., & Patton G. (2007). Social and school connectedness in early secondary school as predictor’s of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), 357 . doi: 10.1016/j.jado]health.2006.10.D13.Chavis, D., & Pretty, G. (1999). Sense of community: Advances in measurement and application. Journal of Community Psychology, 27(6), 635-642. doi: https://doi.org/10.1002/(SICI)1520-6629(199911)27:6<635Chavis, D., Lee, K., & Acosta J. (2008). The Sense of Community (SCI) Revised: The Reliability and Validity of the SCI-II. Paper presented at the 2nd International Community Psychology Conference, Lisboa, Portugal.Dowdy, E., Furlong, M., Eklund, K., Saeki, E., & Ritchey, K. (2010). Screening for mental health and wellness: Current school-based practices and emerging possibilities. En B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 70-95). New York, NY: Routledge.Elvas, S., & Moniz, M. (2010). Sentimento de comunidade, qualidade e satisfação de vida. Análise Psicológica, 28(3), 451-464. doi: 10.14417/ap.312.Flaherty, J., Zwick, R., & Bouchey, H. A. (2014). Revisiting the sense of community index: A confirmatory factor analysis and invariance test. Journal of Community Psychology, 42(8), 947-963. doi: https://doi.org/10.1002/jcop.20027.Frederickson, N., & Baxter, J. (2009). Measures of Children´s Mental Health & Psychological Wellbeing series: A portfolio for education and health professionals. Belonging, London: GL Assessment.Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43. doi: 10.1177/0272431693013001002.Haquin, C., Larraguibel, M., & Cabezas, J. (2004). Factores protectores y de riesgo en Salud Mental en niños y adolescentes de la ciudad de Calama. Revista chilena de pediatría, 75(5), 425-433. doi: https://dx.doi.org/10.4067/S0370-41062004000500003.Hattori, M., Zhang, G., & Preacher, K. J. (2017). Multiple Local Solutions and Geomin Rotation. 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Exploring psychological sense of community in living-learning programs and in the University as a whole (tesis doctoral). University of Maryland. 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Adaptación psicométrica de la escala de sentido de comunidad (SCI-II) en escuelas públicas chilenas

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