Assessment of a multidimensional school collective efficacy scale to prevent student bullyingexamining dimensionality and measurement invariance

  1. José N Peraza-Balderrama
  2. Angel A Valdés-Cuervo
  3. Belén Martínez-Ferrer
  4. Ana C Reyes-Rodríguez
  5. Lizeth G Parra-Pérez
Revista:
Psychosocial Intervention

ISSN: 1132-0559

Año de publicación: 2021

Título del ejemplar: Bullying and Cyberbullying

Volumen: 30

Número: 2

Páginas: 101-111

Tipo: Artículo

DOI: 10.5093/PI2021A2 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psychosocial Intervention

Objetivos de desarrollo sostenible

Resumen

RESUMEN El constructo eficacia escolar colectiva para la prevención del acoso escolar ha recibido una creciente atención como una forma de mejorar el clima escolar. En el presente estudio se evaluó el ajuste de varios modelos de primer orden para medir la autoeficacia escolar colectiva para la prevención del acoso escolar (unidimensional, bidimensional y tridimensional), utilizando una muestra de 579 chicos (Medad = 14.31, DS = 1.78 años) y 589 chicas (Medad = 14.56, DS = 1.83 años) mexicanos. Para validar el modelo en distintos grupos se analizó la invarianza de medida por sexo y nivel educativo (secundaria vs. bachillerato). Además, se examinó la validez discriminante y concurrente analizando la relación de la eficacia escolar colectiva con otros constructos. Los resultados indican que la eficacia escolar colectiva es un constructo tridimensional conformado por las dimensiones de cohesión y confianza, control social de los estudiantes y control social de los docentes. La evidencia constata la invarianza de medida del modelo por sexo y nivel educativo. El análisis de las diferencias de medias latentes muestra diferencias por sexo y nivel educativo en las dimensiones de la eficacia escolar colectiva. Finalmente, los resultados confirman las hipótesis relativas a las relaciones de la eficacia escolar colectiva con otros constructos. Los hallazgos sugieren que el modelo tridimensional es útil para medir la percepción adolescente de la eficacia escolar colectiva.

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