Percepción del clima social en el aula por estudiantes de enfermería de tres facultades españolas / Perception of the classroom social climate by nursing students in three Spanish Universities / Percepção do clima social na aula por estudantes de enfermagem de três faculdades espanholas

Resumen Introducción: El clima social en el ámbito académico es la percepción que tienen los individuos de los distintos aspectos del ambiente en el que se desarrollan. Contar con un clima social positivo facilita el rendimiento del alumnado y su satisfacción personal. Objetivo: Analizar la relación del sexo, la edad o el centro universitario con la percepción del clima social en el aula en estudiantes del 2º curso del Grado en Enfermería de las Facultades de Burgos, Soria y Valladolid, España. Métodos: Estudio descriptivo correlacional, cuya población de estudio fueron todos los estudiantes matriculados en el 2º curso del Grado en Enfermería en las Facultades de Burgos, Soria y Valladolid durante el periodo académico 2017/2018; se estudia la posible relación entre el clima social en el aula y los factores sociodemográficos mediante análisis bivariado. Resultados: Aceptaron participar 172 estudiantes. Se observó que tener más edad se relacionaba con una mayor motivación para asistir a clase (p=0.009), con un sentimiento de orgullo ante la universidad (p=0.001), con una mayor colaboración entre compañeros (p=0. 038) o con un mayor conocimiento de las normas de la universidad (p=0.001). Conclusiones: El clima social en los centros analizados se sitúa en un nivel intermedio, es irrelevante el sexo y el centro universitario. El alumnado de mayor edad se presenta más motivado por el estudio, más colaborador y más identificado con el centro.

Abstract Introduction: Academic social climate is the perception which individuals have regarding the diverse aspects of the environment in which they are academically developing. Having a positive social climate facilitates the performance and personal satisfaction among students. Objective: To analyze the relationships between sex, age, and university with the perception of classroom social climate among students of the 2nd Grade of Nursing in the Universities of Burgos, Soria, and Valladolid, Spain. Methods: This is a descriptive and correlational study. The population was constituted by all the students enrolled at the 2nd Grade of Nursing in the Universities of Burgos, Soria, and Valladolid during the 2017/2018 academic period. Using bi-variate analysis, the possible associations between classroom social climate and sociodemographic factors were studied. Results: A total of 172 students agreed to participate. It was observed that being older was associated to having a higher motivation to attend classes (p=0.009), a higher feeling of pride towards the university (p=0.001), a greater collaboration among colleagues (p=0.038), or a better knowledge of the university norms (p=0.001). Conclusions: Perceived social climate in these universities turn out to be fair. Sex and the specific university center were not particularly associated to the students' social climate perception. The older students tended to be more motivated and collaborative, and more identified with the university.

Resumo Introdução: O clima social no âmbito acadêmico é a percepção que têm os indivíduos dos distintos aspectos do ambiente no qual se desenvolvem. Contar com um clima social positivo facilita o rendimento do alunado e sua satisfação pessoal. Objetivo: Analisar a relação do sexo, a idade ou o centro universitário com a percepção do clima social na aula em estudantes do 2º curso de Grau em Enfermagem das Faculdades de Burgos, Soria e Valladolid, Espanha. Métodos: Estudo descritivo correlacional, cuja população de estudo, foram todos os estudantes matriculados no 2º curso de Grau em Enfermagem nas Faculdades de Burgos, Soria e Valladolid durante o período acadêmico 2017/2018; estuda-se a possível relação entre o clima social na aula e os fatores sociodemográficos mediante análise bivariada. Resultados: Aceitaram participar 172 estudantes. Observou-se que ter mais idade relacionava-se com uma maior motivação para assistir à aula (p=0.009), com um sentimento de orgulho ante a universidade (p=0.001), com uma maior colaboração entre companheiros (p=0. 038) ou com um maior conhecimento das normas da universidade (p=0.001). Conclusões: O clima social nos centros analisados situa-se em um nível intermediário, é irrelevante o sexo e o centro universitário. O alunado de maior idade apresenta-se mais motivado pelo estudo, mais colaborador e mais identificado com o centro.

Invarianza factorial del Cuestionario para Evaluar Clima Social del Centro Escolar en estudiantes chilenos y colombianos / Factorial invariance of the Questionnaire for evaluating School Social Climate in Chilean and Colombian students

Resumen La investigación tuvo como objetivo estudiar el grado de equivalencia psicométrica del Cuestionario para Evaluar Clima Social del Centro Escolar (CECSCE) en adolescentes chilenos y colombianos. Los participantes fueron seleccionados a partir de un muestreo no probabilístico intencionado en 11 establecimientos públicos y particulares subvencionados de Chile y Colombia. Participaron 1233 adolescentes de ambos sexos, con una edad promedio de 14.82 (DT = 1.83). Los resultados obtenidos a partir de los análisis factoriales confirmatorios ratificaron la estructura de 2 factores correlacionados en la muestra chilena con el índice chi-cuadrado de Satorra Bentler(76) = 175.664, p < .001; índice de ajuste comparativo = .956; índice de Tucker-Lewis = .948; error cuadrático medio de aproximación = .044 (IC90% = .035-.052) y en la muestra colombiana con el índice chi-cuadrado de Satorra Bentler (76) = 131.508, p < .001; índice de ajuste comparativo = .942; índice de Tucker-Lewis = .931; error cuadrático medio de aproximación = .037 (IC90% = .026-.047). El análisis de invarianza factorial evidenció que el grado de equivalencia transcultural del instrumento se presenta plausible a nivel de invarianza de configuración (M1 = _ índice chi-cuadrado de Satorra Bentler = 35.583; ∆gl = 12; p < .001; _índice de ajuste comparativo = .007). La escala presentó adecuados índices de fiabilidad por consistencia interna y homogeneidad.

Abstract This study aims to determine the degree of psychometric equivalence of the questionnaire for evaluating School Social Climate in Chilean and Colombian adolescents. Using an intentional non-probability sampling, the adolescents were selected from 11 public schools and subsidised private schools in Chile and Colombia. The study involved 1,233 adolescents of both sexes, with a mean age of 14.82 years (SD = 1.83). The results from confirmatory factor analysis ratified the correlated two-factor structure in the Chilean sample Satorra Bentler's chi-square(76) = 175.664, P < .001; comparative fit index = .956; Tucker-Lewis index = .948; root mean square error of approximation = .044 (90% CI = .035-.052), and in the Colombian sample Satorra Bentler's chi-square(76) = 131.508, P < .001; comparative fit index = .942; Tucker-Lewis index = .931; root mean square error of approximation = .037 (90% CI = .026-.047). Invariance factorial analysis showed that the cross cultural level of the instrument is plausible at invariance configuration level (M1 = _Satorra Bentler's chi-square = 35.583;∆gl = 12; P < .001; _comparative fit index = .007). The resulting scale depicted adequate indices of reliability for internal consistency and homogeneity.

Actitudes de los jóvenes ante situaciones de agravio en el entorno familiar: su relación con el género, la creencia religiosa y el clima social familiar / Attitudes of Young People in Front of Offense Situations in Family Context: its Relation to Gender, Religious Belief and the Family Social Climate

Los objetivos de este trabajo son, por una parte, analizar las actitudes de los jóvenes ante las situaciones de agravio que se producen en el contexto familiar en función del género, la creencia religiosa y el clima social familiar y, por otra, estudiar el poder predictivo de estas variables sobre las actitudes de agravio. Los participantes fueron 230 jóvenes (media de edad = 21.2), 130 mujeres y 100 hombres, quienes cumplimentaron el cuestionario CASA-F (Moreno & Pereyra, 2000) y la escala de Clima Social Familiar (Moos, Moos, & Trickett, 1995). Se obtuvieron diferencias en las actitudes ante el agravio en función del género y la creencia religiosa y una relación significativa entre las actitudes prosociales ante el agravio y el clima social familiar. Por último, los análisis de regresión múltiple confirmaron la capacidad predictiva del género, la creencia religiosa y el clima social familiar sobre las actitudes prosociales de perdón y explicación.

The objectives of this study are to analyze the attitudes of young people to offenders situations in family context according to gender, religious belief and family social climate and, to study the predictive power of those variables on attitudes toward offenders. Participants were 230 young (mean age = 21.2), 130 women and 100 men who completed the CASA-F Questionnaire (Moreno & Pereyra, 2000) and the Family Social Climate Scale (Moss, Moss, & Trickett, 1995). We obtained differences in attitude towards offenders in terms of gender and religious belief and a significant relation between prosocial attitudes towards offenders and family social climate. Finally, multiple regression analysis confirmed the predictive ability of gender, religious belief and the family social climate on prosocial attitudes of forgiveness and explanation.

Rendimiento académico y las dimensiones personal y contextual del aprendizaje socioemocional: evidencias de su asociación en estudiantes chilenos / Academic Performance and Personal and Contextual Dimensions of Socioemotional Learning: Evidence of its Association in Chilean Students

El presente estudio respalda la creciente evidencia empírica sobre la relación entre la dimensión socioemocional y el rendimiento académico. Mediante análisis de correlación y regresión se testeó en estudiantes chilenos de educación básica la asociación entre el rendimiento académico y las dimensiones individual (autoestima y bienestar socioemocional) y contextual (percepción del clima social escolar) del aprendizaje socioemocional. Bienestar socioemocional y percepción del clima social escolar respecto a relaciones de pares y lugares de la escuela, mostraron una relación significativa con el aumento en el desempeño académico. Los hallazgos son discutidos en términos de sus implicancias para la práctica educativa y para futuras investigaciones.

This study supports the growing empirical evidence regarding the relationship between the socioemotional dimension and academic achievement. Through correlation and regression analyses the associations between individual (self-steem and socioemotional well-being) and contextual (perception of the school social climate) features of socioemotional learning and academic success in Chilean elementary students were tested. Socioemotional well-being and perception of school social climate with regards to peer relations and places at school were significantly related to improvements in academic achievement. Results are discussed in terms of their implications for educational practice and future research.

Adaptación y validación psicométrica de la Escala de Clima Social Organizacional (WES) de Moos en México / Adaptation and Psychometric Validation of the Moos' Work Environmental Scale (WES) in Mexico

El propósito de este estudio fue generar un instrumento que permita medir el clima social organizacional en el entorno mexicano de manera confiable y válida. Para lo cual, se adaptó la Escala de Clima Social Organizacional (WES) versión en español (Moos, 2008), conformada por 90 reactivos con 6 opciones de respuesta; para realizar su validación psicométrica se aplicó a 490 trabajadores mexicanos, de entre 18 y 66 años de edad, 261 mujeres y 229 hombres con diferentes grados de escolaridad. Se llevaron a cabo análisis para conocer el poder discriminativo de los reactivos; la confiabilidad y la estructura factorial válida para la población laboral nacional. La escala final estuvo constituida por 18 reactivos, organizados en tres factores y un indicador: Clima laboral, Aspectos físicos, Normatividad organizacional y el indicador Cambio.

The objective of this research was to generate a standardized that assessed organization social climate in Mexican population. Was used The Work Environmental Scale, Spanish version (Moos, 2008), to be adapted. The scale include 90 items, with six options for answers. The scale was applied to 490 Mexican employees in order to obtain its psychometrical validation. The distribution was as follow: age between 18 and 66; 261 women and 229 men; diverse school levels. A proper analysis took place in order to learn about the items discriminative power, reliability and valid factorial structure for the Mexican worker population. The final scale was conformed by 18 items organized by three factors and one indicator as follow: 1) work environment, 2) physical aspects of the work place, 3) organization rules and regulations and 4) the change indicator.

Clima Social Escolar: una escala de evaluación -Escala de Clima Social Escolar, ECLIS / School Social Climate: An instrument of evaluation

El presente artículo describe el proceso de diseño, construcción y validación inicial de una Escala de Clima Social Escolar (ECLIS) que representa una herramienta para visualizar las variables que, a juicio de las autoras, a partir de la revisión de la literatura y de sus investigaciones en la realidad escolar chilena, dan cuenta de las características que en un corte transversal puede tener un determinado contexto escolar. Se describe el marco conceptual que sustenta esta Escala y las características psicométricas básicas de la versión definitiva. Se incluyen los criterios para el análisis y su interpretación.

This paper describes the design and initial validation of ECLIS, a School Social Climate Scale. This scale is a useful tool for evaluation of the main variables reported by research and the authors of the school social climate. Conceptual framework, basic psychometric characteristic and results of the experimental application in different samples of Chilean school students are reported. Criteria for analysis and interpretation of scores are included.

Fundamentos metodológicos y teóricos de la investigación: las relaciones existentes entre las prácticas educativas familiares, el clima social familiar de los padres y el desarrollo de Habilidades sociales en niños y niñas entre 2 y 3 años de edad de nivel socio-económico bajo, medio y alto de la ciudad de Medellín / Methodological and theoretical fundamentals of the research: relationships between family educational practices, parents ́s family social climate of and Development of social skills in children between 2 and 3 years of age in low, medium and high social ­ economic leven In Medellin city

Este artículo presenta una reflexión en torno a la metodología propia para una investigación cuyo objeto es la familia. Hace un análisis de diferentes enfoques epistemológicos que soportan tales metodologías a partir del concepto de paradigmas de Kuhn y de autores que permiten establecer los puntos de encuentro y desencuentro de las investigaciones frente a la familia, concretamente, de las prácticas educativas familiares y el clima social familiar, con base en el punto de vista psicológico. El texto muestra, como conclusión, que a partir de los dos principales enfoques del objeto de estudio, los problemas, los métodos y técnicas de investigación, tienen un punto que puede suponerse común: consideran que la interacción con distintos ambientes representa una influencia directa en el desarrollo de los niños. Estas dos variables se soportan en la teoría ecológica de Bronfenbrenner y en la teoría histórico-cultural de Vigotsky.

This paper aims to show a reflection on the convenient method to develop a research which has as object the family. It presents an analysis about the different epistemic approaches, starting from the concept of paradigm by Kuhn and several authors that allow establishing the meetings or disagreement points about this research, specifically, about parenting practices, and social - family weather, based on a psychological point of view. The text shows, as conclusion, that the two principal epistemic approaches have a common point of view: the interaction with different environments represents a direct influence to children's develope processes. These research variables can be supported by the ecologic theory, by Bronfelbrenner and the historical-cultural theory by Vigotsky.

Relaciones entre el clima social familiar y el desempeño en habilidades sociales en niños y niñas entre dos y tres años de edad / The relationship between social family climate and social skills performance in boys and girls between two and three years of age / Relação entre clima social familiar e desempenho nas habilidades sociais em crianças entre dois e três anos de idade

Esta investigación tuvo como objetivo estudiar el clima social de un grupo de familias y su relación con el desempeño en habilidades sociales de 108 niños y niñas entre dos y tres años de edad. Se evaluó el clima social desde tres dimensiones: relaciones, desarrollo y estabilidad, y el desarrollo social mediante seis repertorios conductuales. La investigación fue de tipo descriptivo correlacional. Para evaluar el clima social familiar se utilizó la Escala de clima social, y para evaluar las habilidades sociales, el Cuestionario de habilidades sociales. Se encontró que las familias cohesionadas, es decir, aquéllas que presentan una tendencia democrática caracterizada por espacios de comunicación, expresiones de afecto y un manejo de normas claras, son generadoras de un repertorio amplio de habilidades sociales; mientras que las familias con una estructura disciplinada, caracterizada por acciones autoritarias de los padres, se asocian con un nivel más bajo de desempeño social en los niños y niñas. Una situación similar se pudo evidenciar en las familias con una estructura sin orientación, caracterizada por el poco manejo de normas claras y una gran manifestación de afecto y satisfacción de los deseos de sus hijos e hijas.

This research aimed to study the social climate of a group of families and its relationship with social skills performance of 108 children between the ages of two and three. Social climate was assessed from three dimensions: relationships, development and stability; and social development through six social codes. The research was descriptive correlational. In order to assess the family social climate, the Social Climate Scale was used; and to assess social skills, the Social Skills Questionnaire was administered. Results showed that cohesive families, those with a democratic trend characterized by allowing communication spaces, using expressions of affection and managing clear standards generate a wide repertoire of social skills; whereas families with a disciplined structure, characterized by authoritarian actions of the parents, are associated with lower levels of social performance in boys and girls. A similar situation was evidenced in families with a structure without orientation, characterized by the limited amount of clear standards and a high expression of affection and satisfaction of their sons and daughters' desires.

O objetivo desta pesquisa descritiva correlacional é estudar o clima social de um grupo de famílias e sua relação com o desempenho em habilidades sociais de 108 crianças entre dois e três anos de idade. Estabeleceram-se três dimensões para avaliar o clima social: relacionamentos, desenvolvimento e estabilidade. No desenvolvimento social se observaram seis repertórios comportamentais. Para avaliar o clima social familiar se aplicou a Escala de clima social; para avaliar as habilidades sociais, o Questionário de habilidades sociais. Verificou-se que as famílias coesas, ou seja, mostrando uma tendência caracterizada por espaços democráticos de comunicação, expressões de afeto e aplicação de regras claras geram um amplo repertório de habilidades sociais. Enquanto as famílias com uma estrutura disciplinada caracterizada por ações autoritárias dos pais estão associadas a crianças com menor nível de desempenho social. Uma situação semelhante foi evidente em famílias sem orientação, caracterizada pela aplicação limitada de regras claras e uma grande demonstração de afeto e satisfação dos desejos de seus filhos.

Percepción de clima social familiar y actitudes ante situaciones de agravio en la adolescencia tardía / The family social enviroment perception and attitudes on offensive circumstances in later adolescence

El propósito de este trabajo fue evaluar la posible incidencia que ejerce la percepción del clima social familiar sobre las actitudes ante situaciones de agravio en otros ámbitos. Con este fin, fueron estudiados a través de un diseño de investigación ex post facto, 140 sujetos de ambos sexos de 18 a 24 años de edad, residentes en las provincias de Entre Ríos y Mendoza (República Argentina). Los instrumentos empleados fueron la adaptación de la Escala de Clima Social Familiar (FES) de Fernández Ballesteros (1995), el Cuestionario de Actitudes ante Situaciones de Agravio (Moreno & Pereyra, 2000) y un cuestionario demográfico para recabar variables como edad, sexo y estado civil, entre otras. Los da tos fueron analizados con Análisis de Variancia Múltiple (MANOVA). Los resultados del estudio indican que se encontraron diferencias significativas con respecto a las actitudes Venganza y Perdón entre los grupos que presentaron diferente clima familiar. Los que percibieron un clima menos favorable mostraron más predisposición a la Venganza y menos tendencia al Perdón ante la ofensa, en los ámbitos de trabajo, amistad, padres y Dios. Las actitudes ante el agravio más agresivas se vieron afectadas por la percepción negativa del clima familiar. Las actitudes prosociales se relacionaron con un ambiente más favorable. Los resultados obtenidos parecen estar de acuerdo con el modelo complementario, que plantea que las relaciones familiares proporcionan un aprendizaje de valores y habilidades básicas para la interacción con los demás en otros ámbitos.

The purpose of this work was to evaluate the possible impact that the family social environment perception has on one's attitude when facing offensive situations in other environments. To this end, through an ex post facto investigation, 140 subjects of both sexes between the ages of 18 and 24, homogeneous by gender (70 men and 70 women) were studied. These subjects were residents in provinces of Entre Ríos and Mendoza (República Argentina). Throughout its existence, the individual is heavily influenced by their environment. This assertion has been supported by authors in the fields of Psychology and Educational Psychology (Bowbly, Winnicot, and others). Also, how to perceive the environment influences how the individual behavior in that environment. Then accordingly, the objective of this research was to determine whether a better social environment for families (greater cohesion and expressiveness and less conflict) is associat ed with a more prosocial attitude to the offense, from a psychological point of view, in the late adolescence. The evaluation methods applied were: The Family Social Environment Scale from Moos, R., Moos, B., and Trickett a dapted by Fernández Ballesteros (1995). To evaluate the family environment of the participants used the Dimension Relationship: describes the relationships between family members, aspects of development that are most important in it and its basic structure. The Attitudes on Offensive Circumstances Questionnaire (Moreno & Pereyra, 2000) and a demographic survey. In analyzing the data, Multiple Analysis of Variance (MANOVA) was conducted. The results of the study showed significant differences in consideration of attitudes towards Revenge and Forgiveness in the groups with different familiar environment. Those who perceived a less favorable atmosphere demonstrated a greater predisposition towards Revenge and less towards Pardon when faced with offensive situations in their work environment, friendships, with their parents and with God. The attitudes facing more aggressive offenses were seen to be affected by the negative perception of the familiar atmosphere. The prosocial attitudes were connected to a more favorable atmosphere. The subjects of the sample that perceived less cohesion and expressiveness were more predisposed to aggressive answers and less to the forgiveness before the damage that those who were perceiving more cohesion at home. As well as those who were perceived less expressiveness showed to have more predisposition to the revenge before the offense that those who perceived more expressiveness in the family. The results showed in the areas of relationships observed, that the late adolescents with better family environment stretch to attitudes on the offense in the relations with the parents, God, the friends and his mate of job. The young of the less positive family environment showed predisposition to answers, such of more aggressive type, as the revenge before the offense in the relations with the parents, God and mate of job and a trend to the rancor in the relationship with friends. Some skills can be learned in other areas of relationships and, in turn, encourage them to a better family atmosphere, that is, more cohesive, more expressiveness and less conflict within the home. However, family relationships have a longer period and learning that makes them often have more impact than that acquired from other areas of relationship (Martínez & Fuertes, 1999). Finally, the results found in the present study seem to be more in accordance with the complementary model of Gold and Yanof (1985, cited in Martínez, 1997), that poses that the familiar relations provide a learning of values and basic skills for the interaction with others and no so much with the compensate model as which the relations with the equal would see intensified when the familiar environment and relations are poor (Fuligni & Eccles, 1993, cited in Martínez, 1997; Martínez, 1997).

Adaptación de las escalas de clima social escolar y familiar (Moos) / Adapting social climate scales school and family (Moos)

Las escalas de clima social escolar y familiar (Moos, 1979) brindan una medida de la percepeción personal e individual de los ambientes tanto escolares como familiares, permitiendo conocer ciertos aspectos de la interacción en la que participa el individuo como miembro activo. Se identificaron los aspectos psicosociales de dichos ambientes que fueran significativos para sus miembros. De esta manera a través de la aproximación y visualización de cada realidad, tanto familiar como escolar, se facilita la intervención de los profesionales con el objetivo de lograr un funcionamiento más saludable.En este trabajo se presentará el primer paso en la adpatación de dicha técnica a nuestro medio cultural, mostrando resultados en relación al uso de la misma y correlaciones encontradas con variables externas como rendimiento escolar (notas), densidad social y hacinamiento. También se realiza una distribución percentilar en base a la muestra utilizada en el proyecto de investigación PS- 028...