School climate and associated factors: A structural equation modeling

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidad de Atacama-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorUniversity of Birmingham-
Autor(es): dc.contributorUniversidad Católica del Maule-
Autor(es): dc.contributorUniversidad del Bio Bio-
Autor(es): dc.creatorCuadra-Martínez, David-
Autor(es): dc.creatorPérez-Zapata, Daniel-
Autor(es): dc.creatorSandoval-Díaz, José-
Autor(es): dc.creatorRubio-González, Juan-
Data de aceite: dc.date.accessioned2025-08-21T18:12:45Z-
Data de disponibilização: dc.date.available2025-08-21T18:12:45Z-
Data de envio: dc.date.issued2023-03-01-
Data de envio: dc.date.issued2023-03-01-
Data de envio: dc.date.issued2021-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.18800/psico.202202.002-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/240475-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/240475-
Descrição: dc.descriptionThe aim of this work was to propose a latent equation model that structures the relationship between academic engagement, schadenfreude and prosocial behavior on the school climate. We used a cross-sectional design and 437 secondary students from Chile were recruited. School Climate Scale, Engagement UWES-S 9, School Prosocial Behavior Inventory and Schadenfreude scale were administered. Factor analysis, reliability test, correlation analysis and structural equation modeling were performed to analysis data. After fitting two models for our data and contrasting them with theoretical literature, we found that school climate was affected directly by school engagement and prosocial behavior. Academic engagement positive affects, direct and indirectly, the school climate. An increase in academic engagement also lowers the levels of schadenfreude and causes an increase in the levels of prosocial behaviour. Results are discussed and possible implications are highlighted, considering limitations and suggestions that might guide practical interventions on school climate.-
Descrição: dc.descriptionDepartamento de Psicología Universidad de Atacama-
Descrição: dc.descriptionGEPEM – Grupo de Estudios e Investigaciones en Educación Moral (UNESP/UNICAMP)-
Descrição: dc.descriptionUniversity of Birmingham, 143 Ferncliffe Road, Harborne-
Descrição: dc.descriptionUniversidad Católica del Maule-
Descrição: dc.descriptionCentro de Estudios Ñuble y Grupo de investigación Género Ciudadanía y Equidad GECIEQ (DIUBB G1 152124/EF) Universidad del Bio Bio, Chile. Avenida Andrés Bello, 720-
Descrição: dc.descriptionDepartamento de Psicología Universidad de Atacama, Avenida Copayapu 485-
Descrição: dc.descriptionGEPEM – Grupo de Estudios e Investigaciones en Educación Moral (UNESP/UNICAMP)-
Formato: dc.format685-709-
Idioma: dc.languagees-
Relação: dc.relationRevista de Psicologia (Peru)-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectprosocial behavior-
Palavras-chave: dc.subjectschadenfreude-
Palavras-chave: dc.subjectschool climate-
Palavras-chave: dc.subjectschool engagement-
Palavras-chave: dc.subjectstructural equation modeling-
Título: dc.titleSchool climate and associated factors: A structural equation modeling-
Título: dc.titleClima escolar y factores asociados: modelo predictivo de ecuaciones estructurales-
Título: dc.titleClimat scolaire et facteurs associés: modèle prédictif d’équations structurelles-
Título: dc.titleClima escolar e fatores associados: modelo preditivo de equações estruturais-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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