Evaluating the school assets that promote positive adolescent development from the perspective of the student

  1. Pertegal Vega, Miguel Ángel
  2. Oliva Delgado, Alfredo
  3. Hernando Gómez, Ángel
Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Año de publicación: 2015

Volumen: 27

Número: 1

Páginas: 33-63

Tipo: Artículo

DOI: 10.1080/11356405.2015.1006849 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Culture and Education, Cultura y Educación

Objetivos de desarrollo sostenible

Resumen

The aim of this study was to develop a valid and reliable instrument for evaluating students� perceptions of their school�s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale�s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12�17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale�s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studies

Información de financiación

This research has been carried out within the Desarrollo Positivo y Salud Mental Adolescente (Positive Development and Adolescent Mental Health) project, reference no. 2008/00000239, funded by the Ministry of Health of the Government of Andalusia. / Esta investigación se ha realizado dentro del proyecto Desarrollo Positivo y Salud Mental Adolescente, con referencia 2008/00000239, financiado por la Consejería de Salud de la Junta de Andalucía.

Financiadores

Referencias bibliográficas

  • Barbero, M.I., Vila, E., Súarez, J.C., (2006) Psicometría (2nd Ed.), , Madrid: UNED
  • Benson, P.L., Scales, P.C., Hamilton, S.F., Sesman, A., Jr., Positive youth development: Theory, research and applications (2006) Handbook of Child Psychology 6th Ed., 1, pp. 894-941. , R. M. Lerner (Ed.), Theoretical models of human development. Hoboken, NJ: Wiley
  • Blum, R.W., McNeely, C.A., Rinehart, P.M., (2002) Improving the Odds: The Untapped Power of Schools to Improve the Health of Teens, , Minneapolis, MN: University of Minnesota, Center for Adolescent Health and Development
  • Catalano, R.F., Oesterle, S., Fleming, C.B., Hawkins, J.D., The importance of bonding to school for healthy development: Findings from the social development research group (2004) Journal of School Health, 74, pp. 252-261
  • Clark, A.L., Watson, D., Constructing validity: Basic issues in objective scale development (2003) Methodological Issues and Strategies in Clinical Research, pp. 201-231. , A. D. Kazdin (Ed.), Washington, DC: APA
  • Cohen, J., McCabe, L., Michelli, M.N., Pickeral, T., School climate: Research, policy, teacher education and practice (2009) Teachers College Record, 111, pp. 180-213
  • Díaz-Aguado, M.J., (1996) Programas de Educación para la Tolerancia y la Prevención de la Violencia en los Jóvenes, , Madrid: Ministerio de Trabajo y Asuntos Sociales
  • Eccles, J.S., Barber, B.L., Stone, M., Hunt, J., Extracurricular activities and adolescent development (2003) Journal of Social Issues, 59, pp. 865-889
  • Eccles, J.S., Early, D., Fraser, K., Belansky, E., McCarthy, K., The relation of connection, regulation, and support for autonomy to adolescents' functioning (1997) Journal of Adolescent Research, 12, pp. 263-286
  • Gonder, P.O., (1994) Improving School Climate & Culture, , Arlington, VA: American Association of School Administrators
  • Goodenow, C., The psychological sense of school membership among adolescents: Scale development and educational correlates (1993) Psychology in the Schools, 30, pp. 79-90
  • Hu, L., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999) Structural Equation Modeling: A Multidisciplinary Journal, 6, pp. 1-55
  • Kuperminc, G.P., Leadbeater, B.J., Blatt, S.J., School social climate and individual differences in vulnerability to psychopathology among middle school students (2001) Journal of School Psychology, 39, pp. 141-159
  • Lerner, R.M., Lerner, J.V., Almerigi, J., Theokas, C., Positive youth development a view of the issues (2005) The Journal of Early Adolescence, 25, pp. 10-16
  • Marjoribanks, K., (1980) School Environment Scale, , Adelaide: Jan Press
  • McNeely, C.A., Nonnemaker, J.M., Blum, R.W., Promoting school connectedness: Evidence from the national longitudinal study of adolescent health (2002) Journal of School Health, 72, pp. 138-146
  • Moos, R.H., Learning environments in context: Links between school, work and family settings (1987) The Study of Learning Environments, 1-16. , B. J. Fraser (Ed.), Perth, Western Australia: Curtin University of Technoology
  • Moos, R.H., Trickett, E.J., (1974) Classroom Environment Scale Manual, , Palo Alto, CA: Consulting Psychologist Press
  • Murillo, F.J., (2005) La Investigación sobre Eficacia Escolar, , Barcelona: Octaedro
  • Oliva, A., Hernando, A., Parra, A., Pertegal, M.A., Ríos, M., Antolín-Súarez, L., (2008) La Promoción del Desarrollo Adolescente: Recursos y Estrategias de Intervención, , Sevilla: Consejería de Salud, Junta de Andalucía
  • Osterman, K.F., Students' need for belonging in the school community (2000) Review of Educational Research, 70, pp. 323-367
  • Pertegal, M.-Á., Oliva, A., Hernando, Á., Los programas escolares como promotores del desarrollo positivo adolescente (2010) Cultura y Educación, 22, pp. 53-66
  • Power, F., Higgins, A., Kohlberg, L., (1989) Lawrence Kolberg's Approach to Moral Education, , New York, NY: Columbia University Press
  • Roeser, R.W., Eccles, J.S., Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment (1998) Journal of Research on Adolescence, 8, pp. 123-158
  • Roth, J.L., Brooks-Gunn, J., What exactly is a youth development program? Answers from research and practice (2003) Applied Developmental Science, 7, pp. 94-111
  • Scales, P.C., Benson, P.L., Leffert, N., Blyth, D.A., The contribution of developmental assets to the prediction of thriving among adolescents (2000) Applied Developmental Science, 4, pp. 27-46
  • Scheerens, J., Bosker, R.J., (1997) The Foundations of Educational Effectiveness, , Oxford: Elsevier Science
  • Tabachnick, B.G., Fidell, L.S., (2007) Using Multivariate Statistic (5th Ed.), , Boston, MA: Allyn and Bacon
  • Trianes, M.V., Blanca, M.J., De La Morena, L., Infante, L., Raya, S., Múñoz, A., Un cuestionario para evaluar el clima social del centro escolar (2006) Psicothema, 18, pp. 272-277
  • Wentzel, K., Student motivation in middle school: The role of perceived pedagogical caring (1997) Journal of Educational Psychology, 89, pp. 411-419
  • Worthington, R.L., Whittaker, T.A., Scale development research: A content analysis and recommendations for best practices (2006) The Counseling Psychologist, 34, pp. 806-838