Desarrollo y Validación de un Cuestionario para Evaluar el Clima Escolar desde la Perspectiva del Alumnado de Educación Secundaria

• Laura Lara ^[1] ; Kevin van der Meulen ^[2] ; Ricardo Olmos ^[2] ; Laura Granizo ^[2] ; Rocío Herrero Romero ^[2]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 1, Nº 79, 2026, págs. 135-147
• Idioma: español
• DOI: 10.21865/RIDEP79.1.10
• Títulos paralelos:
  • Development and Validation of a School Climate Questionnaire from the Perspective of Secondary School Students
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El clima escolar influye directamente en el bienestar y la implicación del alumnado, aunque los instrumentos disponibles presentan limitaciones en su validez y aplicabilidad en contextos hispanohablantes. Este estudio tuvo como objetivo desarrollar y validar un cuestionario breve para evaluar el clima escolar desde la perspectiva del alumnado de educación secundaria. Participaron 1602 estudiantes de la Comunidad de Madrid (M=14.87 años; 46.2% mujeres), quienes completaron el cuestionario en formato digital durante el horario lectivo. El instrumento, inicialmente compuesto por 24 ítems y revisado mediante grupos focales con estudiantes, fue sometido a un análisis de homogeneidad y posteriormente a análisis factoriales exploratorios y confirmatorios. Tras este proceso se retuvieron 23 ítems, que mostraron una estructura esencialmente unidimensional sustentada en un modelo bifactorial, con alta consistencia interna (α=.93; ω=.95) y correlaciones significativas con el compromiso escolar afectivo (r=.718) y conductual (r=.286). El cuestionario ofrece una herramienta fiable y práctica para orientar intervenciones educativas y promover comunidades escolares más inclusivas.

  • English

    School climate has a direct impact on students’ wellbeing and engagement, yet existing instruments show limitations regarding validity and applicability in Spanish-speaking contexts. This study aimed to develop and validate a brief questionnaire to assess school climate from the perspective of secondary school students. A total of 1602 students from the Community of Madrid (M=14.87 years; 46.2% female) completed the questionnaire in digital format during school hours. The instrument, initially composed of 24 items and reviewed through student focus groups, underwent item homogeneity analysis followed by exploratory and confirmatory factor analyses. After this process, 23 items were retained, supporting an essentially unidimensional structure based on a bifactor model, with high internal consistency (α=.93; ω=.95) and significant correlations with affective (r=.718) and behavioural (r=.286) school engagement. The questionnaire provides a reliable and practical tool to guide educational interventions and foster more inclusive and cohesive school communities.

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