Acceso usuarios
México
Un ambiente escolar positivo (AEP) pudiera aumentar el bienestar estudiantil ypromover conductas sostenibles (CS). No obstante, existen pocas investigaciones sobre los AEPs en universidades. Con el objetivo de explorar las relaciones entre el AEP, la CS yel bienestar yprobar las propiedades psicométricas de los instrumentos utilizados, se realizó una investigación con 285 estudiantes de licenciatura yposgrado (M= 21.63 años; DE = 3.91). Se calcularon estadísticos descriptivos (univariadas por escala/reactivo yAlfas de Cronbach) einferenciales (el coeficiente de correlación Rho de Spearman, se realizaron análisis factoriales confirmatorios, covarianzas entre cons- tructos yse probó un modelo de ecuaciones estructurales). Los resultados señalaron que las escalas fueron confiables (α > .60) yque, en su mayoría, mostraron validez convergente ydiscriminante, confirmándose además las relaciones esperadas teóricamente: el AEP se relacionó directa ypositivamente con la CS yel bienestar, donde el bienestar recibió también un efecto significativo através de la CS. Esta evidencia pudiera ayudar aformular políticas públicas yprogramas encaminados acrear ambientes universitarios positivos.
A positive school environment (PSE) could enhance student well-being and promote sustainable behaviour (SB). However, there is little research on PSEs in universities. In order to explore the relationships between PSE, SB and well-being, and to test the psychometric properties of the instruments used, we conducted research with asample of 285 undergraduate and graduate students (M= 21.63 years of age; SD = 3.91). We calculated descriptive statistics (univariate by scale/item and Cronbach’s alpha coefficients) and inferential statistics (Spearman’s rho coefficient, confirmatory factor analysis, covariances between constructs, also testing amodel of structural equations). The findings indicated that the scales were reliable (α > .60) and that, for the most part, they showed convergent and discriminatory validity. Furthermore, the expected theoretical relationships were confirmed: PSE was directly and positively related to SB and well-being, and the latter was also significantly affected by SB. This evidence could help to formulate public policies and programmes aimed at creating positive university environments.
