Browsing by Author "Mieres-Chacaltana, Manuel"
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Publication Assessing psychological well-being among adolescents: A new multidimensional instrument for Chilean school students(2025) Bravo-Sanzana, Mónica; Terán-Mendoza, Oscar; Miranda, Rafael; Oriol, Xavier; Varela, Jorge; Mieres-Chacaltana, ManuelAdolescent psychological well-being is a key component of social and educational sustainability. Strengthening well-being during the school years supports healthy development, academic engagement, and resilience to contemporary challenges. Within the framework of the United Nations 2030 Agenda for Sustainable Development, fostering mental health and equity in education contributes to more inclusive, cohesive, and peaceful communities. This study aimed to develop and validate the Psychological Well-Being Scale for Adolescents in a Chilean school population. Drawing on Ryff’s multidimensional model, the scale included 32 items and was administered to 8638 high school students from all sixteen regions of Chile. Exploratory Factor Analysis identified a seven-factor structure in which self-acceptance was divided into two dimensions: one associated with self-esteem and achievement, and another with self-appreciation and body image. Confirmatory Factor Analysis demonstrated that the seven-factor model achieved the best fit. The scale showed high internal consistency, adequate convergent validity, and measurement invariance. The Psychological Well-Being Scale for Adolescents is a psychometrically sound and culturally adapted instrument validated with Chilean adolescents in school contexts. Current evidence supports its use for research and applied assessment within Chilean educational settings.Publication Design and validation of the multidimensional school social climate inventory for adolescents (MSSCI-A) in Chile(2025) Bravo-Sanzana, Mónica; Terán-Mendoza, Oscar; Miranda, Rafael; Oriol, Xavier; Varela, Jorge; Mieres-Chacaltana, ManuelIn Latin America, there is a critical need for validated instruments that capture the multidimensionality of school social climate from an ecological perspective. To fill this gap, this study developed and validated the Multidimensional School Social Climate Inventory for Adolescents (MSSCI-A). Using a non-experimental, cross-sectional design, data were collected from 8949 students across 16 Chilean regions, randomly divided for exploratory and confirmatory analyses. Content validity was ensured through expert judgment with Aiken’s V, while item variability was tested in a pilot study. Dimensionality was examined through Exploratory Factor Analysis (EFA) and Exploratory Graph Analysis (EGA), which identified 10 coherent and parsimonious dimensions. These combined expected domains such as Emotional Safety, Collaboration, and Belonging with hybrid factors that reflect how students experience interdependent aspects of school life. The Organizational Structure factor, however, did not meet minimum psychometric standards and was therefore removed. The final model was tested with Confirmatory Factor Analysis (CFA), while internal consistency and convergent validity were supported through Cronbach’s alpha, McDonald’s omega, and AVE. Findings show that the MSSCI-A demonstrates strong psychometric properties. Overall, it constitutes one of the few validated, multidimensional, and culturally grounded tools in Latin America, with applications in research, educational practice, and policymaking.