Evid?ncias de validade da escala de clima escolar Delaware School Climate Survey-Student (DSCS-S) no Brasil

• Main Author: Holst, Bruna
• Other Authors: Lisboa, Carolina Saraiva de Macedo
• Format: Others
• Language: Portuguese
• Published: Pontif?cia Universidade Cat?lica do Rio Grande do Sul 2015
• Subjects: PSICOLOGIA; PSICOMETRIA (PSICOLOGIA); TESTES PSICOL?GICOS; PSICOLOGIA EDUCACIONAL; COMPORTAMENTO (PSICOLOGIA); CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Online Access: http://tede2.pucrs.br/tede2/handle/tede/897

Made available in DSpace on 2015-04-14T13:22:28Z (GMT). No. of bitstreams: 1 464975.pdf: 2112931 bytes, checksum: 42fe511ca82859276957c028eda966a1 (MD5) Previous issue date: 2015-01-15 === Introduction: School climate refers to the quality of school life and it is based on patterns of people's experiences in school, and involves norms, goals, values, interpersonal relationships, teaching and learning practices and institutional structures. Poor school climate has been associated with learning disabilities, school drop out, substance abuse, non-compliance of school rules, depression, low self-esteem and bullying in previous studies. However, there are no validated instruments to assess school climate in Brazil. The Delaware School Climate Survey-Student (DSCS-S) is an instrument composed by 78 items, divided into: Scale I - School Climate; Scale II - School Techniques; Scale III - Bullying and Cyberbullying Victimization; and Scale IV - Cognitive, Behavioral and Emotional Student Engagement. Objective: This study aims to investigate evidences of validity of this survey in Brazil, as well as investigate associations of school climate dimensions with characteristics of schools and students in Southern Brazil. Method: This dissertation comprised three manuscripts. The first describes the cross-cultural adaptation and the search for evidence of content validity of the DSCS-S. The second describes the investigation of the psychometric properties of the DSCS-S, more specifically the evidence of construct validity through exploratory and confirmatory factor analysis. The third discusses how the DSCS-S dimensions correlated with each other and how they associated with characteristics of Brazilian students. The sample consisted in 436 students, aged from 9 to 18 years old (M = 12.98, SD = 1.80; 51.8% girls), from 2 private schools (50.5% of the students assessed) and four public schools located in the cities of Porto Alegre, Gramado and Viam?o (Rio Grande do Sul state, Brazil). The DSCS-S and a demographic data questionnaire developed for this study were applied. Procedures for a cross-cultural adaptation were adopted and also evidences of validity of the instrument were investigated along with correlations between the DSCS-S dimensions and student characteristics such as age, gender, number, occurrence of repetition and type of education (private or public). Results: The cross-cultural adaptation resulted in a Portuguese version that is consistent and showed evidence of content validity and proper congruence between the expert committee. Confirmatory factor analysis showed more acceptable fit indices than the exploratory factor analysis. Results indicate (1) the importance of follow a rigorous crosscultural adaptation method to ensure instruments content validity; (2) that the Portuguese version of the DSCS-S showed evidences of content and construct validity; and (3) that school strategies to promote a positive climate should focus on student engagement and the development of social-emotional learning school techniques. Conclusion: The DSCS-S can attend Brazilian schools demand for climate assessments and support the development of more assertive education policies and strategies that will foster a positive school climate. === Introdu??o: O clima escolar refere-se ? qualidade da vida escolar e est? baseado no padr?o de experi?ncias das pessoas na escola, envolvendo normas, metas, valores, relacionamentos interpessoais, pr?ticas de ensino e aprendizado e estruturas institucionais. Climas escolares negativos, a partir de estudos pr?vios, foram associado a dificuldades de aprendizagem, evas?o escolar, uso de subst?ncias psicoativas, desacato a regras escolares, sintomas de depress?o, baixa autoestima e bullying. Entretanto, n?o existem instrumentos validados para avalia??o de clima escolar no Brasil. O Delaware School Climate Survey-Sudent (DSCS-S) ? um instrumento composto por 78 itens, divididos em: Escala I - Clima Escolar; Escala II - T?cnicas Escolares; Escala III - Vitimiza??o no bullying e cyberbullying; Escala IV - Engajamento Estudantil cognitivo, comportamental e emocional. Objetivo: Este estudo objetiva investigar evid?ncias de validade deste instrumento no Brasil, assim como investigar associa??es das dimens?es do clima escolar com caracter?sticas de escolas e alunos do sul do Brasil. M?todo: Esta disserta??o ? composta por tr?s manuscritos. O primeiro descreve a adapta??o transcultural e a investiga??o de evid?ncias de validade de conte?do do DSCS-S. O segundo descreve a investiga??o das propriedades psicom?tricas do instrumento, mais especificadamente das evid?ncias de validade de construto do DSCS-S mediante an?lise fatorial confirmat?ria e explorat?ria. O terceiro aborda como as dimens?es do DSCS-S correlacionam entre si e se associam com caracter?sticas dos alunos brasileiros. Participaram da pesquisa 436 alunos (51,8% meninas) de 9 a 18 anos (M = 12,98; DP = 1,80), de 2 escolas privadas (50,5% dos alunos avaliados) e 4 escolas p?blicas de Porto Alegre, Gramado e Viam?o/RS. Foram aplicados o DSCS-S e um question?rio de dados sociodemogr?ficos elaborado para esta pesquisa. Foram adotados procedimentos para a adapta??o transcultural, investigadas evid?ncias de validade do instrumento e tamb?m correla??es entre as dimens?es do DSCS-S e caracter?sticas dos alunos como idade, g?nero, s?rie, ocorr?ncia de repet?ncia e modalidade de ensino (privado ou p?blico). Resultados: A adapta??o transcultural originou uma vers?o em portugu?s que ? consistente e apresenta validade de conte?do, assim como foi observada adequada congru?ncia entre ju?zes. As an?lises fatoriais confirmat?rias apresentaram ?ndices de ajuste mais aceit?veis do que as explorat?rias. Resultados indicam (1) a import?ncia de um rigoroso m?todo de adapta??o transcultural de instrumentos para garantir a validade de conte?do; (2) a exist?ncia de evid?ncias de validade de conte?do e de construto do DSCS-S para a l?ngua portuguesa do Brasil; e (3) que estrat?gias para promover um clima escolar positivo devem focar no engajamento dos alunos e no desenvolvimento de t?cnicas escolares focadas no aprendizado s?cio-emocional. Conclus?o: O instrumento DSCS-S pode atender a demanda das escolas brasileiras por avalia??es de seu clima e auxiliar no desenvolvimento de pol?ticas de educa??o e na concep??o de estrat?gias e programas escolares mais assertivos e que promovam o clima escolar positivo.