<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702024000100060</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de la Escala de Clima Escolar en Ambientes Universitarios (ECEAU)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da Escala de Clima Escolar em Ambientes Universitários (ECEAU)]]></article-title>
<article-title xml:lang="en"><![CDATA[en]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora-Araya]]></surname>
<given-names><![CDATA[José Andrey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte-Abarca]]></surname>
<given-names><![CDATA[Karolayn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quesada-Varela]]></surname>
<given-names><![CDATA[Darcy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado-Abarca]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>60</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo del documento es verificar la estructura factorial de la Escala de Clima Escolar en Ambientes Universitarios (ECEAU) mediante modelos de ecuaciones estructurales (SEM).  (Metodología)  Se realizó un estudio transversal no experimental con una muestra aleatoria de 381 estudiantes de la Universidad Nacional de Costa Rica, a los que se le aplicó la ECEAU. Se planteó un modelo SEM para verificar la estructura factorial de la escala y un análisis factorial exploratorio (AFE) que brindó la base para proponer un modelo SEM alternativo con una estructura distinta. La confiabilidad de las escalas se determinó mediante el omega de McDonald y los criterios de bondad de ajuste para los modelos SEM fueron el RMSEA, el CFI, el TLI y el GFI. El análisis se efectuó con el software R.  (Resultados)  La confiabilidad de las escalas en ambos modelos resultaron adecuadas (w &gt;0.70), aunque mejores en el modelo propuesto. El AFE sugirió una estructura diferente para la ECEAU, manteniendo algunas dimensiones de la estructura original y modificando y eliminando otras. Los indicadores de bondad de ajuste, en ambos modelos, fueron casi idénticos con RMSEA=0.02, CFI=0.99, el TLI=0.99 y GFI=0.98, lo que brinda evidencia a favor de las estructuras factoriales planteadas.  (Conclusiones)  Se verifica la estructura originalmente planteada en la ECEAU y las diferencias en los métodos de estimación y rotación generaron la propuesta de otra estructura factorial, igualmente válida, para medir el constructo clima escolar, en el contexto universitario estudiado y que puede ser aplicado a contextos similares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo do artigo é verificar a estrutura fatorial da Escala de Clima Escolar em Ambientes Universitários (ECEAU) usando modelagem de equações estruturais (SEM).  (Metodologia)  Foi realizado um estudo transversal não experimental com uma amostra aleatória de 381 alunos da Universidade Nacional da Costa Rica, aos quais foi aplicada a ECEAU. Uma modelagem SEM foi usada para verificar a estrutura fatorial da escala e uma análise fatorial exploratória (AFE) forneceu a base para a proposta de uma modelagem SEM alternativa com uma estrutura diferente. A confiabilidade das escalas foi determinada pelo ômega de McDonald e os critérios de adequação dos modelos SEM foram RMSEA, CFI, TLI e GFI. A análise foi realizada com o software R.  (Resultados)  A confiabilidade das escalas em ambos os modelos foi adequada (w &gt;0,70), embora melhor no modelo proposto. A AFE sugeriu uma estrutura diferente para a ECEAU, mantendo algumas dimensões da estrutura original e modificando e eliminando outras. Os indicadores de adequação em ambos os modelos foram quase idênticos, com RMSEA=0,02, CFI=0,99, TLI=0,99 e GFI=0,98, o que fornece evidências a favor das estruturas de fatores propostas.  (Conclusões)  Confirmou-se a estrutura originalmente proposta no ECEAU e as diferenças nos métodos de estimativa e rotação geraram a proposta de outra estrutura fatorial, igualmente válida, para medir o construto clima escolar no contexto universitário estudado e que pode ser aplicada a contextos semelhantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective) The aim of this paper is to verify the factorial structure of the School Climate Scale in University Environments (ECEAU) through structural equation models (SEM).  (Methodology)  A non-experimental cross-sectional study was carried out with a random sample of 381 students of the Universidad Nacional de Costa Rica (UNA), to whom the ECEAU was applied. A SEM model was proposed to confirm the factor structure of the scale and an exploratory factor analysis (EFA) was used to provide the basis for an alternative SEM model with a different structure. The reliability of scales was determined using McDonald&#8217;s omega, and the goodness of fit indexes used for the SEM models were the RMSEA, the CFI, the TLI and the GFI. The analysis was carried out using R software.  (Results) The reliability of the scales in both models was adequate (w&gt;0.70), although the metrics in the proposed model produced better results. The AFE suggested a different structure for the ECEAU, keeping some dimensions of the original structure and modifying and eliminating others. The goodness of fit indexes in both models were almost identical, with RMSEA=0.02, CFI=0.99, TLI=0.99 and GFI=0.98, which provides supporting evidence for the factorial structures proposed.  (Conclusions)  The original structure of the ECEAU was confirmed, while the differences in the results of the estimation and rotation methods generated another equally valid factorial structure for measuring the school climate construct in this university, and could be applied to other similar contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective) The aim of this paper is to verify the factorial structure of the School Climate Scale in University Environments (ECEAU) through structural equation models (SEM).  (Methodology)  A non-experimental cross-sectional study was carried out with a random sample of 381 students of the Universidad Nacional de Costa Rica (UNA), to whom the ECEAU was applied. A SEM model was proposed to confirm the factor structure of the scale and an exploratory factor analysis (EFA) was used to provide the basis for an alternative SEM model with a different structure. The reliability of scales was determined using McDonald&#8217;s omega, and the goodness of fit indexes used for the SEM models were the RMSEA, the CFI, the TLI and the GFI. The analysis was carried out using R software.  (Results) The reliability of the scales in both models was adequate (w&gt;0.70), although the metrics in the proposed model produced better results. The AFE suggested a different structure for the ECEAU, keeping some dimensions of the original structure and modifying and eliminating others. The goodness of fit indexes in both models were almost identical, with RMSEA=0.02, CFI=0.99, TLI=0.99 and GFI=0.98, which provides supporting evidence for the factorial structures proposed.  (Conclusions)  The original structure of the ECEAU was confirmed, while the differences in the results of the estimation and rotation methods generated another equally valid factorial structure for measuring the school climate construct in this university, and could be applied to other similar contexts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis factorial]]></kwd>
<kwd lng="es"><![CDATA[clima escolar]]></kwd>
<kwd lng="es"><![CDATA[confiabilidad]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[matemática]]></kwd>
<kwd lng="es"><![CDATA[validez]]></kwd>
<kwd lng="pt"><![CDATA[análise fatorial]]></kwd>
<kwd lng="pt"><![CDATA[clima escolar]]></kwd>
<kwd lng="pt"><![CDATA[confiabilidade]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[validade]]></kwd>
<kwd lng="en"><![CDATA[Factor analysis]]></kwd>
<kwd lng="en"><![CDATA[school climate]]></kwd>
<kwd lng="en"><![CDATA[reliability]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
<kwd lng="en"><![CDATA[Factor analysis]]></kwd>
<kwd lng="en"><![CDATA[school climate]]></kwd>
<kwd lng="en"><![CDATA[reliability]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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