Revisión sistemática sobre los instrumentos de medición de la convivencia escolar utilizados en Latinoamérica Translated title: Systematic review of the instruments for measuring school coexistence used in Latin America

Abstract

Resumen Los problemas de convivencia escolar (CE) forman parte de las preocupaciones en el ambiente educativo. La investigación busca identificar los estudios cuantitativos que han utilizado instrumentos de evaluación de CE y verificar la cantidad de instrumentos aplicados en los últimos diez años. Se efectuó una revisión sistemática utilizando la base de datos de Scopus, ProQuest y SciELO. El diagrama Prisma se aplicó para sistematizar la información. Se identificó 9 estudios, los que han sido efectuados en Chile, Colombia y México. Se ha verificado dos instrumentos de CE, que son los más utilizados: la “Escala de Convivencia Escolar” (ECE), que es aplicable a estudiantes, y el Cuestionario de Arancibia, que abarca una mayor cantidad de dimensiones y agentes educativos. Se sugiere que ambos instrumentos son aplicables para medir la convivencia escolar, pero considerando diferentes participantes (estudiantes; y profesorado-estudiantes, respectivamente).

Translated abstract

Abstract The problems of school coexistence (SC) are part of the concerns in the educational environment. Many of these problems are associated with difficulties related to the interactions and interrelationships developed by the members of an educational community. Likewise, many times the critical knots evidenced in school contexts are manifested by the perceptions that people have about school coexistence. In view of this, there are initiatives that seek to measure or evaluate, from the point of view of educational agents, the appraisals, levels or considerations about SC. For this reason, the present research seeks to identify quantitative studies that have used instruments for the evaluation of SC and to verify the number of instruments applied in the last ten years. A systematic review was carried out using the Scopus, ProQuest and SciELO databases. The Prism diagram was applied to systematize the information. Nine studies were identified, which have been carried out in Chile, Colombia and Mexico. Two EC instruments were verified, which are the most widely used: the "School Coexistence Scale" and the Arancibia Questionnaire. On the one hand, the School Coexistence Scale is an instrument made up of 50 items that evaluates the perception of EC of boys and girls in elementary school. It consists of a Likert-type scale (from 0 = never to 4 = always). The School Coexistence Scale is made up of topics and dimensions, which have specific focuses. Regarding the "topics", the scale examines the students' perception of three topics: situations that occur in their school and their class at a general and particular level; the number of times that situations affecting coexistence in their establishment occur; and, finally, whether they have participated in certain events and how often they do so. In relation to the dimensions examined by the scale, these are: Positive Interpersonal Management, Victimization, Disruptiveness, Social Network of Peers, Aggression, Normative Adjustment, Indiscipline and Teacher Neglect. And, on the other hand, the Arancibia Questionnaire, which covers a greater number of dimensions and educational agents. Among the dimensions addressed by this questionnaire, the following can be mentioned: a) conflict approach dimension: characterization of conflicts in the school, in terms of perception, knowledge of the regulations, usefulness and fairness in their application; b) empathic understanding dimension: style of relationships of the teaching staff and student population that promote mutual respect, and empathy in the face of difficult situations; c) communication dimension: existence of clear and expeditious communication channels; and d) coexistence spaces dimension: perception of the school's infrastructure in terms of accessibility, usefulness and activities taught. It is suggested that both instruments are applicable to measure school coexistence, but it should be considered that they are designed and validated with specific target populations. While the School Coexistence Scale focuses on the student body, the Arancibia Questionnaire is extended to teachers and students.