Resumen
Este artículo presenta el desarrollo de una escala breve de ajuste escolar (EBAE-10).
Se usó una muestra por cuotas de cuatro planteles públicos de secundaria y educación media
superior (N=1285). Para la validez concurrente se emplearon: la Escala de Comunicación
Familiar de Adolescentes (Barnes & Olson, 1984), Escala de Ideación Suicida (Roberts,
1980) y promedio del semestre anterior. Al factorizar por Ejes Principales, con base en el
criterio Kaiser, se definieron tres factores que explican el 59.597% de la varianza total. El
primero con 5 ítems (α=.843) reflejaba problemas de adaptación al medio escolar, el segundo
con 3 (α=.780) buen rendimiento escolar, y el tercero con 2 (α=.850) intención de acudir a la
universidad. El modelo con mejor ajuste era el de 3 factores relacionados, con indicadores de
buenos a adecuados. La escala tuvo una consistencia alta (α=.791), mostró diferencias por
género, grupos de edad y nivel de estudios. Se halló correlación directa y significativa con
comunicación familiar positiva y promedio del semestre anterior; a su vez, inversa, con
comunicación familiar negativa e ideación suicida. Se concluye que la escala posee una
estructura tridimensional con buen ajuste a los datos, es consistente y presenta validez
concurrente. Se desea fomentar su estudio y aplicación.
This paper presents the development of a brief scale of school adjustment (BSAS-10).
It was used a quota sample of four public facilities of secondary and high school (N=1285).
For the concurrent validity were employed: the Parent Adolescent Communication Scale
(Barnes and Olson, 1984), the Suicide Ideation Scale (Roberts, 1980) and the average mark of
the previous semester. Upon factoring by Principal Axis, based on the Kaiser’s criterion, three
factors that explain 59.597% of the total variance were defined. The first factor with 5 items
(α=.843) reflected adjustment problems to the scholastic environment, the second factor with
3 items (α=.780) good scholastic performance, and the third factor with 2 items (α=.850)
intention of attending to the university. The model with better adjustment was that of related
3-factors, with fit indexes from good to adequate. The scale had a high reliability (α=.791),
showed differences by gender, age groups and studies level. It was found direct and
meaningful correlation with positive familiar communication and the average mark of the
previous semester; also, inverse, with negative familiar communication and suicide ideation.
It is concluded that the scale has a three-dimensional structure, with good fit to the data; it is
consistent and presents concurrent validity. It is wished to encourage its study and
application.