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IntroductionThe COVID-19 pandemic has profoundly changed university teaching and learning formats, leading to a significant increase in online learning. Consequently, the crisis has facilitated the potential development of this educational modality. However, researchers need adapted and validated instruments to assess the online learning climate in universities.AimThis study aimed to adapt and psychometrically validate the Online Learning Climate Scale (OLCS) for Chilean university students.MethodQuantitative research was conducted with a non-experimental and cross-sectional, design executed in two phases: the first was oriented to the cultural adaptation of the instrument, and the second was focused on analyzing its psychometric properties in a sample of 491 university students.ResultsA translated and culturally adapted version was obtained, composed of 15 items distributed in a factorial structure composed of four dimensions that showed excellent adjustment to the data [χ2 (84) = 189.628; p

IntroductionSchool social climate is central to understanding learning experiences in education environments. Previous studies describe various conceptual and operational definitions around the construct; however, there are no records of reviews focused on Latin America.AimThis study sought to analyze the available evidence and the quality of school social climate measures in Latin America through a systematic review of the literature based on the PRISMA methodology and the COSMIN checklist to assess the psychometric properties of the instruments.MethodologyThe Web of Science, Scopus, Psycinfo, and SciELO databases were consulted. A total of 582 records was identified, of which 27 fulfilled the inclusion criteria and methodological quality to be included in the systematization.ResultsThe results show that the country with the greatest scientific production on the topic is Chile, the measures are centered mainly on the students’ perspective and the most used instrument is the CECSCE. In addition, a common aspect to all the records is that they were not sufficient to capture the complexity of school social climate.ConclusionMultidimensional and multi-informant measures are needed to adequately assess the construct.

School social climate from a multidimensional perspective is a focus of great interest in international research and educational and well-being public policies due to the high prevalence of interpersonal violence in adolescents, currently considered a global public health problem. The object of the present study was to assess the psychometric measurement capacity of a set of items to evaluate school social climate in the Student Context Questionnaire of the Chilean Education Quality Measurement System. The sample analyzed consisted of second-year high school students who replied to a Student Context Questionnaire in 2015 (n~158,572). Exploratory and confirmatory factorial analyses were carried out in a measurement model to identify the presence of constructs and items of high homogeneity. The results showed an acceptable to a good fit in the final model, which consisted of 15 latent constructs, and also showed invariance for school administrative dependencies and invariance for sex. All the above implies a contribution to the public organisms that create standardized tests along with the investigation in compulsory secondary education measurement to prevent future violent behaviors, contribute to reducing interpersonal violence, and improve the well-being of the educational community.