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Intercultural effectiveness is a relevant construct for improving the training of future teachers and promoting culturally diverse educational environments. This study aimed to adapt and validate the intercultural effectiveness scale (IES) in a sample of pre-service teachers in Chile. A cross-sectional design study was conducted, in which 584 Chilean university students participated (male = 37.8%; female = 61.6%; other = 0.5%), with a mean age of 20.56 years (SD = 3.37) and 21.9% identifying themselves as belonging to an ethnic group. The results obtained from structural equation modelling confirmed the structure of six correlated factors. The scores of the six factors of the IES presented positive and statistically significant correlations with the intercultural sensitivity scale (ISS). In addition, the factors presented adequate levels of reliability. The results of this research are discussed based on current theoretical and empirical evidence. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the underlying social representations of business administration students regarding the concepts of the graduate profile, professional training, and business engineer to subsequently interpret and contrast them with the stated graduate career profile and to review the social relevance thereof. This research study has a cross-sectional design and is descriptive in nature, based on qualitative methodology using the natural semantic networks technique, and the applications were developed in group form. The results show that the concept of the graduate profile does not appear to have been considered in-depth, with participants focusing on peripheral traits and setting aside a large part of what the profile establishes regarding innovation and problem-solving skills in a citizenship education context. With regard to professional training, the concepts associated with this construct are mainly ethics, responsibility, and knowledge, with no mention of the knowledge and skills that are more apposite to the profession. Finally, and in terms of the business engineer stimulus, we note that there is a better understanding of the concept, coinciding more precisely with the business engineering profile UC Temuco wishes to achieve. [ABSTRACT FROM AUTHOR]

School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness. [ABSTRACT FROM AUTHOR]