<?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>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282019000300009</article-id>
<article-id pub-id-type="doi">10.6018/analesps.35.3.363501</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Classroom co-living climate: nature, measurement, effects and implications for social education. A cross-cultural study]]></article-title>
<article-title xml:lang="es"><![CDATA[Clima de convivencia de clase: naturaleza, medida, efectos e implicaciones para la educación social. Un estudio transcultural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simón]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Valle]]></surname>
<given-names><![CDATA[Nuria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ulate]]></surname>
<given-names><![CDATA[María A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Biehl]]></surname>
<given-names><![CDATA[María L]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Ministerio de Educación Pública  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Inter-American Development Bank - Education Division  ]]></institution>
<addr-line><![CDATA[Washington, DC ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>3</numero>
<fpage>424</fpage>
<lpage>433</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282019000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282019000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282019000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper has three objectives, after proposing an initial model of classroom coliving climate: to develop two measures to test its validity, to test their usefulness for analyzing differences between classrooms, and to do it in two different countries. The initial model includes seven interaction patterns that, if present, favor the students&#8217; social inclusion. The first questionnaire assesses the classroom coliving climate perceived by the student, and the second, the degree in which the student interacts according to the model. Participants were 2581 Secondary-School students, 2038 from Costa Rica and 543 from Spain. To test model-fit, confirmatory factor analyses, cross validation and multi-group analyses were carried out. Correlation and regression analyses were also carried out to determine discriminant and concurrent validity using as criteria a measure of social integration. ANOVA analyses were used to test for differences between classrooms (&#951;2 between .19 and .28). Results, similar in both countries, showed that both questionnaires had adequate structural validity (CFI between .94 and .97), and discriminant and concurrent validity (r predictors-criterion between .37 and .44; p &lt; .0001). Due to the nature of their content, the questionnaires can be used for planning interventions aimed at improving coliving, and for assessing their effectiveness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene tres objetivos, después de proponer un modelo inicial de clima de convivencia en el aula: desarrollar dos medidas para probar su validez, probar su utilidad para analizar las diferencias entre las aulas y hacerlo en dos países diferentes. El modelo inicial incluye siete patrones de interacción que, si están presentes, favorecen la inclusión social de los estudiantes. El primer cuestionario evalúa el clima de clase percibido por el alumno y el segundo, el grado en que el alumno interactúa de acuerdo con el modelo. Los participantes fueron 2581 estudiantes de secundaria, 2038 de Costa Rica y 543 de España. Para probar el ajuste del modelo, se realizaron análisis factoriales confirmatorios, de validación cruzada y multigrupo. También se realizaron análisis de correlación y regresión para determinar la validez discriminante y concurrente utilizando como criterio una medida de integración social. Se utilizaron los análisis ANOVA para probar las diferencias entre las aulas (&#951;2 entre .19 y .28). Los resultados, similares en ambos países, mostraron que ambos cuestionarios tenían una validez estructural adecuada (CFI entre .94 y .97), y una validez concurrente y discriminante (r predictor-criterio entre .37 y .44; p &lt; .0001). Debido a la naturaleza de su contenido, los cuestionarios se pueden utilizar para planificar intervenciones dirigidas a mejorar la organización y evaluar su eficacia.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[classroom climate]]></kwd>
<kwd lng="en"><![CDATA[coliving climate]]></kwd>
<kwd lng="en"><![CDATA[socio-emotional climate]]></kwd>
<kwd lng="en"><![CDATA[social inclusion]]></kwd>
<kwd lng="en"><![CDATA[students&#8217; interactions]]></kwd>
<kwd lng="es"><![CDATA[clima de aula]]></kwd>
<kwd lng="es"><![CDATA[clima de convivencia]]></kwd>
<kwd lng="es"><![CDATA[clima socioemocional]]></kwd>
<kwd lng="es"><![CDATA[inclusión social]]></kwd>
<kwd lng="es"><![CDATA[interacciones de los estudiantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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