Abstract

The objective of this study was to adapt and validate, in a sample of 2,868 Chilean students, a school coexistence questionnaire administered in Mexico. The adaptation involved adjusting the language of several of the items in the instrument to a Chilean context, modifying the answer scale, and verifying its metric properties by conducting an exploratory and confirmatory factor analysis and estimating the internal consistency. The results of the exploratory analysis showed a similar factorial structure to the original version, in addition to appropriate levels of internal consistency. One contribution provided by this study was the confirmatory factor analysis with the three dimensions integrated into the same analysis, in which the results suggest a second-order model in which school coexistence consists of practices that are democratic, inclusive, and oriented toward peaceful conflict resolution.