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Item type:Publication, Psychometric properties of the Strength‐Based Parenting Questionnaire in a sample of Chilean early adolescents(Wiley, 2026-05-06); ; ; Alejandra Galdames<jats:title>ABSTRACT</jats:title> <jats:sec> <jats:title>Objective</jats:title> <jats:p>This study assessed the psychometric properties of the Strength‐Based Parenting Questionnaire (SBPQ) in a sample of Chilean early adolescents.</jats:p> </jats:sec> <jats:sec> <jats:title>Background</jats:title> <jats:p>Most parenting assessments rely on parents' or caregivers' reports. This is the first study in Chile to evaluate strengths‐based parenting through adolescent self‐reports.</jats:p> </jats:sec> <jats:sec> <jats:title>Methods</jats:title> <jats:p> A cross‐sectional, correlational‐predictive design was employed with the participation of a nonprobabilistic sample of 254 adolescents, (41.3% girls, 55.1% boys, and 3.5% another gender), aged 10 to 15 years ( <jats:italic>M</jats:italic> = 11.93, <jats:italic>SD</jats:italic> = 0.80) who attended socioeconomically vulnerable schools. Descriptive and correlation analyses were conducted using SPSS. Construct validity was tested through confirmatory factor analysis, and discriminant validity was evaluated via correlation between SBPQ and the Student's Life Satisfaction Scale using Mplus. </jats:p> </jats:sec> <jats:sec> <jats:title>Results</jats:title> <jats:p> The SBPQ demonstrated excellent internal consistency (α = .97). Confirmatory factor analysis supported a two‐factor structure—strengths knowledge and strengths use—with good model fit. A significant moderate correlation was observed between the SBPQ and the SLSS5 ( <jats:italic>r</jats:italic> = .681, <jats:italic>p</jats:italic> < .01). </jats:p> </jats:sec> <jats:sec> <jats:title>Conclusion</jats:title> <jats:p>The SBPQ shows strong psychometric properties and supports evidence‐based assessment of strengths‐based parenting in Chilean early adolescents.</jats:p> </jats:sec> <jats:sec> <jats:title>Implications</jats:title> <jats:p>This work provides a resource for research and interventions on positive parenting and adolescent well‐being, grounded in adolescents' perspectives.</jats:p> </jats:sec>3 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, A Multidimensional and Multicomponent Program to Promote Well-Being in School. A Quasi-Experimental Study(Informa UK Limited, 2025-12-03); ; 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Testing a Multidimensional Program To Promote well-being in Schools. A Quasi-experimental Study of the Effect on Intervention Variables(Springer Science and Business Media LLC, 2025-10-13); ; 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Psychometric Properties of the School Sense of Community Scale (SOC-S) for a Sample of Chilean Adolescents(SAGE Publications, 2025-05-22); ; Scopus© Citations 1 16 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Technology-Based Interventions for Promoting Well-Being in Childhood and Adolescence: A Systematic Review and Meta-Analysis(Grupo Editorial Psicofundación, 2025); ; Paula VillacuraScopus© Citations 3 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents(2024); ; <jats:p> This study assesses the psychometric properties of the School Support Scale (SSS), part of the CHKS’s Resilience Youth Development Module (RYDM; Furlong et al., 2009 ), among 231 sixth- and seventh-grade students in urban public schools in Chile. Results indicated satisfactory psychometric properties, replicating a unifactorial structure observed in prior research ( Hanson & Kim, 2007 ), where items related to caring relationships and high expectations loaded onto a single factor, school support. Significant correlations were found with measures of life satisfaction and school-related affect. These findings underscore the scale’s utility in evaluating student perceptions of school support and highlight avenues for future research to enhance its applicability across diverse educational contexts. </jats:p>2