<?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>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802024000100068</article-id>
<article-id pub-id-type="doi">10.21615/cesp.7056</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ambiente escolar positivo, justicia escolar, conducta sostenible y bienestar en estudiantes de bachillerato]]></article-title>
<article-title xml:lang="en"><![CDATA[Positive school environment, school justice, sustainable behaviors, and well-being in high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela García]]></surname>
<given-names><![CDATA[Beatriz María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frías Armenta]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>68</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802024000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802024000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802024000100068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Un ambiente escolar positivo (AEP) puede promover la percepción de justicia escolar (JE), la manifestación de conductas sostenibles (CS) y la experimentación de bienestar. En este sentido, el objetivo de la presente investigación es analizar la relación entre AEP, JE, CS y el Bienestar Escolar Subjetivo (BES) en estudiantes de bachillerato. Para tal efecto, se realizó un estudio correlacional, prospectivo y transversal, en el que participaron 349 estudiantes (M = 16.39 años; D.E. = 0.68). Se aplicaron las escalas de Ambiente Escolar Positivo, de Justicia Escolar, de Conducta Sostenible y 16 reactivos del cuestionario Bienestar Subjetivo en Estudiantes Universitarios. Se estimó la confiabilidad, validez convergente, discriminante y concurrente de cada instrumento; además, se probaron modelos de covarianzas y estructurales. Los resultados indicaron la validez y confiabilidad de la mayoría de las escalas (&#945; &#8805; 0.60; W &#8805; 0.65). El AEP se relacionó directa y positivamente con el BES, y de forma indirecta a través de la CS y la JE. El modelo estructural explicó el 74% de la varianza del BES, lo cual indica que el AEP, la JE y la CS promueven en gran parte el BES de las y los estudiantes. Los resultados pueden utilizarse para promover el mejoramiento de programas escolares y políticas públicas que generen una educación constructiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Positive school environments (AEP) could promote the perception of school justice (JE), sustainable behaviors (SB), and the experience of well-being. However, few studies have focused on these aspects in high school. Therefore, this research aims to analyze the relationship between AEP, JE, CS, and well-being in high school students. Three hundred forty-nine (349) students from two high schools participated on this study (mean age 16.39 years, SD = 0.68). Univariate statistics and reliability of the scales were obtained (Cronbach's Alpha and McDonald's Omega), as well as the convergent, discriminant, and concurrent validity through inferential statistics such as Spearman's Rho coefficient, calculations of the Average Variance Extracted, and its square root. In addition, covariance and structural models were tested. The results indicated that most of the scales were reliable (&#945; &#8805; 0.60; W &#8805; 0.65) and valid. The AEP related positively and directly to student well-being and indirectly via the JE and SB. The findings of this research can help inform continuous school improvement programs and generate public policies that seek to promote constructive education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ambiente escolar positivo]]></kwd>
<kwd lng="es"><![CDATA[justicia escolar]]></kwd>
<kwd lng="es"><![CDATA[conducta sostenible]]></kwd>
<kwd lng="es"><![CDATA[bienestar]]></kwd>
<kwd lng="en"><![CDATA[Positive school environment]]></kwd>
<kwd lng="en"><![CDATA[school justice]]></kwd>
<kwd lng="en"><![CDATA[sustainable behavior]]></kwd>
<kwd lng="en"><![CDATA[well-being]]></kwd>
</kwd-group>
</article-meta>
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