This study aimed to evaluate the psychometric equivalence of the Satisfaction with Life Scale (SWLS) in university students from Mexico and Colombia. A non-probabilistic convenience sampling was used in five public and private universities in both countries, with a sample of 861 university students (40% men and 60% women), whose average age was 20.55 years (SD = 2.72). A six-point version of the SWLS was employed. Through confirmatory factor analysis, a unidimensional structure of the SWLS was identified in both samples, with adequate fit indices in both countries. Additionally, the factorial invariance analysis confirmed the metric and configural equivalence of the model, indicating that the factorial structure and factor loadings are comparable between both populations. The results support the use of the SWLS to assess life satisfaction in the context of university education in Mexico and Colombia.

Introduction/Objective: entrepreneurship has emerged as a key driver for personal growth and economic development across various fields. This study aimed to evaluate the psychometric properties of the Entrepreneurial Intentions Scale among young university students. Methodology: this psychometric research included 519 university students from the state of Morelos, Mexico, with 40% male and 60% female participants, aged 18 to 29 years (SD = 4.257). Exploratory (EFA) and confirmatory factor analyses (CFA) were conducted to assess the scale’s structure and validity. Results: the analyses confirmed a unifactorial structure consistent with the proposed theoretical model. Additionally, the findings demonstrated adequate reliability (Omega) and convergent validity indicators, supporting the robustness of the scale. Conclusions: the findings suggest that the Entrepreneurial Intentions Scale is a valid and reliable tool for measuring entrepreneurial intentions in young individuals. Its relevance as an instrument for future research in diverse educational and cultural contexts is underscored.

Background/Aim: Social networks have transformed the traditional dynamics of identity construction in adolescence, allowing users to select content and interact with others who share similar views, thereby reinforcing a sense of belonging to homogeneous groups. Given the growing influence of digital interaction on social identity among youth, psychometrically sound instruments are needed to measure this process. This study aimed to evaluate the psychometric properties of both the 9-item (IBRS-9) and 6-item (IBRS-6) versions of the Identity Bubble Reinforcement Scale in a large sample of Chilean adolescent students. Methods: A cross-sectional design was used with 4096 participants (50.8% male, 47.8% female, 1.4% other; M = 15.82, SD = 1.30) from 41 secondary schools across Chile. Confirmatory factor analyses (CFAs) tested factorial validity, and internal consistency and external criterion validity were examined. Measurement invariance was assessed across sex, social media use, internet use, and age. Analyses were conducted using the WLSMV (Weighted Least Squares Mean and Variance Adjusted), and model evaluation was based on conventional goodness-of-fit indices. Results: CFAs supported the factorial validity of both IBRS versions, showing reliability and external criterion validity. Model fit indices indicated good fit for both scales. Invariance analyses confirmed factorial stability up to the strict level across all subgroups, indicating consistent psychometric performance. Conclusions: The IBRS-9 and IBRS-6 are valid and reliable instruments for assessing identity bubble reinforcement among Chilean adolescents, providing evidence of factorial stability and applicability for research and educational and psychosocial interventions. Their validated structure provides a consistent basis for examining social identity processes related to digital interaction.

El debilitamiento de la confianza en la democracia y el auge de discursos autoritarios han marcado el escenario político chileno reciente, especialmente entre las y los jóvenes. Este artículo identifica la asociación entre las preferencias por sistemas democráticos o autoritarios en relación con sus formas de participación política en jóvenes chilenos (15-29 años). Se utilizaron datos de la Encuesta Nacional de Juventudes 2022 y análisis de correspondencias múltiples para distinguir grupos según sus actitudes hacia la gobernanza y la participación política. Los resultados muestran que el grupo etario de 15 a 19 años presenta mayor desinterés por la política institucional y preferencia por sistemas autoritarios, mientras que la participación en movimientos sociales se asocia a una mayor valoración de la democracia. Se concluye que es necesario ampliar la comprensión sobre la participación política juvenil y advertir sobre el potencial de erosión democrática en Chile.

The essay explores the relationship between self-understanding and alterity in the educational sphere, drawing on the philosophical perspective of Paul Ricoeur. It examines how dialogue and active listening serve as essential tools in shaping students’ critical thinking and identity. Additionally, it highlights the role of reading as a space for reflective mediation that facilitates encounters with different perspectives, challenging preconceived notions and broadening one’s understanding of the world. In the digital era, where algorithms reinforce the homogenization of thought, the essay underscores the need to reclaim alterity in education. It emphasizes the value of text as an «otherness» that engages the reader, fostering reflection and ethical development. Thus, education should not only focus on the transmission of knowledge but also on the formation of critical and open-minded individuals.

School climate is a highly relevant construct in the educational field; however, most research adopts cross-sectional designs, which limits the understanding of its stability and development over time. Consequently, this study aimed to assess the degree of the longitudinal invariance of the SCASIM-St15 in a sample of adolescent students throughout their secondary education trajectory. A longitudinal panel design was used, with one-year intervals, covering the entire secondary education cycle and following the same cohort of 679 Chilean students across four measurements: wave 1 = 1st year of secondary school with a mean age of 14.53 Sd = 0.625; wave 2 = 2nd year with a mean age of 15.60 [Sd = 0.629]; wave 3 = 3rd year with a mean age of 16.55 [Sd = 0.602]; and wave 4 = 4th year with a mean age of 17.49 [Sd = 0.587]. The results from factorial invariance modeling across the four time points indicate that the SCASIM-St15 shows an overall good fit, with satisfactory goodness-of-fit indices, suggesting that the factorial structure of the SCASIM-St15 remains stable over time.