Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

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Perceived Classroom Responsibility Climate Questionnaire: A new scale

Javier Fernández-Río1, Jose A. Cecchini1, Juan Andrés Merino-Barrero2, and Alfonso Valero-Valenzuela3

1 Universidad de Oviedo and
2 Universidad Internacional de La Rioja, and
3 Universidad de Murcia

Background: Given the lack of measuring instruments, we aimed to develop and validate a scale to assess the classroom responsibility climate fostered by the teacher and the students in different school subject lessons. Method: 810 students from all secondary education years agreed to participate. Data were obtained from three different subjects: Mathematics (n = 240; 118 female, 13.10 ± 1.07 years), Spanish Language and Literature (n = 318; 169 female 13.37 ± 1.03 years) and Physical Education (n = 252, 112 female, 13.23 ± .99 years). The first version of the questionnaire underwent a three-phase refining process: a) Assessment by experts (n = 8), b) Pilot study one (n = 100) to assess comprehensive adequacy, and c) Pilot study two (n = 300), an exploratory factor analysis. Results: the instrument consists of two factors: climate generated by the teacher and by the students. Confirmatory factor analyses showed that all fit indices were acceptable. Conclusion: the instrument presented adequate convergent, discriminant and concurrent validity and completes other existing tools, being suitable for use in the different secondary school subjects to assess the responsibility climate produced by the teacher and students.

Evaluación del Clima de Responsabilidad Percibida en el Aula: una nueva escala. Antecedentes: la ausencia de instrumentos de medida ha llevado a plantear el objetivo de desarrollar y validar una escala sobre el clima de responsabilidad de aula promovido por docente y estudiantes en las diferentes materias educativas. Método: participaron 810 estudiantes de Educación Secundaria Obligatoria. Los datos se obtuvieron de tres materias diferentes: Matemáticas (n = 240; 118 mujeres; 13.10 ± 1.07 años), Lengua Castellana y Literatura (n = 318; 169 mujeres; 13.37 ± 1.03 años) y Educación Física (n = 252; 112 mujeres; 13.23 ± .99 años). Una primera versión del cuestionario fue sometida a un triple proceso de depuración: a) Juicio de expertos (n = 8), b) Estudio piloto uno (n = 100) para valorar la adecuación comprensiva, y c) Estudio piloto dos (n = 300) análisis factorial exploratorio. Resultados: consta de dos subescalas: clima desarrollado por el docente y por los compañeros. Los análisis factoriales confirmatorios mostraron que todos los índices de ajuste eran aceptables. Conclusiones: el instrumento mostró una adecuada validez convergente, discriminante y concurrente que completa a otros instrumentos ya existentes, siendo adecuado su uso en las diferentes materias del currículum de Secundaria para valorar el clima de responsabilidad promovido por docente y estudiantes.


Impact factor 2021:   JCR (WOS): 4.104 (Q1)   |   SJR (Scopus) : 1.308 (Q1)    |  CiteScore 2020: 5,3