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Copyright of Revista de Metodos Cuantitativos para la Economia y la Empresa is the property of Universidad Pablo de Olavide and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Costarricense de Psicología is the property of Revista Costarricense de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research of the University of Quindio / Revista de Investigaciones Universidad del Quindio is the property of Journal of Research of the University of Quindio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Administración (01203592) is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study of employability aims to analyze the skills developed by students and their relevance for obtaining a job. It is about reducing imbalances between labor supply and demand. Carrying out internships in companies has proven to be an important factor in improving employability, because it improves the capabilities of university graduates. This paper has analyzed the role of internships in improving student skills and, consequently, their role in the employability of graduates. For doing the analysis, a questionnaire has been prepared, based on the four employability dimensions derived from the theoretical analysis, which includes ítems referring to: instrumental and interpersonal skills, as well as those related to motivation and the adequacy of the internships to the student’s university training. The questionnaire has been sent to 580 Business Administration and Management (ADE) students at the Faculty of Economics and Business (FEE) at the University of Barcelona (UB). A Confirmatory Factor Analysis (CFA) was carried out with the results of the survey. The model obtained divided the employability into the four factors previously defined according to the theory: two kind of competences, instrumental competences and interpersonal competences, student’s motivation and the adequacy of the practices. Additionally, the model shows the existence of gender differences related to the motivation of students in carrying out the internships. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pasos: Revista de Turismo y Patrimonio Cultural is the property of Universidad de La Laguna, Instituto Universitario de Ciencias Politicas y Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psicologia Educativa is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Liberabit is the property of Universidad de San Martin de Porres, Facultad de Ciencias de la Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economía (Universidad Autónoma de Yucatán) is the property of Universidad Autonoma de Yucatan, Facultad de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper was to assess the factor structure of the Spanish Burnout Inventory (SBI) in a multi-occupational sample of Colombian workers. On the basis of previous results and the factor structure of the instrument, a four-factor model was hypothesized. The sample consisted of 153 Colombian workers from different occupational sectors. The SBI was applied. This instrument is composed of 20 items distributed in four dimensions: Enthusiasm toward the job (5 items), Psychological exhaustion (4 items), Indolence (6 items), and Guilt (5 items). The psychometric properties were examined by confirmatory factor analysis (CFA) and the reliability was tested by Cronbach's alpha. The items presented adequate statistical and psychometric values, as well as the scales. The model presented an acceptable fit to the data: GFI = .858, RMSEA = .066(.051-.079), NNFI = .913, CFI = .927. Reliability was adequate for all scales (α = .79 to α = .87). The results indicate that the SBI is an instrument with psychometric validity to assess the burnout in the Colombian cultural context. [ABSTRACT FROM AUTHOR]

The present paper aims to analyse the effects of individual factors on student science performance in primary education. This is an ex post facto study using the TIMSS 2019 database. The sample comprised 9512 Spanish students undertaking 4th grade primary education (51.6% boys; 48.4% girls) at 535 schools. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the 20 items comprising the student questionnaire on the science teaching and learning process (KMO =.93) were performed. Four factors were identified: student attitude, anxiety and self-efficacy towards the sciences and teacher attitude. Multiple regression analysis was used to predict the influence of student factors on science performance. Outcomes show that student attitudes determine their self-efficacy and that anxiety has a negative impact on performance. Teacher attitude is the most predictive factor regarding performance. The number of books at home which, in itself, is an indicator of socioeconomic status, has a substantial effect on performance. Findings suggest the need to enhance student motivation towards science during the first years of primary education, promote the application of knowledge to solve scientific problems and conduct experiments in Science classes. [ABSTRACT FROM AUTHOR]

Copyright of Cultura: Revista de la Asociación de Docentes de la USMP is the property of Universidad de San Martin de Porres, Asociacion de Docentes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Diagncstico y Evaluacicn Psicolcgica is the property of Asociacion Iberoamericana de Diagnostico y Evaluacion Psicologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EMPIRIA: Revista de Metodología de Ciencias Sociales is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos, Revista de Ciencias Administrativas y Económicas is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Diagncstico y Evaluacicn Psicolcgica is the property of Asociacion Iberoamericana de Diagnostico y Evaluacion Psicologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ad-minister is the property of Universidad EAFIT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a Spanish-language adaptation of the Self-Concealment Scale (SCS) by Larson and Chastain (1990) and its validation in a Chilean convenience sample. The participants were 193 adults (100 men and 93 women) with a mean age of 28.39 years (SD = 8.75), grouped in 3 subsamples from the Metropolitan Region: 53 college students, 64 students from a technical institute, and 76 professionals and community leaders of a non-profit organization. In order to examine the validity of the Spanish-language version of the SCS, a confirmatory factor analysis was conducted. Results suggest that the Spanish-language version of the SCS has satisfactory psychometric properties, showing high internal consistency (a = 0.85) and acceptable stability over time (r = 0.74). Like the original scale, the validated Spanish-language version proved to be unidimensional and its scores correlated directly with anxious and depressive symptomatology as measured with the Outcome Questionnaire 30.2 (OQ 30.2). These findings support the use of this version of the SCS with Spanish-speaking population. [ABSTRACT FROM AUTHOR]

Within the context of a recent research tradition, certain psychological traits related to various socially reprehensible behaviors have been grouped under the name of "Dark Factor or dark side of personality." In this context, this paper studies the common variance that could exist between the three components of the Dark Triad construct (Machiavellianism, Narcissism and Psychopathy) and the constituent cognitive processes of Moral Disengagement construct, in order to relate them to the antisocial behavior of a sample composed of 800 adolescents (M = 15.36, SD = .99; 50.1 % boys). Exploratory factor analysis suggested retaining four factors using Horn Parallel Analysis. These factors were subjected to a bifactorial rotation in the exploratory context, and their fit indices were adequate ² (1219.42, 737) = 1.65 p <.05; RMSEA = .03 [.01, .05]; CFI = .98. The confirmatory factor analysis of this bifactorial model to represent the dark side obtained optimal fit indices ² (392.38, 150) = 2.61 p <.05; RMSEA = .04 [.04, .05]; CFI = .95; similar for boys and girls. The results of the structural equation model indicated that the "dark side", understood here as the common characteristics of the Dark Triad and Moral Disengagement, is directly and intensely related to antisocial behaviors in girls ( = .57, p < .001) and boys ( = .54, p < .001). Finally, the implications of these results for the prevention of a wide range of antisocial behaviors in adolescents are discussed. [ABSTRACT FROM AUTHOR]

The objective of this paper is to analyze the relationship between competitive strategies of cost advantage, product differentiation and hybrid strategy with three types of organizational learning: exploitation, exploration and ambidexterity. To this end, a questionnaire was applied to a sample of 313 managers of Colombian companies. Confirmatory factor analysis was used to validate the scales and multiple regression analysis to test the hypotheses. It was found that there is a positive relationship between the cost advantage strategy with exploitation learning, the product differentiation strategy with exploration learning and the hybrid strategy with ambidextrous learning. It is concluded that each type of competitive strategy is adjusted in a particular way with each type of organizational learning. [ABSTRACT FROM AUTHOR]

Copyright of Psicogente is the property of Universidad Simon Bolivar, Programa de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Colombiana de Psicologia is the property of Universidad Catolica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The big changes that take place in a social and productive context demand putting a set of competencies into action that relate to the same equation of training, orientation and employment are demanded. Faced with this growing commitment of employability, the aim of this paper is to describe the construction of a scale of competencies for university students on entering the workforce and analyze the validity of construct of said scale. 931 final year undergraduate students from the University of Murcia and the University of Granada participated. To achieve the aim of this research, a quantitative methodological approach was adopted and a non-experimental, exploratory, and transversal study with a survey was applied. The main results indicated the reliability and validity of the proposed competency scale, as well as its adequacy to the proposed theoretical model that claims that relevance and active presence of personal (individual) and interpersonal (social) competencies are the most influential competencies for an optimal entry into the job market today. Universities must manage employability through a group of actions directed to encourage these kinds of competencies and promote better cooperative training with the objective to improve the university-workforce relationship, to access job opportunities and professional internships, and to form a long-term career goal [ABSTRACT FROM AUTHOR]

Copyright of Psychosocial Intervention is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista CEA is the property of Revista CEA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Diagncstico y Evaluacicn Psicolcgica is the property of Asociacion Iberoamericana de Diagnostico y Evaluacion Psicologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GECONTEC: Revista Internacional de Gestión del Conocimiento y la Tecnología is the property of Universidad Pablo de Olavide and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Colombiana de Psicologia is the property of Universidad Catolica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Currently, the university students are facing a complex scenario with multiple situations that make it necessary to strengthen the tutorship of teachers, in order to be more effective and consistent with the reality in which it is located. The main purpose of this paper is to analyze the psychometric properties of a questionnaire to assess the needs expressed by students through mentoring in initial teacher training. It also aims to know what the most demanding needs from the perspective of students and establish their relation to the functions to be fulfilled by the university tutoring. The sample was composed by 300 students titles of degree of early childhood education and Primary Education of the University of Córdoba. Descriptive and Exploratory and Confirmatory Factor Analysis (EFA and CFA) were carried out in order to corroborate the structure of four factors, from the scale on the needs of students in tutoring (Academic, Personal, Professional and Labor). Results: The adjustment of the confirmatory factorial model was satisfactory: x2 (84) = 119,393; p <.01; NNFI =.936; CFI = .949, IFI = .950 and RMSEA = .042 and the scale presented good internal consistency (α=.835). For its part, the descriptive statistics indicate that through tutoring the students demand, to a greater extent, actions related to academic and professional orientation. Mentoring is an indicator of quality in university education that seeks to meet the needs of students in their initial teacher training, for it is necessary to carry out actions that encompass training in each and every one of its dimensions. In this context, it is important to design instruments that allow the evaluation of the quality of the tutorials according to the needs of the students. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigación Administrativa is the property of ESCA Santo Tomas - IPN and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EMPIRIA: Revista de Metodología de Ciencias Sociales is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte is the property of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Informes Psicológicos is the property of Universidad Pontificia Bolivariana, Facultad de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper studies the inter-linguistic and intercultural comparability of subjective wellbeing during adolescence, as well as school satisfaction as a component of this well-being, using samples of 12 to 16-year-old from Brazil (n=1588), Chile (n=843) and Spain (n=2900). As subjective well-being indicators, two versions of the PWI (Cummins, Eckersley, van Pallant, Vugt, and Misajon, 2003) were adopted, one measuring well-being with different life domains, a single-item scale on overall life satisfaction (OLS). The six items on satisfaction with different facets of the school life, used by Casas et al. (2013), were included as subjective indicators of school satisfaction. The original version of the PWI (PWI7) and a longer version with 10 items (PWI10) are used. Both versions show a good fit in Confirmatory Factor Analysis using the pooled sample. Using multiple regressions analysis and Structural Equations Modelling (SEM), different options are considered and analyzed in order to estimate the most appropriate model to compare subjective wellbeing cross-countries, with school satisfaction included. An analysis of the results indicates that two multi-group SEM, which include the six items on satisfaction with different facets of school life related to a latent variable, and also related to latent variables PWI7 and PWI10, respectively, show good comparability between countries. Multiple regression analysis suggests that the most useful synthetic indicator on satisfaction with school life is satisfaction with your life as student. When this item is included in PWI7 or PWI10, internal consistency of each of the scales (PWI8 and PWI11) improves, and the respective multi-group SEM of these two psychometric scales show that variances, covariances and regressions are comparable between the three studied countries. This was not the case with the overall mean indices, which is probably due to the different answering styles of adolescents in each country. [ABSTRACT FROM AUTHOR]