Desarrollo y Evidencia de Validez de Constructo de un Instrumento para Evaluar Experiencia Escolar

School trajectory has been studied from the fulfillment of prescribed itinerary, but the experiences that give rise to these trajectories have been less approached and mainly in a qualitative way. Providing experiences that promote psychological well-being and reduce academic risks (lag, interruption, dropout) is part of a quality education. This study provides psychometric evidence of the validation process of an instrument to measure school experiences in 437 Chilean school students (53.7% women) between 11 and 19 years old. Exploratory, confirmatory and gender invariance factor analyzes support the structure of two independent factors (explained variance, 68,3%), invariant by gender. Internal consistency was acceptable (α=.70). Good experiences correlated positively with positive affectivity (r=.57) and motivation (r=.55), and negatively with negative affectivity (r=-.27), while bad experiences had the opposite effect (r=-.28, r=-.30, r=.39). Differences associated with diverse school contexts were observed in males (F(1,190)=78.106, p=.000) and females (F(1,240)=129.229, p=.000).