School climate research has traditionally been carried out by separating its two main components, prosocial and antisocial behaviors. This is often a partial view of the school climate. Hence, the goal of this study is to develop an evaluation instrument (CONVIVE) that takes into account both perspectives of the school climate through a dual-strategy design, psychometric and non-experimental, cross-sectional, and descriptive-comparative. The sample includes 600 Primary and Secondary Education students from a southeastern region of Spain. Exploratory and Confirmatory Factorial Analysis fit indices were used for the psychometric study. The result is a 26-item instrument (CONVIVE) made up of four scales that evaluate antisocial and prosocial behaviors, both performed toward others and received by peers: Prosocial Behavior Actor, Prosocial Behavior Receiver, Antisocial Behavior Actor, and Antisocial Behavior Receiver. These behaviors differ as a function of sex and the educational stage.

传统上，学校气候研究是通过将亲社会行为和反社会行为两个主要部分分开来进行的。这通常是学校氛围的局部视图。因此，本研究的目标是开发一种评估工具（CONVIVE），该评估工具通过双重策略设计，心理测验和非实验测验，横断面测验和描述性对比测验兼顾学校气候的两种观点。样本包括来自西班牙东南部地区的600名中小学学生。探索性和验证性因子分析拟合指数用于心理测量研究。结果是一个包含26个项目的工具（CONVIVE），该工具由四个评估反社会和亲社会行为的量表组成，这些量表均对他人执行并被同伴接受：亲社会行为主体，亲社会行为主体，反社会行为主体和反社会行为主体。这些行为因性别和受教育程度而异。