Assessing Adolescents' Positive Psychological Functioning at School: Development and Validation of the Student Subjective Wellbeing Questionnaire

Autor/inn/en	Renshaw, Tyler L.; Long, Anna C. J.; Cook, Clayton R.
Titel	Assessing Adolescents' Positive Psychological Functioning at School: Development and Validation of the Student Subjective Wellbeing Questionnaire
Quelle	In: School Psychology Quarterly, 30 (2015) 4, S.534-552 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000088
Schlagwörter	Adolescents; Questionnaires; Well Being; Test Construction; Test Validity; Grade 6; Grade 7; Grade 8; Psychometrics; Factor Structure; Middle School Students; Correlation; Path Analysis; Gender Differences; Risk + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fragebogen; Well-being; Wellness; Wohlbefinden; Testaufbau; Testvalidität; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Psychometry; Psychometrie; Faktorenstruktur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Pfadanalyse; Geschlechterkonflikt; Risiko
Abstract	This study reports on the initial development and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) with a sample of 1,002 students in Grades 6-8. The SSWQ is a 16-item self-report instrument for assessing youths' subjective wellbeing at school, which is operationalized via 4 subscales measuring school connectedness, academic efficacy, joy of learning, and educational purpose. The conceptualization and development of the SSWQ's subscales and items are described, and results from a series of preliminary psychometric analyses are reported. Findings indicated that the SSWQ was characterized by 4 conceptually sound latent factors, that these 4 first-order factors were robust indicators of a single second-order factor (i.e., student subjective wellbeing), that all subscales and the composite scale demonstrated at least adequate construct reliability and internal consistency, and that the estimated latent-means for all first-order and second-order factors were invariant across gender. Moreover, results from bivariate correlations and a latent-variable path analysis provided evidence in support of the construct validity of the SSWQ's scales and latent factors, showing strong associations with other student wellbeing indicators (i.e., school prosociality and academic perseverance), while findings from binary logistic regressions demonstrated that overall student subjective wellbeing levels, based on composite scores from the SSWQ, were mildly to-strongly associated with a variety of self-endorsed risk factors (e.g., aggression and self-harm) and protective factors (e.g., social support and physical exercise). Implications for theory, research, and the practice of school psychology are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01