The Study of Psychometric Properties of the Brief Adolescents’ Subjective Well-Being in School Scale

Document Type : Research Article

Authors

m

Abstract

The purpose of this study was to investigate the psychometric properties of the brief adolescents'''''''' subjective well-being in school scale at Iran students sampling. The research method was descriptive survey. The study population included all high school students in the second period Parsabad city (Ardabil province) in academic year of 2017, that selected across of theme using random cluster sampling, 303 students. For collective data using from brief adolescents’ subjective well-being in school scale (2014) and students’ basic psychological needs at school scale (2014). The results of the confirmatory factor analysis, in addition to the overall subjective well-being of adolescents in the school, confirmed the two factors of school satisfaction and affect in school for the brief adolescents'''''''' subjective well-being in school scale. The results of Pearson correlation coefficient were used to examine the Concurrent validity of the brief adolescents'''''''' subjective well-being in school scale showed that there is positive and significant relationship between the student score in the subscales of the brief adolescents'''''''' subjective well-being in school scale (school satisfaction and affect in school) with the subscales of scale of students'''''''' basic psychological needs at school (independence, communication and competence). The internal consistency of the brief adolescents'''''''' subjective well-being in school scale was confirmed by Cronbach’s alpha coefficientswith coefficients ranging from 0.70 to 0.76. The test-retest reliability of the brief adolescents'''''''' subjective well-being in school scale was tested based on the results of two tests, with correlation coefficients ranging from 0.62 to 0.72 for the total score and its subscales was confirmed. Therefore, based on the findings of this study, it can be concluded that the brief adolescents'''''''' subjective well-being in school scale has enough validity and reliability to measure this structure in samples of Iranian students.

Keywords

References

برجعلی، محمود؛ بگیان کوله‌مرز، محمدجواد؛ بختی، مجتبی و عباسی، مسلم. (1392). «اثربخشی آموزش دلگرمی مبتنی بر رویکرد آدلری بر بهبود بهزیستی هیجانی و اجتماعی دانش‌آموزان مدارس شبانه‌روزی». فصلنامه علمی- پژوهشی خانواده و پژوهش، 10(4)، 100-83.
شیخ الاسلامی، علی و کریمیان‌پور، غفار. (1397). «پیش‏بینی اشتیاق تحصیلی دانش‌آموزان براساس حمایت تحصیلی و جوّ روانی- اجتماعی کلاس». دوفصلنامه راهبردهای شناختی در یادگیری، 6(10)، 111-95.
شیخ الاسلامی، علی. (1395). «پیش‏بینی اهمال‏کاری تحصیلی بر اساس راهبردهای شناختی، راهبردهای فراشناختی و اضطراب امتحان در دانشجویان». دوفصلنامه راهبردهای شناختی در یادگیری، 4(6)، 101-81.
Adelman, H. S., Taylor, L., & Nelson, P. (1989). “Minors’ dissatisfaction with their life circumstances”. Child Psychiatry and Human Development, 20(2), 135-147.
Bernerth, JB., Hirschfeld, RR. (2016). “The subjective wellbeing of group leaders as explained by the quality of leader–member exchange”. The Leadership Quarterly, 27(4), 697-710. DOI: 10.1016/j.leaqua.2016. 04.003
Bradshaw, J., Keung, A., Rees, G., & Goswami, H. (2011). “Children’s subjective well-being: International comparative perspectives”. Children and Youth Services Review, 33(4), 548-556.
Cummins, R. A. (1997). Manual for the comprehensive quality of life scale-student (Grades 7–12): ComQol-S5. Melbourne: Deakin University.
DeSantis-King, A. L., Huebner, E. S., Suldo, S. M., & Valois, R. F. (2006). “An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems”. Applied Research in Quality of Life, 1(3-4), 279-295.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). “The satisfaction with life scale”. Journal of Personality Assessment, 49(1), 71-75.
Durayappah, A. (2011). “The 3P Model: A general theory of subject well-being”. Journal of Happiness Studies, 12(4), 681-716.
Elmore, G. M., & Huebner, E. S. (2010). “Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior”. Psychology in the Schools, 47(6), 525-537.
Epstein, J. L., & Mcpartland, J. M. (1976). “The concept and measurement of the quality of school life”. American Educational Research Journal, 13(1), 15-30.
Gilman, R., & Huebner, E. S. (2003). “A review of life satisfaction research with children and adolescents”. School Psychology Quarterly, 18(2), 192-205.
Huebner, E. S. (1991). “Initial development of the student’s life satisfaction scale”. School Psychology International, 12(3), 231-240.
Huebner, E. S. (1994). “Preliminary development and validation of a multidimensional life satisfaction scale for children”. Psychological Assessment, 6(2), 149-158.
Huebner, E. S. (2010). “Students and schooling: Does happiness matter?”, NASP Communique, 39(1), 3-10.
Jin C-H. (2014). “The role of users’ motivations in generating social capital building and subjective well-being: The case of social network games”. Computers in Human Behavior, 39, 29-38. DOI: 10.1016/j.chb.2014.06.022
Jovanović, V. (2016). “Trust and subjective well-being: The case of Serbia”. Personality and Indiidual Differences, 98, 284-288. DOI: 10.1016/j.paid.2016.04.061.
Karatzias, A., Power, K. G., & Swanson, V. (2001). “Quality of school life: Development and preliminary standardisation of an instrument based on performance indicators in Scottish secondary schools”. School Effectiveness and School Improvement, 12(3), 265-284.
Laurent, J., Catanzaro, S. J., Joiner, T. E, Jr, Rudolph, K. D., Potter, K. I., Lambert, S., et al. (1999). “A measure of positive and negative affect for children: Scale development and preliminary validation”. Psychological Assessment, 11(3), 326-338.
Long, R. F., Huebner, E. S., Wedell, D. H., & Hills, K. J. (2012). “Measuring school-related subjective wellbeing in adolescents”. American Journal of Orthopsychiatry, 82(1), 50-60.
Ozmete, E. (2011). “Subjective well-being: A research on life satisfaction as cognitive component of subjective well-being”. International Journal of Academic Research, 3(4), 55-61.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). “Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement”. Journal of Educational Psychology, 99(1), 83-98.
Pavot, W. & Diener, Ed. (2004). “The subjective Evaluation of well-being adulthood: Findings and Implications”. Ageing International, 29(2), 113-135.
Proctor, CL., Linley, PA. & Maltby, J. (2009). “Youth life satisfaction: A review of the literature”. Journal of Happiness Studies, 10, 583-630.
Renshaw, TL. and Bolognino, SJ. (2014). The College Student Subjective Wellbeing Questionnaire: A brief measure of undergraduates’ covitality. Manuscript submitted for publication.
Renshaw, TL., Long, ACJ. & Cook, CR. (2014). “Assessing Adolescents’ Positive Psychological Functioning at School: Development and Validation of the Student Subjective Wellbeing Questionnaire”. American Psychological Association. 1-19.
Roeser, R. W. (2001). “To cultivate the positive: Introduction to the special issue on schooling and mental health issues”. Journal of School Psychology, 39(2), 99-110.
Saha, R., Huebner, E. S., Suldo, S. M., & Valois, R. F. (2010). “A longitudinal study of adolescent life satisfaction and parenting”. Child Indicators Research, 3(2), 149-165.
Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland? New York, NY: Teachers College Press.
Sánchez, X., Bailey, C., Arcos, E., Muñoz, LA., González, L., Miranda, R. (2017). “Subjective well-being and the perception of health opportunities: The case study of senior citizens of the neighborhood of Playa ancha”. World Development Perspectives, 5, 7-9. DOI: 10.1016/j. wdp.2017.02.002.
Sellstro, M, E., & Bremberg, S. (2006). “Is there a ‘‘school effect’’ on pupil outcomes? A review of multilevel studies”. Journal of Epidemiology and Community Health, 60(2), 149-155.
Terjesen, MD., Jacofsky, M., Froh, J. and DiGiuseppe, R. (2004). “Integrating positive psychology into schools: Implications for practice”. Psychology in the Schools, 41(3), 163-172.
Tian, L. (2008). “Developing scale for school well-being in adolescents”. Psychological Development and Education, 24(3), 100-106.
Tian, L., Han, M. & Huebner, E.S. (2014). “Preliminary development of the Adolescent Students’ Basic Psychological Needs at School Scale”. Journal of Adolescence, 37, 257-267.
Tian, L., Liu, B., Huang, S., & Huebner, E. S. (2013). “Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem”. Social Indicators Research, 113(3), 991-1008.
Tian, L., Wang, D. & Huebner, E.S. (2014). “Development and validation of the brief adolescents’ subjective well-being in school scale (BASWBSS)”. Social Indicators Research, 120(2), 615-634.
Tough, P., (2012). How children succeed: Grit, curiosity, and the hidden power of character. New York, NY: Houghton Mifflin Harcourt.
Watson, D., Clark, L. A., & Tellegen, A. (1988). “Development and validation of brief measures of positive and negative affect: The PANAS scales”. Journal of Personality and Social Psychology, 54(6), 1063-1070.
Whitley, A. M., Huebner, E. S., Hills, K. J., & Valois, R. F. (2012). “Can students be too happy in school?The optimal level of school satisfaction”. Applied Research in Quality of Life, 7(4), 337-350.
Wills, E. (2009). “Spirituality and Subjective Well-Being: Evidences for a New Domain in the Personal Well-Being Index”. Journal of Happiness Studies, 10, 49-69.
Biquarterly Journal of Cognitive Strategies in Learning
Volume 7, Issue 13
February 2020
Pages 133-148

Files

Share

How to cite

Statistics