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Preliminary Development of the Elementary School Students’ Subjective Well-Being in School Scale

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  • Wang Liu
  • Lili Tian
  • E. Scott Huebner
  • Xiaoting Zheng
  • Zhaorong Li

Abstract

The aim of the present study was to develop a scale to measure elementary school students’ subjective well-being (SWB) in school. Based on the tripartite model of SWB in school, this study developed three subscales to measure the three components of SWB in school for elementary school students (Grades 4–6), namely the School Satisfaction Subscale (SSS), Positive Affect in School Subscale (PASS), and Negative Affect in School Subscale (NASS). The three subscales formed the Elementary School Students’ Subjective Well-Being in School Scale (ESSSWBSS). This research consisted of four studies. In study 1, we generated the item pool for the three subscales. In study 2, we used exploratory factor analyses to analyze the factor structure of the three subscales. In study 3, we tested the internal consistency reliability, split-half reliability and criterion-related validity of the three subscales. We used confirmatory factor analyses to test the construct validity of three subscales and the model fit of the relationships among the three components of SWB in school. In study 4, we tested the temporal stability and predictive validity of the ESSSWBSS. The results revealed four major findings. First, the SSS was represented by a hierarchical, multidimensional structure consisting of six specific school domains. Second, the PASS and NASS could be represented by a one-dimensional structure respectively. Third, the tripartite model of SWB in school was confirmed. In this model, school satisfaction positively correlated with positive affect in school, and negatively correlated with negative affect in school. Negative affect in school correlated inversely with positive affect in school. Fourth, the three subscales and ESSSWBSS had promising psychometric properties. Taken together, this study suggested that the three subscales (SSS, PASS and NASS) and the ESSSWBSS demonstrated preliminary evidence of reliability and validity and could be useful for research and screening purposes with elementary school students (Grades 4–6). Copyright Springer Science+Business Media Dordrecht 2015

Suggested Citation

  • Wang Liu & Lili Tian & E. Scott Huebner & Xiaoting Zheng & Zhaorong Li, 2015. "Preliminary Development of the Elementary School Students’ Subjective Well-Being in School Scale," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 120(3), pages 917-937, February.
    • Handle: RePEc:spr:soinre:v:120:y:2015:i:3:p:917-937
    DOI: 10.1007/s11205-014-0614-x
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    References listed on IDEAS

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    1. Lili Tian & Benrong Liu & Siyuan Huang & E. Huebner, 2013. "Perceived Social Support and School Well-Being Among Chinese Early and Middle Adolescents: The Mediational Role of Self-Esteem," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 113(3), pages 991-1008, September.
    2. E. Huebner & Tammy Dew, 1996. "The interrelationships of positive affect, negative affect, and life satisfaction in an adolescent sample," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 38(2), pages 129-137, June.
    3. Rich Gilman & E. Huebner & James Laughlin, 2000. "A First Study of the Multidimensional Students’ Life Satisfaction Scale with Adolescents," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 52(2), pages 135-160, November.
    4. Carmel Proctor & P. Linley & John Maltby, 2009. "Youth Life Satisfaction: A Review of the Literature," Journal of Happiness Studies, Springer, vol. 10(5), pages 583-630, October.
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    1. Wang Liu & Tian Su & Lili Tian & E. Scott Huebner, 2021. "Prosocial Behavior and Subjective Well-Being in School among Elementary School Students: the Mediating Roles of the Satisfaction of Relatedness Needs at School and Self-Esteem," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 16(4), pages 1439-1459, August.
    2. Meijie Chu & Zhiwei Fang & Chun-Yang Lee & Yi-Han Hu & Xian Li & Shih-Han Chen & Tianmu Chen & Xuehui Chen & Yi-Chen Chiang, 2023. "Collaboration between School and Home to Improve Subjective Well-being: A New Chinese Children’s Subjective Well-being Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1527-1552, August.
    3. Ruixiang Gao & Tingxin He & Yu Liao & Xiaoqin Liu & Yinqing Fan & Yingting Su & Huang Zuo & Lei Mo, 2022. "An Investigation on the Academic Burden of Chinese Students Ranging from Primary Schools to Universities Based on a Word Association Test in Guangdong Province," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
    4. Jaime Alfaro & Javier Guzmán & Catalina García & David Sirlopú & Fernando Reyes & Jorge Varela, 2016. "Psychometric Properties of the Spanish Version of the Personal Wellbeing Index-School Children (PWI-SC) in Chilean School Children," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(3), pages 731-742, September.
    5. Zhu, Xinxin & Tian, Lili & Zhou, Jianhua & Huebner, E. Scott, 2019. "The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students," Children and Youth Services Review, Elsevier, vol. 99(C), pages 286-295.

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