Developmental Investigation of the Domain-Specific Nature of the Life Satisfaction Construct across the Post-School Transition

Autor/inn/en	Chen, Xidan; Morin, Alexandre J. S.; Parker, Philip D.; Marsh, Herbert W.
Titel	Developmental Investigation of the Domain-Specific Nature of the Life Satisfaction Construct across the Post-School Transition
Quelle	In: Developmental Psychology, 51 (2015) 8, S.1074-1085 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039477
Schlagwörter	Life Satisfaction; Individual Development; Longitudinal Studies; Adolescents; Young Adults; Factor Analysis; Factor Structure; Differences; Foreign Countries; Structural Equation Models; Australia + Suchen Sie Ihr Suchwort? Lebensvollendung; Individuelle Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Faktorenanalyse; Faktorenstruktur; Unterscheiden; Ausland; Australien
Abstract	This study evaluated the nature of the life satisfaction construct with an emphasis on the comparison between a global or domain-specific operationalization during the transition from adolescence to adulthood. A combination of person-centered and variable-centered methods were used to analyze 7 waves of data covering the postschool transition from a sample of 24,721 youth participating in Longitudinal Study of Australian Youth (LSAY) between 1998 and 2010. Evidence for the increasing importance of a domain-specific approach as adolescents entered adulthood was provided by: (1) factor analyses identifying a 3-factor model covering achievement, family, and leisure satisfaction that proved invariant across time waves; (2) factor mixture analyses showing shape-related differences between profiles (i.e., within-profile differences between domains) that increased as young people moved into adulthood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01