A Replication of the Technical Adequacy of the Student Subjective Wellbeing Questionnaire

Autor/in	Renshaw, Tyler L.
Titel	A Replication of the Technical Adequacy of the Student Subjective Wellbeing Questionnaire
Quelle	In: Journal of Psychoeducational Assessment, 33 (2015) 8, S.757-768 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915580885
Schlagwörter	Questionnaires; Well Being; Grade 6; Grade 7; Replication (Evaluation); Factor Structure; Test Reliability; Scores; Academic Achievement; Risk; Correlation; Psychometrics; Middle School Students; Adolescents; Factor Analysis + Suchen Sie Ihr Suchwort? Fragebogen; Well-being; Wellness; Wohlbefinden; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Faktorenstruktur; Testreliabilität; Schulleistung; Risiko; Korrelation; Psychometry; Psychometrie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Faktorenanalyse
Abstract	The present study reports on a replication of the technical adequacy of the Student Subjective Wellbeing Questionnaire (SSWQ), which is a 16-item self-report instrument for assessing youth's academic efficacy, educational purpose, joy of learning, and school connectedness, with a sample of adolescents in Grades 6 to 7 (N = 438). Findings confirmed the SSWQ's latent factor structure as well as the reliability and distribution of its factors/scales. Results also indicated that SSWQ scores had concurrent associations with youths' self-reported academic achievement, cumulative risks, and cumulative assets. Overall, this study provides a strong, positive replication of the technical adequacy of the SSWQ, suggesting that it is a psychometrically sound measure for school psychological research and, potentially, practice. Prior to recommending the SSWQ for practical purposes in schools, however, applied research is needed to investigate issues related to incremental validity and treatment utility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01