Further Validation of the Student Subjective Wellbeing Questionnaire: Comparing First-Order and Second-Order Factor Effects on Actual School Outcomes

Autor/inn/en	Renshaw, Tyler L.; Chenier, Jeffrey S.
Titel	Further Validation of the Student Subjective Wellbeing Questionnaire: Comparing First-Order and Second-Order Factor Effects on Actual School Outcomes
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 4, S.392-397 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916678494
Schlagwörter	Well Being; Questionnaires; Outcomes of Education; Predictor Variables; Urban Schools; Middle School Students; Student Attitudes; Validity; Academic Achievement; Measures (Individuals); Statistical Analysis; Grade Point Average; College Entrance Examinations; Scores; Attendance; English; Mathematics Achievement; Correlation; Factor Analysis; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Fragebogen; Lernleistung; Schulerfolg; Prädiktor; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Gültigkeit; Schulleistung; Messdaten; Statistische Analyse; Aufnahmeprüfung; Anwesenheit; English language; Englisch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Faktorenanalyse
Abstract	This report presents further validation evidence for the Student Subjective Wellbeing Questionnaire (SSWQ). Analyses conducted with a sample of urban middle-school students (Grades 5-8, N = 335) targeted two limitations from previous validation studies: the lack of convergent validity evidence linking responses to the SSWQ with actual school outcomes and the lack of comparative validity evidence demonstrating the relative contributions of the SSWQ's first-order and second-order factors for predicting criterion variables. Results from the present study confirmed the SSWQ's higher-order measurement model and then demonstrated that both first-order and second-order factors had substantive effects on several school-reported outcomes, although first-order factors were more robust predictors overall. Implications for theory, practice, and future research are briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01