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

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).