Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association

Teachers Matter More Than Sites and Facilities: Provincial-Level Educational Predictors of Adolescent Life Satisfaction

Purpose

Life satisfaction can predict students' school engagement and academic performance, and has shown significant regional differences among adolescents. The predictive effect of economic factors as regional characteristics on adolescent life satisfaction has been extensively examined; however, the regional educational factors that could predict adolescent life satisfaction remain unknown. This study aimed to identify provincial-level educational factors that can predict adolescent life satisfaction.

Methods

The participants comprised 16,737 students, aged 11-16 years (M age = 13.82; SD age = 0.77; 8767 girls, 7970 boys), from 31 provinces in China. Students completed measures on socioeconomic status and life satisfaction. Multilevel modeling was adopted in data analysis.

Results

Adolescent life satisfaction was positively correlated with family socioeconomic status, and negatively associated with age and academic ranking. Life satisfaction was lower for girls than boys. Some regional education development indicators could predict adolescent life satisfaction: ratio of students to teachers, ratio of students to teachers with master's degrees, and multimedia classroom size negatively correlated with adolescent life satisfaction; meanwhile per capita sports field area positively correlated with adolescent life satisfaction. Per capita education expenditure, classroom area, laboratory area, computer room area, language lab area, gymnasium area, green space area, sports field area, computers per student, number of books, and value of equipment and instruments could not significantly predict life satisfaction in this study.

Conclusion

The findings suggest that the life satisfaction of female adolescents, those in older age groups, with lower academic rankings and socioeconomic status, and those residing in regions with underdeveloped educational systems was relatively poor. These groups of adolescents should therefore be given special attention. To enhance their life satisfaction, some certain provinces should consider implementing measures such as increasing the number of teachers, reducing class sizes, and providing more opportunities for physical activity among junior middle school students.

Using machine learning to predict UK and Japanese secondary students' life satisfaction in PISA 2018

BACKGROUND

Life satisfaction is a key component of students' subjective well-being due to its impact on academic achievement and lifelong health. Although previous studies have investigated life satisfaction through different lenses, few of them employed machine learning (ML) approaches.

OBJECTIVE

Using ML algorithms, the current study predicts secondary students' life satisfaction from individual-level variables.

METHOD

Two supervised ML models, random forest (RF) and k-nearest neighbours (KNN), were developed based on the UK data and the Japan data in PISA 2018.

RESULTS

Findings show that (1) both models yielded better performance on the UK data than on the Japanese data; (2) the RF model outperformed the KNN model in predicting students' life satisfaction; (3) meaning in life, student competition, teacher support, exposure to bullying and ICT resources at home and at school played important roles in predicting students' life satisfaction.

CONCLUSIONS

Theoretically, this study highlights the multi-dimensional nature of life satisfaction and identifies several key predictors. Methodologically, this study is the first to use ML to explore the predictors of life satisfaction. Practically, it serves as a reference for improving secondary students' life satisfaction.

Bidirectional longitudinal associations of mental health with academic performance in adolescents: DADOS study

BACKGROUND

The dual-factor model of mental health (i.e., the presence of psychological well-being along with the absence of distress) and its association with academic performance over time has been barely studied in the adolescent population, as most of the prior research focuses on psychological well-being or distress indicators in isolation. The current study analyzed the bidirectional longitudinal association between the dual-factor model of mental health and academic performance in adolescents, comprising a longitudinal assessment 2 years apart.

METHODS

A total of 266 secondary school students (13.9 ± 0.3 years at baseline) from Deporte, ADOlescencia y Salud study were assessed. Mental health was assessed through the Behavior Assessment System for Children and Adolescents. Academic performance was assessed through academic grades and the Test of Educational Abilities. A cross-lagged modeling approach was used to examine the bidirectional longitudinal association between mental health and academic performance.

RESULTS

Higher academic performance at baseline was associated with better mental health over time, but not vice versa, since this association was not bidirectional.

CONCLUSION

Results suggest that academic performance is an important target for developing educational interventions, as it shapes adolescents' mental health at 2 years of follow-up.

IMPACT

The overall picture of students' mental health and academic performance was analyzed. Academic performance may be a predictor of adolescents' mental health status. Mental health may not be a predictor of adolescents' academic performance. Good mental health should be promoted among youth with low academic performance.

The Relationship Between Trait Mindfulness and Depression in Elementary Pre-Service Teachers: The Sequential Mediating Role of Flow Experience and Learning Engagement

Objective

The purpose of this study is to investigate the relationship between trait mindfulness, flow experience, learning engagement, and depression among elementary pre-service teachers.

Methods

We employed the Five Facet Mindfulness Questionnaire, Flow Experience Scale, Learning Engagement Scale, and Center for Epidemiologic Studies Depression Scale to assess 614 elementary pre-service teachers.

Results

Trait mindfulness in elementary pre-service teachers negatively predicts depression. Trait mindfulness indirectly impacts depression through flow experience and learning engagement. Furthermore, flow experience and learning engagement serve as mediating factors in the relationship between trait mindfulness and depression among elementary pre-service teachers.

Conclusion

Flow experience and learning engagement play a mediating role in the relationship between trait mindfulness and depression among elementary pre-service teachers. This study enriches our understanding of depression cognitive theory, emphasizing the positive influence of internal resources on depression prevention. Additionally, it provides a deeper explanation of the mechanism through which trait mindfulness affects depression, offering valuable insights for future depression intervention programs.

Medical students' academic satisfaction: Social cognitive factors matter

PURPOSE

Academic satisfaction (AS)-the extent to which people enjoy their role or experiences as medical students-has important implications for well-being and career development. This study explores the relationships between social cognitive factors and AS in a Chinese medical education context.

METHOD

The social cognitive model of academic satisfaction (SCMAS) was adopted as the theoretical framework. Within this model, AS is assumed to be related to social cognitive factors-environmental supports, outcome expectations, perceived goal progress and self-efficacy. Demographic variables, financial pressure, college entrance examination scores and social cognitive constructs in SCMAS were collected. To explore the relationships between medical students' social cognitive factors and AS, hierarchical multiple regression analyses were performed.

RESULTS

The final sampled data consisted of 127 042 medical students from 119 medical institutions. Demographic variables, financial pressure and college entrance examination scores were first entered in Model 1, explaining 4% of the variance in AS. Social cognitive factors were entered in Model 2, explaining an additional 39% of the variance. Medical students would report higher levels of AS when they (a) held strong confidence in their skills needed for success in studying medicine (β = 0.20, p < 0.05), (b) had optimistic beliefs about the outcome of studying medicine (β = 0.40, p < 0.05), (c) felt that they were making good progress in studying medicine (β = 0.06, p < 0.05) and (d) believed that they received adequate environmental support (β = 0.25, p < 0.05). The outcome expectations showed the strongest correlation with AS, and each 1-point increase was associated with 0.39 points on the AS score, controlling for all other factors in the model.

CONCLUSIONS

Social cognitive factors play an important role in medical students' AS. Intervention programmes or courses aiming to improve medical students' AS are advised to consider social cognitive factors.

Impact of resilience-based intervention on emotional regulation, grit and life satisfaction among female Egyptian and Saudi nursing students: A randomized controlled trial

AIM

Evaluate and compare the impact of a resilience-based intervention on emotional regulation, grit and life satisfaction among female Egyptian and Saudi nursing students.

BACKGROUND

Nursing students should experience a comprehensive learning environment since they are mind-body-spirit creatures. Therefore, nursing education should emphasize growing students' physical, social, emotional and spiritual well-being in addition to their knowledge, skills and attitudes.

DESIGN

This study followed a parallel arm randomized controlled trial design. Study participants were randomly assigned to the intervention or control groups in a (1:1) ratio. It was conducted between January 2023 and the end of April 2023.

METHOD

Students were randomly allocated to the eight-week resilience intervention (n= 60) or a control (n= 60) group (half of the students in each group were from each country). The intervention group received a pamphlet and attended eight weekly 15-person sessions on resilience, grit (perseverance), emotional regulation and self-care. The Emotion Regulation Questionnaire, the Short Grit Scale and the Satisfaction with Life Scales were administered pre- and immediately post-intervention.

RESULTS

Between pre- and post-intervention, there were significant improvements in grit (from 41.374.27 to 51.235.22 among Egyptian students with an effect size of 0.663 and from 42.974.30 to 54.103.87 among Saudi students with an effect size of 0.800), as well as mean emotional regulation (from 36.635.11 to 55.707.51 among Egyptian students with an effect size of 0.818 and from 44.606.87 to 61. With a substantial effect size of 0.850 (p0.001), Egyptian nursing students experienced a more significant rise in mean life satisfaction than Saudi nursing students (18.336.54 to 29.305.14).

CONCLUSION

Resilience-based interventions enhanced emotional regulation, grit and life satisfaction in Egyptian and Saudi female nursing students. Grit, resilience and emotional regulation should be incorporated into nurse training to equip female students with the necessary values and protective factors to succeed in their studies. Given the unique challenges and stressors that female nursing students may face, nursing programs and institutions must provide resources and support services to help students manage stress and build resilience.

Predicting School Grades: Can Conscientiousness Compensate for Intelligence?

Intelligence and noncognitive factors such as conscientiousness are strongly related to academic performance. As theory and research differ with respect to their interplay in predicting performance, the present study examines whether conscientiousness compensates for intelligence or enhances the effect of intelligence on performance in 3775 13th grade students from Germany. Latent moderation analyses show positive main effects of intelligence and conscientiousness on grades. Further, analyses reveal synergistic interactions in predicting grades in biology, mathematics, and German, but no interaction in predicting grades in English. Intelligence and grades are more strongly linked if students are conscientious. Multigroup models detected gender differences in biology, but no differences with respect to SES. In biology, conscientiousness has especially strong effects in intelligent men. Conscientiousness thus enhances the effect of intelligence on performance in several subjects.

The bidirectional longitudinal association between health-related quality of life and academic performance in adolescents: DADOS study

PURPOSE

Although previous evidence has suggested a relationship between health-related quality of life (HRQoL) and academic performance, the directionality of this association is understudied and remains to be clarified. Thus, the primary objective of this study was to explore the bidirectional association between HRQoL and academic performance in adolescents between two timepoints with a 24-month interval. A secondary aim was to analyze whether this association varies between boys and girls.

METHODS

This is a bidirectional longitudinal analysis with 257 adolescents (13.9 ± 0.3 years at baseline) from the DADOS study. HRQoL was measured using the KIDSCREEN-10 questionnaire. Academic performance was assessed through academic grades and the Spanish version of the Science Research Associates Test of Educational Ability.

RESULTS

Cross-lagged analyses revealed that HRQoL at baseline was not associated with academic performance 24 months later, while all the academic grades and the overall score of academic abilities at baseline were positively associated with HRQoL at follow-up in adolescents. Results of the stratified analyses by sex were largely similar. Specifically, in girls, math, language, physical education, and grade point average at baseline were positively associated with HRQoL 24 months later, while in boys, all the academic grades indicators (except physical education), numeric ability, and the overall score of academic abilities at baseline were positively associated with HRQoL at follow-up.

CONCLUSION

These findings suggest that academic performance in early adolescence may predict HRQoL 24 months later. Health and education professionals could benefit from collaborating to achieve both improved academic performance and HRQoL in youth.

Perceived academic performance explained by school climate, positive psychological variables and life satisfaction

BACKGROUND

Adolescents spend a large percentage of their time at school, where learning and achievement are important activities that are vital to their future educational success and subsequent career opportunities. However, studies reveal a significant drop in satisfaction and performance during the teenage years.

AIM

Based on the ecological model, this study aims to explore the relationship dynamics between contextual (school climate) and psychological (emotional intelligence and resilience) variables, life satisfaction and perceived academic performance, analysing, to this end, four theoretical models grounded in previous research.

SAMPLE

The sample comprised a total of 1397 adolescents aged between 12 and 16 years from the Autonomous Community of the Basque Country (northern Spain).

ANALYSIS

The Equations 6.2 program was used to estimate the measurement model and the structural models, using the robust maximum likelihood procedure.

RESULTS

School climate and life satisfaction were found to directly influence perceived academic performance, whereas emotional intelligence and resilience did so indirectly, with the full mediation of life satisfaction.

CONCLUSIONS

These results have important educational implications, since they reveal existing relationship dynamics, which should serve as a basis for the effective implementation of school programs. They also indicate how important it is for adolescents to be psychologically well-adjusted and satisfied with their lives, in order for them to perform optimally at school.

The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders

This study compared the teacher-student relationship, subjective well-being, and academic achievement between fourth graders and eighth graders, and examined whether and how subjective well-being played a mediating role concerning teacher-student relationship and academic achievement across the two grades. The participants included 19,845 fourth graders and 11,691 eighth graders from a city in central China. The findings indicated that (1) compared with eighth graders, fourth graders reported significantly higher mean scores in the teacher-student relationship, subjective well-being, and academic achievements; (2) a positive teacher-student relationship can promote students' academic achievement both directly and indirectly through subjective well-being across the two groups; (3) The mediating effect of subjective well-being accounted for 42.8% of the total effects between teacher-student relationship and academic achievement for fourth graders, which was higher than that for eighth graders (22.7%). Limitations and future directions are elaborated.

On the association between students’ (domain-specific) subjective well-being and academic achievement—disentangling mixed findings

Today, there is wide recognition of schools as places that should foster children’s learning and well-being alike. The past two decades have thus witnessed an upsurge in research on children’s subjective well-being (SWB) in school and how it relates to their academic achievement. The first meta-analysis on the SWB/achievement relation revealed substantial, yet unexplained variability in effect sizes across samples and studies. In this context, in the present investigation we examined three potential sources of differential SWB/achievement relations: The domain-specificity of measures (global/school-specific/math-specific), the type of SWB component (cognitive/affective), and the type of achievement indicator (test-based/grade-based). Data from N = 767 8th and 9th grade students from German secondary schools were assessed via latent factor analyses. Our findings generally point towards stronger SWB/achievement relations with a more specific and specificity-matching rather than a less specific and specificity-mismatched SWB measure, with SWB’s cognitive rather than its affective component, and with a grade- rather than test-based indicator of academic achievement. We discuss differences in our findings by type of SWB component as well as by level of domain-specificity, and we provide initial empirical evidence supporting the relevance of SWB’s subject-specific measures.

[Differences in Area Specific Life Satisfaction Between East and West Germans in the Years 1991, 2006 and 2020]

RESEARCH

Question How did the general and area specific life satisfaction evolve between East and West Germany between 1991 and 2020?

METHODS

Based on three representative surveys in the years 1991, 2006 and 2020 life satisfaction between East and West Germany was examined using mean comparison with tests of significance. The influence of relevant sociodemographic variables was calculated using Univariate Variance Analyses.

RESULTS

1991 large differences in the general life satisfaction as well as with satisfaction in the areas of living, spare time, health, finances and occupational did occur, with people in East Germany reporting to be less satisfied. These differences align during the observation time.

DISCUSSION

The discrepancy in the general and area specific life satisfaction between East and West Germans did align during the last 30 years. A reason might be the improved economical living conditions in East Germany.

Thriving through Adversity: The Role of Passion and Emotions in the Resilience Process

Two cross-sectional (Studies 1, N = 283, and 2, N = 275) and one prospective (Study 3, N = 238) studies investigated the role of passion (for academia) and emotions in the process of resilience in the education domain and in life in general. Participants were examined when facing a stressful situation related to their passion for academia (end of term exam period, a timed education task). All three studies showed that harmonious passion, through its positive relationship with positive emotions, was positively associated with high positive outcomes in the education domain (satisfaction with one's studies, subjective and objective performance in one's studies) and in life in general via the subjective evaluation of one's life and general health indicators (subjective vitality, fewer negative physical symptoms). On the other hand, obsessive passion was related to mixed effects on resilience. Specifically, obsessive passion related to low levels of functioning (Studies 1 and 3) and also hindered the positive outcomes (Studies 1 to 3) through its positive relationships with positive and negative emotions, respectively. In sum, under stress, harmonious passion facilitates high levels of resilience across life domains, whereas obsessive passion yields low levels of resilience across life or no resilience at all.

On the Relationship Between Student Well-Being and Academic Achievement

Abstract. Student well-being is considered as both an enabling condition for positive learning outcomes and an essential educational outcome itself. Previous studies have investigated the relationship between student well-being and academic achievement cross-sectionally, leaving unclear the direction of causality. Employing 3 waves of data spaced 1 year apart, this longitudinal study used a random intercept cross-lagged panel model (RI-CLPM) to account for between-person effects and segregate within-person effects between positive and negative dimensions of student well-being and academic achievement. Participants were 404 secondary school students in Switzerland in grades 7–9. The RI-CLPMs suggested that over 1-year time intervals students’ academic achievement may positively influence positive dimensions of student well-being (i.e., positive attitudes toward school, enjoyment in school, positive academic self-concept) within secondary school students. Negative dimensions of student well-being (i.e., worries in school, physical complaints, and social problems) were not associated with academic achievement.

Factors Associated with Subjective Well-Being of Chinese Adolescents Aged 10-15: Based on China Family Panel Studies

(1) Background: This study aimed to explore the factors associated with the subjective well-being (SWB) of Chinese adolescents from a more comprehensive perspective and to analyze the importance of its influencing factors. (2) Methods: Obtained from the China Family Panel Studies (CFPS) 2018, the research data involved 2316 adolescents aged 10–15. By using the Chi-square test, t-test and binary logistic regression, we investigated the associations of individual-, family- and community-level factors with SWB in Chinese adolescents. To explore the rank of the influencing factors of SWB, the random forest model was set up. (3) Results: In individual-level factors, girls, who were adolescents with higher academic performance and school satisfaction, with the habit of midday napping and reading books, and with higher self-esteem, had a higher SWB. In family-level factors, mothers living at home resulted in a higher SWB, while quarrelling with their parents led to low SWB. In community-level factors, adolescents with better social relationships, social trust and who were better at telling their troubles to others had a higher SWB. Based on the random forest model, the importance degree was ranked, and the top five were decided, including self-esteem (89.949), social relations (43.457), academic performance (31.971), school satisfaction (27.651) and quarrelling with parents (19.026). (4) Conclusions: Self-esteem, social relations, academic performance, school satisfaction and quarrelling with parents are all important variables that are related to the SWB of Chinese adolescents.

A moderated mediation model of implicit theories of intelligence and life satisfaction among Chinese adolescents

Although life satisfaction is critical for adolescents’ emotional, social, and educational functioning and positive development, social cognitive roles in adolescents’ life satisfaction and potential underlying processes are less known. The present study aimed to explore the effect of implicit theories of intelligence on adolescent life satisfaction and their potential mechanisms. A moderated mediation model was constructed to investigate the mediating role of career exploration and the moderating role of career-specific parental support. Data were collected from 443 10th grade high-school students in Sichuan, China. Results revealed that career exploration fully mediated the positive relationship between implicit theories of intelligence and life satisfaction, while career-specific parental support moderated the relationship between career exploration and life satisfaction. These findings highlight the value of exploring social-cognition and career-related factors in life satisfaction.

Boosting Student Wellbeing Despite a Pandemic: Positive Psychology Interventions and the Impact of Sleep in the United Arab Emirates

Positive psychology interventions hold great promise as schools around the world look to increase the wellbeing of young people. To reach this aim, a program was developed to generate positive emotions, as well as improve life satisfaction, mental toughness and perceptions of school kindness in 538 expatriate students in Dubai, United Arab Emirates. Starting in September 2019, the program included a range of positive psychology interventions such as gratitude, acts of kindness and mental contrasting as examples. Life satisfaction and mental toughness at mid-year were sustained or grew by the end of the year. Positive affect, emotional wellbeing and social wellbeing increased at post-intervention 1, compared to baseline. However, this improvement reverted to baseline levels at post-intervention 2, when data were collected during the COVID-19 pandemic. Only psychological wellbeing, negative affect, perceptions of control, and school kindness were increased at post-intervention 2. During the lockdown, students moved less, but slept and scrolled more. Those who extended their sleep duration reported greater wellbeing. Boosting wellbeing through the use of positive psychology interventions works – even in a pandemic – and extended sleep duration appears to be a driving factor for this observation.

Effect of antidepressants on functioning and quality of life outcomes in children and adolescents with major depressive disorder: a systematic review and meta-analysis

Functioning and quality of life (QOL) are typical outcomes assessed in children and adolescents with major depressive disorder (MDD); however, meta-analytical evidence remains scarce. The aim of this meta-analysis was to assess functioning and QOL antidepressant outcomes in this population. Eight electronic databases (PubMed, Cochrane Library, Web of Science, Embase, CINAHL, PsycINFO, LILACS, and ProQuest Dissertation Abstracts) were searched for double-blind randomized controlled trials (RCTs) up to July 31, 2020. RCTs that compared antidepressants with placebo for treating functioning and QOL in children and adolescents with MDD were included. Primary outcomes were mean change scores of functioning and QOL scales from baseline to post-treatment. Subgroup and sensitivity analyses were conducted to examine whether results were affected by moderator variables (e.g., medication type, age, sample size, and treatment duration). From 7284 publications, we included 17 RCTs (all 17 assessed functioning and 4 assessed QOL outcomes) including 2537 participants. Antidepressants showed significant positive effects on functioning (standardized mean difference [SMD] = 0.17, 95% confidence interval [CI] = 0.09-0.25, p < 0.0001) but not on QOL (SMD = 0.11, 95% CI = -0.02 to 0.24, p = 0.093), with no significant heterogeneity. The subgroup analysis showed that second-generation antidepressants (especially fluoxetine, escitalopram, and nefazodone), but not first-generation antidepressants, led to significant improvements in functioning. Antidepressants (especially second generation) improve functioning but not QOL in children and adolescents with MDD. However, well-designed clinical studies using large samples are needed to confirm these findings.

Youth Well-being During the COVID-19 Pandemic

OBJECTIVES

The family stress model proposes economic hardship results in caregiver distress and relational problems, which negatively impact youth outcomes. We extend this model to evaluate the impact of coronavirus disease 2019 pandemic-related family hardships on caregiver and youth stress, and, in turn, youth's psychological well-being. We also investigate how social supports moderate this relationship.

METHODS

We used 2 samples of cross-sectional survey data collected between May 2020 and May 2021: children aged 2 to 12 years (n = 977) and adolescents aged 11 to 17 years (n = 669). Variables included pandemic-related family hardships, stress, social support, and youth life satisfaction. Data were analyzed using structural equation modeling.

RESULTS

Experiencing more pandemic-related family hardships was associated with increased caregiver and youth stress (b = 0.04 to 0.21, SE = 0.01-0.02) and, in turn, decreased youth life satisfaction (b = -0.36 to -0.38, SE = 0.04-0.07). Social connectedness (b^ = 0.11-0.17, SE = 0.04) and family engagement (b^ = 0.12-0.18, SE = 0.05-0.06) had direct positive associations with life satisfaction; for children aged 2 to 12 years, greater family engagement was associated with decreased effect of child stress on life satisfaction (b^ = 0.15, SE = 0.05). For adolescents, females had higher levels of stress compared with males (b^ = 0.40, SE = 0.6), and having anxiety and/or depression was associated with decreased life satisfaction (b^ = -0.24, SE = 0.11).

CONCLUSIONS

Caregivers and youth who experienced more coronavirus disease 2019 pandemic hardships had higher levels of stress, particularly adolescent females. Although stress negatively impacted life satisfaction across all ages, family engagement was a protective factor for children aged 2 to 12 years, whereas having anxiety and/or depression was a risk factor for adolescents. For all youth, however, being more socially connected and engaged with family promoted life satisfaction.

An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions

The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.

The effect of COVID-19-related school closures on students' well-being: Evidence from Danish nationwide panel data

We study the effect of the temporary closure of Danish schools as a result of the COVID-19 pandemic in spring 2020 on students' reported levels of well-being and test whether the effect varies among students of different socioeconomic status. To this end, we draw on panel data from the mandatory annual nationwide Danish Student Well-being Survey (DSWS) and exploit random variation in whether students answered the 2020 survey before or during the spring lockdown period. This enables us to compare reported levels of student well-being for selected measures - whether students "like school" and whether they "feel lonely" - among students in grades 6-9 to their responses from previous years. We use an event-study design with individual as well as year, month, and grade fixed effects. Our results indicate, firstly, that students' well-being with respect to liking school improved during the lockdown, even if students who answered during vs. before the lockdown were not on parallel trends in terms of previous levels of reported well-being. Secondly, school closures seemed to not affect students' reported levels of loneliness. Thirdly, the spring lockdown might have had a more positive impact among students of lower socioeconomic status.

An Association Between Montessori Education in Childhood and Adult Wellbeing

Wellbeing, or how people think and feel about their lives, predicts important life outcomes from happiness to health to longevity. Montessori pedagogy has features that enhance wellbeing contemporaneously and predictively, including self-determination, meaningful activities, and social stability. Here, 1905 adults, ages 18-81 (M = 36), filled out a large set of wellbeing scales followed by demographic information including type of school attended each year from 2 to 17. About half the sample had only attended conventional schools and the rest had attended Montessori for between 2 and 16 years (M = 8 years). To reduce the variable set, we first developed a measurement model of wellbeing using the survey data with exploratory then confirmatory factor analyses, arriving at four factors: general wellbeing, engagement, social trust, and self-confidence. A structural equation model that accounted for age, gender, race, childhood SES, and years in private school revealed that attending Montessori for at least two childhood years was associated with significantly higher adult wellbeing on all four factors. A second analysis found that the difference in wellbeing between Montessori and conventional schools existed even among the subsample that had exclusively attended private schools. A third analysis found that the more years one attended Montessori, the higher one's wellbeing as an adult. Unmeasured selection effects could explain the results, in which case research should determine what third variable associated with Montessori schooling causes adult wellbeing. Several other limitations to the study are also discussed. Although some of these limitations need to be addressed, coupled with other research, including studies in which children were randomly assigned to Montessori schools, this study suggests that attending Montessori as a child might plausibly cause higher adult wellbeing.

Perceived consequences and worries among youth in Norway during the COVID-19 pandemic lockdown

Aims: To examine perceived consequences for everyday life, learning outcomes, family relations, sleep problems and worries for infection, for friends and their future, among youth aged 12-19 years during weeks 7 to 9 of the COVID-19 lockdown in Norway. We examine variations by age, gender, socioeconomic status and country of birth. Methods: Youth within the municipality of Bergen were invited via SMS to participate in a 15-minute online survey. A total of 2997 (40%) youths participated. The mean age was 17 years (standard deviation 1.7). Results: Overall, 28% reported feeling somewhat to a lot impacted by schools closing, 63% reported learning less. In total, 62% reported improvement of everyday life. The youth's situation in their family was worse for 13%. Regarding sleep problems, 19% reported difficulties initiating and maintaining sleep, 12% had more nightmares, while 90% reported later bedtime and rise time. Seven per cent worried about getting infected, while 53% worried about infection among family members. A total of 19% worried that the outbreak would lead to a more difficult future, and 32%worried that friends were facing a difficult situation at home. Perceived consequences and worries related to the lockdown varied across sociodemographic groups. Conclusions: The perceived consequences and degree of worries varied by age, gender, socioeconomic status and to a certain degree country of birth. Girls, older youth, youth with lower socioeconomic status and with a migrant background from developing countries seemed to experience the lockdown as more difficult, and thereby possibly accentuating the need for services in these groups.

Exploring Positive School Attributes: Evidence From School Leader and Teacher Perspectives

The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.

Daily Life Changes and Life Satisfaction among Korean School-Aged Children in the COVID-19 Pandemic

The recent COVID-19 pandemic has been disrupting the daily lives of people across the world, causing a major concern for psychological well-being in children. This study aimed to examine (1) how life satisfaction and its potential predictors have been affected by the pandemic among school-aged children in Korea, and (2) which factors would predict their life satisfaction during the pandemic. We surveyed 166 fourth-graders in the Seoul metropolitan area to assess their psychological well-being and potentially related variables during the pandemic. The data were compared with those available from two pre-COVID-19 surveys, the 2018 Korean Children and Youth Panel Survey (n = 1236) and the 2019 Korean Children and Youth Well-being Index Survey (n = 334). Higher levels of stress were observed in children during the COVID-19 pandemic; however, the level of their life satisfaction remained unchanged when compared with data from the pre-COVID-19 surveys. The pandemic also affected peer relationship quality and susceptibility to smartphone addiction, but not perceived parenting style nor academic engagement. Interestingly, peer relationship quality no longer predicted life satisfaction during the pandemic; perceived parenting styles and parent-child conversation time predicted life satisfaction. The results suggest a central role of parent-child relationship in supporting the psychological well-being of school-aged children during the pandemic.

The Bidirectional Relationship Between Subjective Well-Being and Academic Achievement in Adolescence

The well-being of young people in relation to their school performance has received increased attention in recent years. However, there is a lack of knowledge about the longitudinal and reciprocal relationship between adolescents' subjective well-being and their academic achievements. The current study examined the bidirectional relationship between subjective well-being and academic achievement across two timepoints (T1 and T2) during the course of mid to late adolescence, i.e., in school year 9 (age 15), and school years 11-12 (ages 17-18). The study also investigated variation in the association as a function of adolescent gender. Data on subjective well-being and teacher-assigned school grades of 723 adolescents (48.7% girls) residing in Sweden were analyzed by estimating a series of cross-lagged path models. The findings suggest gender differences in the relationship as no associations were found among boys. Support for a bidirectional relationship between the constructs was only found for girls. For girls, higher subjective well-being at T1 was associated with higher academic achievements at T2, while higher academic achievements at T1 was associated with lower subjective well-being at T2. These findings highlight that the subjective well-being of adolescent girls may be important for their ability to perform at school, but their academic achievements may also inflict negatively on their subjective well-being.

Assessing Problematic Social Media Use in Adolescents by Parental Ratings: Development and Validation of the Social Media Disorder Scale for Parents (SMDS-P)

Background: The problematic use of social media (SM) is a rising phenomenon, especially in adolescents. It can be assessed by self-rating screeners such as the Social Media Disorder Scale (SMDS). However, young age or symptom denial might reduce adolescent assessment accuracy. Therefore, the development and validation of a parental scale (SMDS-P) is desirable. Method: A representative sample of 961 parents and corresponding frequently SM-using children aged 10 to 17 years participated in an online study. Factorial analyses were performed to determine item structure. Adolescents’ SMDS self-reports, SM usage time, emotional dysregulation, and academic performance were used to assess validity. The SMDS-P cut-off value was calculated by ROC-analysis. Results: A one-factorial structure of the SMDS-P could be confirmed. The internal consistency was good (Cronbach’s α = 0.85, McDonald’s ω = 0.88) and the accordance between parental and self-ratings moderate (kappa = 0.51). SMDS-P was positively associated with adolescents’ self-ratings (r = 0.68), SM usage time (r = 0.26) and frequency (ϱ = 0.16) as well as with emotional dysregulation (r = 0.35) in a highly significant manner. Conclusions: SMDS-P offers a promising new approach to assess problematic SM usage in adolescence. Further studies including clinical validations are required.

Factorial invariance of Satisfaction with Family Life Scale in adolescents from Peru and Portugal

The Satisfaction with Family Life Scale (SWFLS) is a measure of a person's satisfaction with their family life as a whole that has been used in different cultural contexts. However, its internal structure and factorial invariance have not been investigated simultaneously in culturally different samples from America and Europe. The current study aims to evaluate the internal structure and factorial invariance of the SWLFS in adolescents from Peru and Portugal, through a multi-group confirmatory factor analysis. The study was conducted on 439 adolescents from Peru (N = 232; Age_average = 15.50, S.D. = 0.65) and Portugal (N = 207; Age_average = 16.16, S.D. = 0.81). First, the confirmatory factorial analysis for each group was carried out, followed by the multi-group confirmatory factorial analyses. Results indicated that the one-factor structure of the SWLFS presents a good adjustment to the data, in addition to an adequate internal consistency. Moreover, the presence of configural, metric, scalar and strict invariance is demonstrated across culturally different samples. The SWFLS is a brief and valid measure of satisfaction with family life that is useful for intercultural comparisons between samples of adolescents from Peru and Portugal.

The governmental ranking of class and the academic performance of Indian adolescents

Social and economic factors are commonly examined as contextual variables that predict academic achievement, apart from the educational environment. In India, a major segment of the socioeconomic status of students comprises the governmental stratification of population into three broad classes, viz., scheduled castes/tribes (SC-ST), other backward classes (OBC) and general class (GC). In this study, we examined the association of these governmental classes with the academic performance of Indian adolescents who enjoy the same school environment. Psychological measures of self-esteem and life satisfaction as well as demographic variables such as gender, age and family income were also examined as covariates. The study was conducted on a convenient sample of 858 students of X and XI grades. Based on multilevel regression models, the relationship between governmental classes and academic performance was significantly positive, wherein higher level of class predicted better academic performance. The study highlighted that students from the same school environment performed differently based on their social status and that this difference was not a function of their family income, thus pointing to potential role of non-economic aspects of the governmental stratification including caste affiliation. The findings indicate the need for further examining as well as planning to improve the aspects of students’ social status that impact academic performance.

Subjective well-being and academic performance among middle schoolers: A two-wave longitudinal study

INTRODUCTION

Previous studies have suggested that present subjective well-being promotes students' academic achievement. However, adolescents' subjective well-being tends to be future-oriented; for example, when adolescents think about the future, they have hopeful expectations, feel energized, or confused. Therefore, this 14-month follow-up study conducted in China aimed to establish the longitudinal relationships between present- and future-oriented well-being and academic achievement.

METHODS

Using two waves of data, this longitudinal study explored the bidirectional relationships between present- and future-oriented well-being and academic achievement among 189 Chinese middle school students (102 girls, 82 boys, 5 unknown) whose mean age was 13.76 at Time 1 and 14.78 at Time 2. The Adolescent Well-being Scale, which has six dimensions (present life satisfaction, present positive affect, present negative affect, hopeful future expectations, positive affect toward future life, and negative affect toward future life) was administered to all students at Time1 and Time 2, and academic scores were collected two weeks later. Structural equation modeling was used to analyze the data.

RESULTS

Cross-lagged analyses revealed that present life satisfaction, present positive affect, and positive affect toward future life at Time 1 were positively correlated with academic achievement at Time 2.

CONCLUSIONS

These findings suggest that both present- and future-oriented well-being are associated with later academic achievement. Teachers and parents should cultivate students' well-being by targeting not only present life satisfaction and positive affect but also positive feelings toward the future.

Younger, dissatisfied, and unhealthy - Relative age in adolescence

We investigate whether relative age (i.e. the age gap between classmates) affects life satisfaction and health in adolescence. We analyse data on students between 10 and 17 years of age from the international survey 'Health Behaviour in School-Aged Children' and find robust evidence that a twelve-month increase in relative age (i.e. the hypothetical maximum age gap between classmates) i) increases life satisfaction by 0.168 standard deviations, ii) increases self-rated general health by 0.108 standard deviations, iii) decreases psychosomatic complaints by 0.072 standard deviations, and iv) decreases chances of being overweight by 2.4 %. These effects are comparable in size to the effects of students' household socio-economic status. Finally, gaps in life satisfaction are the only ones to reduce with the increase in absolute age, but only in countries where the first tracking of students occurs at 14 years of age or later.

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study

This paper addresses the question of whether self-regulation capacities are a significant psychological resource of schoolchildren's psychological well-being. The study contributes to the search of significant predictors of the students' psychological well-being. Moscow secondary schools pupils (N = 239) participated in a two-wave longitudinal study, the procedure being made in the 4th grade and repeated in the 5th grade, six months after the first measurement. The results are presented describing the dynamics of manifestations of the psychological well-being and the conscious self-regulation of the schoolchildren during their transition from the primary to the middle school. Using the cross-lagged panel analysis allowed concluding that the level of conscious self-regulation of the learning activity of the 4th graders significantly predicts their psychological well-being not only in the 4th grade, but also in the 5th grade. The study revealed the specific regulatory predictors characteristic of different manifestations of the schoolchildren' psychological well-being. The obtained results highlight the significance of research on the conscious self-regulation of learning activities as a resource for pupils' psychological well-being, which is predictive for its maturation in the subsequent ages.

Neighborhood Stress and Life Satisfaction: Is there a Relationship for African American Adolescents?

This study identified associations between perceived neighborhood stress and adolescents' perceptions of life satisfaction. African American adolescents aged 13-18 (n=1,658) from four matched, mid-sized cities in the northeastern and southeastern USA, completed a self-report questionnaire using an audio computer-assisted self-interview (ACASI). Analyses examined relationships between perceived neighborhood stress and perceived life satisfaction, while controlling for socioeconomic status (SES). Life satisfaction was found to be related to neighborhood stress for both males and females, with variability in neighborhood stress characteristics and in the magnitude of associations by gender. Further research should identify the particular characteristics of youth and specific aspects of adolescent life satisfaction associated with perceived neighborhood stress to develop community-based and culturally-sensitive quality of life improvement/health promotion programs.

The interplay between national and parental unemployment in relation to adolescent life satisfaction in 27 countries: analyses of repeated cross-sectional school surveys

BACKGROUND

Previous research shows that parental unemployment is associated with low life satisfaction in adolescents. It is unclear whether this translates to an association between national unemployment and adolescent life satisfaction, and whether such a contextual association is entirely explained by parental unemployment, or if it changes as a function thereof. For adults, associations have been shown between unemployment and mental health, including that national unemployment can affect mental health and life satisfaction of both the employed and the unemployed, but to different degrees. The aim of this paper is to analyse how national unemployment levels are related to adolescent life satisfaction, across countries as well as over time within a country, and to what extent and in what ways such an association depends on whether the individual's own parents are unemployed or not.

METHODS

Repeated cross-sectional data on adolescents' (aged 11, 13 and 15 years, n = 386,402) life satisfaction and parental unemployment were collected in the Health Behaviour in School-aged Children (HBSC) survey, in 27 countries and 74 country-years, across 2001/02, 2005/06 and 2009/10 survey cycles. We linked this data to national harmonised unemployment rates provided by OECD and tested their associations using multilevel linear regression, including interaction terms between national and parental unemployment.

RESULTS

Higher national unemployment rates were related to lower adolescent life satisfaction, cross-sectionally between countries but not over time within countries. The verified association was significant for adolescents with and without unemployed parents, but stronger so in adolescents with unemployed fathers or both parents unemployed. Having an unemployed father, mother och both parents was in itself related to lower life satisfaction.

CONCLUSION

Living in a country with higher national unemployment seems to be related to lower adolescent life satisfaction, whether parents are unemployed or not, although stronger among adolescents where the father or both parents are unemployed. However, variation in unemployment over the years did not show an association with adolescent life satisfaction.

Development of Subjective Well-Being in Adolescence

Despite the importance of subjective well-being (SWB) for students' mental and physical health, there is a lack of longitudinal studies investigating the development of SWB in adolescents and what factors are associated with it over time. The present study seeks to shed further light on this question by investigating adolescents longitudinally. A sample of German academic tracks students (N = 476) from five schools were followed longitudinally over a time period of 30 months with four measurement points from Grade 11 to Grade 13. Alongside the longitudinal assessment of SWB (mood and life satisfaction), a range of other factors were also assessed at t1 including; demographic factors (sex, age, socio-economic status (HISEI)), intelligence, grades (report cards provided by the schools), personality (neuroticism, extraversion) and perceived parental expectations and support. Latent growth curve models were conducted to investigate the development of SWB and its correlates. On average, mood and life satisfaction improved at the end of mandatory schooling. However, students significantly differed in this pattern of change. Students' life satisfaction developed more positively if students had good grades at t1. Furthermore, even though introverted students started with lower life satisfaction at t1, extraverts' life showed greater increases over time. Changes in mood were associated with socio-economic background; the higher the HISEI the more positive the change. As social comparisons in school performance are almost inevitable, schools should intervene to buffer the influence of school grades on students' SWB.

Asymptotic bias of normal-distribution-based maximum likelihood estimates of moderation effects with data missing at random

Moderation analysis is useful for addressing interesting research questions in social sciences and behavioural research. In practice, moderated multiple regression (MMR) models have been most widely used. However, missing data pose a challenge, mainly because the interaction term is a product of two or more variables and thus is a non-linear function of the involved variables. Normal-distribution-based maximum likelihood (NML) has been proposed and applied for estimating MMR models with incomplete data. When data are missing completely at random, moderation effect estimates are consistent. However, simulation results have found that when data in the predictor are missing at random (MAR), NML can yield inaccurate estimates of moderation effects when the moderation effects are non-null. Simulation studies are subject to the limitation of confounding systematic bias with sampling errors. Thus, the purpose of this paper is to analytically derive asymptotic bias of NML estimates of moderation effects with MAR data. Results show that when the moderation effect is zero, there is no asymptotic bias in moderation effect estimates with either normal or non-normal data. When the moderation effect is non-zero, however, asymptotic bias may exist and is determined by factors such as the moderation effect size, missing-data proportion, and type of missingness dependence. Our analytical results suggest that researchers should apply NML to MMR models with caution when missing data exist. Suggestions are given regarding moderation analysis with missing data.

Psychological capital is associated with higher levels of life satisfaction and school belongingness

Psychological capital (PsyCap) has been associated with key organizational and well-being outcomes. However, limited investigations have been carried out regarding the role of PsyCap in the educational settings. The present study assessed the association of PsyCap with life satisfaction and school belongingness in the academic context. Four hundred and sixty-two Filipino high school students participated in the current investigation. Structural equation modeling showed that PsyCap was positively linked to school belongingness via the intermediate variable life satisfaction. An alternative structural model also provided evidence of the indirect effects of PsyCap on life satisfaction via school belongingness. Theoretical and practical implications of these results are discussed.

Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents

The present study sought to define and contrast an explanatory model incorporating motivational climate towards sport, life stress, academic performance, and engagement in physical activity, and to analyze the existing relationships between these variables as a function of sex. A total of 2452 adolescents of both sexes (42.7% males and 57.3% females) participated in the present study, with self-reported ages between 13 and 16 years (M = 14.43; SD = 1.15). Participants were from Granada (Spain) and perceived motivational climate towards sport (PMCSQ-2), life stress (PSS), academic performance, and engagement in physical activity (PAQ-A) were analyzed. A multi-group structural equation model was constructed, which demonstrated excellent fit to the observed data (χ² = 309.402; DF = 40; p < 0.001; CFI = 0.973; NFI = 0.970; IFI = 0.973; and RMSEA = 0.052). A negative and direct association exists between ego climate and task climate. A positive association was found between motivational climate, task climate (males r = 0.336/females r = 0.238), and ego climate (males r = 0.198/ females r = 0.089) and engagement in physical activity. A task climate was associated with better academic performance and lower levels of life stress. The main conclusions of this study highlight that a task-involving climate and engagement in physical activity are both associated with lower levels of life stress and higher levels of academic performance.

The Prospective Association Between Electronic Device Use Before Bedtime and Academic Attainment in Adolescents

PURPOSE

To examine longitudinal associations between five commonly used technology devices prior to bedtime and real-life academic outcomes in adolescents.

METHODS

A total of 853 adolescents were recruited to a three-year prospective cohort study, with annual assessments. Academic grades/levels for three core subjects (English, Mathematics, and Science) were extracted from school records, and standardized (z-scores) were derived at the end of each academic year. A validated questionnaire was used to determine the frequency of using five types of technology (television viewing, video gaming, mobile telephone use, listening to music, and social networking) before bedtime.

RESULTS

After adjustment, English attainment was the subject most affected by prebedtime technology use, where three of five technologies assessed were negatively and prospectively associated (social networking [β = -.07 and p = .024], video gaming [β = -.10 and p = .008], and mobile telephone [β = -.07 and p=.017]). Social networking (β = -.07and p = .042), television viewing (β = -.08 and p = .044), and mobile telephones (β = -.07 and p = .031) were associated with significant impairment in English for girls whereas attainment in boys was most impaired by video gaming (β = -.12 and p = .014).

CONCLUSIONS

The use of electronic devices by adolescents before bedtime may reduce their academic attainment, but apart from video gaming for boys, the negative impact of near bedtime technology use on academic performance is small.

Determinants of life satisfaction in Iranian children and adolescents: the CASPIAN-IV study

BACKGROUND

Life satisfaction (LS) in children and adolescents is important because of its effects on their school performance and the future adulthood life. In this multicentric study, we examined some determinants of LS in the pediatric age group.

METHOD

This multicentric study was a part of the fourth national school-based surveillance program in Iran (2011-2012). It was conducted among 14,880 children and adolescents, aged 6-18 years, living in 30 provinces in Iran. We used the questionnaire of the World Health Organization on Global School-based Health Survey (WHO-GSHS), which was translated to Persian and validated in Iranian children and adolescents. LS was defined by a single question: 'Generally, which score between 0 (the worst) to 10 (the best) do you feel well describes your life at the moment?' The score of six and above was considered as satisfied. Multivariate logistic regression analysis was conducted to investigate the determinants of LS.

RESULTS

In total, 13,486 students completed the study (response rate 90.6%). Overall, 86.7%, 78.19%, and 71.44 of students were satisfied with their life in elementary, middle, and high schools. Students in middle school (OR 0.83; 95% CI 0.73, 0.96) and high schools (OR 0.63; 95% CI 0.54, 0.72) were less satisfied with their life. Students with moderate (OR 1.36; 95% CI 1.20, 1.54) and good (OR 1.66; 95% CI 1.44, 1.91) socioeconomic status were more satisfied than those with low status. Those who consulted with one (OR 1.56; 95% CI 1.34, 1.81) or both (OR 2.22; 95% CI 1.89, 2.60) of their parents were more satisfied with their life. Students who felt being accepted by their peers were 1.34 (95% CI 1.18, 1.52) times more satisfied with their life. Other associated variables were weekly (OR 1.3; 95% CI 1.12, 1.572) or daily (OR 1.6; 95% CI 01.12, 1.57) fruit consumption, moderate (OR 1.14; 95% CI 1.01, 1.29) and high (OR 1.1; 95% CI 1.02, 1.347) physical activity, good self-rated health (OR 2.11; 95% CI 1.88, 2.37), and daily tooth brushing (OR 1.31; 95% CI 1.18, 1.46). Students with anxiety (OR 0.73; 95% CI 0.65, 0.82) and depression (OR 0.73; 95% CI 0.58, 0.74) were less satisfied with their life.

CONCLUSION

Some demographic and lifestyle factors, including higher socioeconomic status, consultation with parents, healthy dietary, and physical activity habits, were associated with higher LS in children and adolescents. Then, interventions that focus on improving lifestyle factors and parents' support could increase LS among children and adolescents.

Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study

Previous studies have shown that subjective well-being promotes a wide range of adaptive psychological outcomes. However, the role of subjective well-being in the school context, as a potential facilitator of key academic outcomes, remains underexplored. The primary objective of this study was to examine the extent to which the different dimensions of subjective well-being-life satisfaction, positive affect, and (low levels of) negative affect-were associated with academic engagement through a two-wave longitudinal study. Three hundred and eighty-nine Filipino high school students participated in this research project. Cross-lagged analysis revealed that Time 1 life satisfaction positively predicted Time 2 academic engagement, and that Time 1 negative affect negatively predicted Time 2 academic engagement, even after controlling for autoregressor effects. We also found evidence of reciprocal effects with prior academic engagement predicting subsequent well-being. The theoretical and practical implications are discussed.

Psychometric properties of the Danish student well-being questionnaire assessed in >250,000 student responders

BACKGROUND

Well-being is considered a prerequisite for learning. The Danish Ministry of Education initiated the development of a new 40-item student well-being questionnaire in 2014 to monitor well-being among all Danish public school students on a yearly basis. The aim of this study was to investigate the basic psychometric properties of this questionnaire.

METHODS

We used the data from the 2015 Danish student well-being survey for 268,357 students in grades 4-9 (about 85% of the study population). Descriptive statistics, exploratory factor analyses, confirmatory factor analyses and Cronbach's α reliability measures were used in the analyses.

RESULTS

The factor analyses did not unambiguously support one particular factor structure. However, based on the basic descriptive statistics, exploratory factor analyses, confirmatory factor analyses, the semantics of the individual items and Cronbach's α, we propose a four-factor structure including 27 of the 40 items originally proposed. The four scales measure school connectedness, learning self-efficacy, learning environment and classroom management. Two bullying items and two psychosomatic items should be considered separately, leaving 31 items in the questionnaire.

CONCLUSIONS

The proposed four-factor structure addresses central aspects of well-being, which, if used constructively, may support public schools' work to increase levels of student well-being.

Development and psychometric evaluation of the PROMIS Pediatric Life Satisfaction item banks, child-report, and parent-proxy editions

PURPOSE

To describe the psychometric evaluation and item response theory calibration of the PROMIS Pediatric Life Satisfaction item banks, child-report, and parent-proxy editions.

METHODS

A pool of 55 life satisfaction items was administered to 1992 children 8-17 years old and 964 parents of children 5-17 years old. Analyses included descriptive statistics, reliability, factor analysis, differential item functioning, and assessment of construct validity. Thirteen items were deleted because of poor psychometric performance. An 8-item short form was administered to a national sample of 996 children 8-17 years old, and 1294 parents of children 5-17 years old. The combined sample (2988 children and 2258 parents) was used in item response theory (IRT) calibration analyses.

RESULTS

The final item banks were unidimensional, the items were locally independent, and the items were free from impactful differential item functioning. The 8-item and 4-item short form scales showed excellent reliability, convergent validity, and discriminant validity. Life satisfaction decreased with declining socio-economic status, presence of a special health care need, and increasing age for girls, but not boys. After IRT calibration, we found that 4- and 8-item short forms had a high degree of precision (reliability) across a wide range (>4 SD units) of the latent variable.

CONCLUSIONS

The PROMIS Pediatric Life Satisfaction item banks and their short forms provide efficient, precise, and valid assessments of life satisfaction in children and youth.