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Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

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Published on: March 1, 2019

Well-being measures for younger children.

Rebecca Smees¹, Louisa J Rinaldi¹, Julia Simner¹

¹School of Psychology.

Psychological Assessment

|October 11, 2019

Summary

New questionnaires, the Very Short Well-Being Questionnaire for Children (VSWQ-C) and the Definitional Positive and Negative Effect Schedule for Children (dPANAS-C), are valid tools for assessing child well-being in children as young as six years old.

Area of Science:

Child Psychology
Psychometrics
Health Outcomes

Background:

Assessing children's well-being is crucial for addressing inequalities.
Existing well-being questionnaires often lack brevity and age-appropriate language for younger children.
There is a need for validated, short, and simple self-report measures for child well-being.

Purpose of the Study:

To develop and validate the Very Short Well-Being Questionnaire for Children (VSWQ-C) for assessing health-related quality of life.
To adapt the Positive and Negative Affect Schedule for Children (PANAS-C) for younger children, creating the Definitional Positive and Negative Effect Schedule for Children (dPANAS-C).
To evaluate the reliability and validity of these new instruments in young children.

Main Methods:

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The VSWQ-C was administered to English children aged 6-7 and 9-10 years.

The dPANAS-C, an adapted version of the PANAS-C, was administered to children aged 6-10 years, incorporating age-appropriate definitions.

Preliminary validation, reliability, and convergent validity analyses were conducted.

Main Results:

Both the VSWQ-C and dPANAS-C demonstrated acceptable reliability and strong convergent validity in children as young as 6.
Older children reported higher well-being on the VSWQ-C and lower negative affect on the dPANAS-C.
No significant gender differences were found in well-being or negative affect.

Conclusions:

The VSWQ-C and dPANAS-C are valuable and valid self-report instruments for assessing well-being in children from age 6.
These measures can help overcome limitations of existing tools regarding brevity and age-appropriateness.
The findings support the use of these questionnaires in research and clinical settings involving young children.