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Related Experiment Video

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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

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Multicomponent framework for students' subjective well-being in elementary school.

Tatjana Kanonire¹, Denis A Federiakin¹, Irina L Uglanova¹

¹Institute of Education, National Research University Higher School of Economics.

School Psychology (Washington, D.C.)

|June 26, 2020

Summary

This study found that a general subjective well-being (SWB) factor in elementary schools can be identified. Different aspects of school life contribute to overall student well-being.

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Area of Science:

Educational Psychology
Child Development
Psychometrics

Background:

Subjective well-being (SWB) is crucial for elementary students' development.
Understanding the structure of SWB in school settings is important for targeted interventions.

Purpose of the Study:

To propose and verify a multicomponent model of subjective well-being (SWB) in elementary school.
To determine if a general SWB factor explains well-being across various school aspects.
To compare different psychometric models for analyzing student well-being data.

Main Methods:

A sample of 1,704 third-grade students completed Likert-type scales measuring school satisfaction, affect, peer communication well-being, and physical well-being.
Psychometric analysis utilized multidimensional Rasch modeling, comparing correlated factors, bifactor, and oblique bifactor models.
The extended Rasch testlet model and correlated factor model were evaluated for data fit.

Main Results:

Both the extended Rasch testlet model and the correlated factor model demonstrated good fit to the data.
A general SWB factor was extractable using the extended Rasch testlet model, yielding one usable general factor.
The correlated factor model is suitable for extracting detailed information from specific scales.

Conclusions:

A general subjective well-being factor exists among elementary students, influenced by various school-related aspects.
The choice of psychometric model (extended Rasch testlet vs. correlated factor) depends on whether a general factor or specific scale information is prioritized.
Findings have implications for practitioners aiming to enhance student well-being in educational settings.