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Related Experiment Video

Updated: Jul 15, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Validation of Student Wellbeing Teacher-Report Scale (SWTRS) using multilevel factor analysis.

¹School of Education, University of California, Berkeley.

School Psychology (Washington, D.C.)

|July 13, 2026

Summary

The Student Wellbeing Teacher-Report Scale effectively screens academic, social, and emotional well-being in students. Psychometric analysis confirms its reliability and validity for school-based assessments.

Related Experiment Videos

Last Updated: Jul 15, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Educational Psychology
Psychometrics
Child and School Psychology

Background:

Student subjective well-being is crucial for academic success and mental health.
School-based screenings require reliable and valid measurement tools.
The Student Wellbeing Teacher-Report Scale (SWTRS) is a 12-item instrument assessing academic, social, and emotional well-being.

Purpose of the Study:

To examine the factor structure, validity, and reliability of the SWTRS using a multilevel framework.
To assess the scale's performance at both individual (within-teacher) and classroom (between-teacher) levels.
To investigate the associations between SWTRS subscales and internalizing/externalizing behaviors.

Main Methods:

Multilevel confirmatory factor analysis (MCFA) was conducted on data from 81 teachers and 1,910 students.
Cross-level metric invariance was tested to evaluate measurement equivalence across levels.
Multilevel structural equation modeling (MSEM) was used to examine relationships with behavioral outcomes.

Main Results:

MCFA supported a three-factor correlated model with one social well-being item removed.
Cross-level metric invariance was established, indicating similar conceptualization of well-being across levels.
SWTRS subscales showed unique associations with internalizing and externalizing behaviors at the within-teacher level; social well-being linked to externalizing behaviors at the between-teacher level.
Multilevel reliability coefficients (α and ω) ranged from .81 to .95, indicating satisfactory internal consistency.

Conclusions:

The SWTRS, with a modified item, demonstrates strong psychometric support for use as a school-based screener.
Findings highlight the scale's utility in assessing student well-being at multiple levels.
Further research and practical application are encouraged, acknowledging potential limitations due to sample size.