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

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.