Background: The quality of life (QOL) of children with and without intellectual disability (ID) has become a growing concern in the literature but the QOL instruments are not adapted for use with young children and children with ID. The objective of this study was to validate a French adaptation of the abbreviated form of the Multidimensional Student's Life Satisfaction Scale (MSLSS). Method: Confirmatory factor analyses were conducted on the data collected from 411 children aged between 5 and 11 years old. Internal consistency, test-retest fidelity, and convergent validity were tested. Results: The preliminary results of this study show that the model fitted the data collected to assess the life satisfaction of children, χ 2 (395) = 705.340; p < .001; CFI = 0.911; TLI = 0.902; RMSEA = 0.044. Very good levels of internal consistency were obtained for both children with and without ID, with coefficients ranging from 0.70 to 0.88. The test-retest coefficients calculated after a 2-week interval highlighted a moderate (coefficients lower than 0.70) to weak temporal stability, which seemed more pronounced in children with ID. Conclusion: Despite some limitations, this instrument could be very useful for childhood professionals. It will enable them to assess the perception that children have of their wellbeing in the perspective of promoting their QOL. This scale also provides researchers in psychology with the opportunity to enrich their knowledge on the QOL of children with ID.
International audienceThe objective of this study was to determine how children aged 5 to 11 years old conceive their quality of life through the dimensions contributing to their subjective well-being and if this conception varies according to age. To obtain their views, focus groups were organized with 161 students aged between 5 and 11 years enrolled in 4 different schools, from the last year of Kindergarten to the 5th year of compulsory education. The results show that family relationships, friendships, leisure activities and the school play an important role in children’s lives. It is also observed that children’s conception of their own well-being changes with age, the development of their autonomy, their cognitive abilities and societal concerns.L’objectif de cette étude est d’analyser comment les enfants âgés de 5 à 11 ans conçoivent leur qualité de vie à travers les dimensions contribuant à leur bien-être et si cette conception varie en fonction de l’âge. Pour recueillir leur point de vue, des groupes thématiques focus groups ont été organisés auprès de 161 élèves âgés de 5 à 11 ans scolarisés dans 4 écoles différentes, de la Grande Section de Maternelle (GSM) au Cours Moyen deuxième année (CM2). Les résultats montrent que les relations familiales et paritaires, les loisirs et l’environnement scolaire occupent une place importante dans la vie des enfants. On observe également que la conception qu’ils ont de leur bien-être évolue avec l’âge, le développement de leur autonomie, de leurs capacités cognitives et de leurs préoccupations sociétales
L’objectif de cette étude est d’analyser comment les enfants âgés de 5 à 11 ans conçoivent leur qualité de vie à travers les dimensions contribuant à leur bien-être et si cette conception varie en fonction de l’âge. Pour recueillir leur point de vue, des groupes thématiques focus groups ont été organisés auprès de 161 élèves âgés de 5 à 11 ans scolarisés dans 4 écoles différentes, de la Grande Section de Maternelle (GSM) au Cours Moyen deuxième année (CM2). Les résultats montrent que les relations familiales et paritaires, les loisirs et l’environnement scolaire occupent une place importante dans la vie des enfants. On observe également que la conception qu’ils ont de leur bien-être évolue avec l’âge, le développement de leur autonomie, de leurs capacités cognitives et de leurs préoccupations sociétales.
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