The psychometric properties of a children's life satisfaction measure (MSLSS; Huebner, 1994) were assessed with a middle school sample of 291 students. Similar to findings with elementary school students, the MSLSS demonstrated preliminary evidence of reliability and validity for research purposes. The results of confirmatory factor analyses supported the five satisfaction domains identified in previous research with younger students, along with a single higher-order general life satisfaction factor. Relationships among life satisfaction domains, demographic variables, and social desirability responses were discussed. Potential uses of the MSLSS and future research needs were also discussed.
This study explored demographic, environmental and personality correlates of adolescents' positive life satisfaction reports. First, demographic variables did not relate to life satisfaction, except socioeconomic status. Second, the findings indicated that acute events and chronic life experiences, both positive and negative, were related significantly to life satisfaction. Third, locus of control attributions mediated the relationships between negative life events and chronic stressors and adolescent life satisfaction. The findings demonstrated the importance of integrative models of adolescent life satisfaction that reflect the interplay of both intrapersonal and environmental variables. The findings are discussed in the context of the promotion of positive psychological health among adolescents. Future research directions are proposed, emphasizing the need for cross-cultural studies.
This study compared gifted and nongifted middle-school students' reports of their subjective well-being using a positive indicator of well-being, that is, life satisfaction. The results supported the separability of the life satisfaction domains with both groups of students. Subsequent comparisons of mean levels of satisfaction revealed no significant differences between the two groups on reports across both domain-specific (e.g., family, friends, school experiences) and global life-satisfaction indexes. However, the manner in which the specific domains related to global life-satisfaction reports differed as a function of group membership. Consistent with expectations, gifted students' evaluations of the quality of their school experiences accounted for greater portions of unique variance in the formulation of their overall or global life satisfaction reports than was the case for their nongifted counterparts. The findings are discussed in relation to future research and educational planning in the area of gifted students' subjective well-being, particularly with respect to consideration of the importance of school climate for this group of exceptional children.
In 2008, Mind in Bexley received a research development grant from the Big Lottery Fund and a training grant from Bexley Care Trust to empower service users to participate and contribute to a pilot research project. The project aims were to work with, develop, train and support service users as researchers, in order to record the narratives of service users who have common experiences of mental health distress and treatment. The research development project set up an advisory group, created and developed a partnership with the University of Kent and provided workshops and training sessions to explore some of the principles of research and ethics. In addition, the group undertook a preliminary literature review, developed and refined a research questionnaire and piloted interviews with six service users. Many issues were raised and lessons learned during the planning and conduct of the project. This paper discusses the process and reflects on aspects of the project's design and delivery. In addition, this paper highlights some of the difficulties in undertaking service user research and suggests recommendations as to how to overcome some of these complex issues.
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