Brief Multidimensional Students’ Life Satisfaction Scale—PTPB Version (BMSLSS-PTPB): Psychometric Properties and Relationship with Mental Health Symptom Severity Over Time

Athay, M. Michele; Kelley, Susan J.; Dew-Reeves, Sarah E.

doi:10.1007/s10488-011-0385-5

Cited by 42 publications

(21 citation statements)

References 35 publications

(41 reference statements)

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“…The BMSLSS shows correlations with constructs measuring life satisfaction, which provides convergent validity (Rahm & Ebersold, 2017). Discriminant validity is provided by the correlation between the BMSLSS and constructs measuring self-esteem (Athay et al, 2012). Internal consistency in the study by Rahm and Ebersold (2017) was α = .67.…”

Section: Methodsmentioning

confidence: 99%

“…Due to the study by Gadermann et al (2010) who used several constructs for testing convergent and discriminant validity—namely optimism (Song, 2003), self-efficacy (Song, 2003), self-concept (Marsh, 1988), depression (Rains, 2003), and empathy (Davis, 1980)—we tried to use comparable constructs that exist as German versions. The present study therefore includes questionnaires for testing convergent validity which also measure self-efficacy (Jerusalem & Schwarzer, 1999) and optimism (Scholler, Fliege, & Klapp, 1999) and additional but related constructs we chose based on previous research (Schmitz, 2016) indicating relationships: life-satisfaction (Athay, Kelley, & Dew-Reeves, 2012), positive and negative affects (Watson, Clark, & Tellegen, 1988), and art-of-living (Lang, Schumacher, & Schmitz, in press). For testing discriminant validity, we included the Big Five (Rammstedt, Kemper, Klein, Beierlein, & Kovaleva, 2013), which has shown correlations to other constructs of positive psychology (cf.…”

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confidence: 99%

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German Translation of the Satisfaction With Life Scale for Children and Adolescents

Lang

Schmitz

2019

Journal of Psychoeducational Assessment

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The research in the field of positive psychology is alive for children and adolescents, and especially the effects of intervention studies are promising. While a large number of instruments exist for adults, there is a need for greater attention to basic measurement work of constructs for children. The Satisfaction With Life Scale is one of the most common questionnaires used in the field of positive psychology. Whereas the adult version is translated into many languages, the child version has only been translated into a few languages yet. This is a limitation for countries where young students are not familiar with the English language. The aim of the present study was to translate the Satisfaction With Life Scale–child version (SWLS-C) into German with the use of a backtranslation-proceeding (Study 1) and to validate the questionnaire with a sample of 1,099 students aged 8 to 17 years (Study 2). This included retesting of reliability as well as concurrent and discriminant validity by additionally measuring several established constructs of positive psychology. Model fit indices, internal consistencies, retest reliability as well as concurrent and discriminant validity evidence were satisfying. The German version of the SWLS-C can be used in future studies, but to compare SWLS-C data of different nationalities more translations of the questionnaire as well as crosscultural measurement invariance studies are needed.

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Section: Methodsmentioning

confidence: 99%

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confidence: 99%

German Translation of the Satisfaction With Life Scale for Children and Adolescents

Lang

Schmitz

2019

Journal of Psychoeducational Assessment

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“…Revisiones recientes muestran la relevancia que tienen para el bienestar infantil las experiencias de satisfacción en el sistema educacional en su conjunto y cómo la satisfacción con la vida está relacionada con ámbitos contextuales específicos, tales como la participación escolar y el rendimiento académico (Athay, Kelley & Dew-Reeves, 2012). …”

Section: Satisfacción Global Con La Vida Y Satisfacción Con La Escuelaunclassified

Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

Alfaro

Guzmán

Reyes

et al. 2016

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El objetivo del estudio fue analizar la relación entre diversos aspectos de la experiencia escolar con la satisfacción escolar y la satisfacción global con la vida en una muestra aleatoria estratificada de 1.433 estudiantes de 10 a 14 años de 3 ciudades de Chile (791 hombres y 642 mujeres). Se utilizó la Escala de Satisfacción Global con la Vida, el Índice General de Satisfacción por Ámbitos y la International Survey on Children's Well-Being. Diez predictores fueron analizados con regresión lineal múltiple, ajustándose modelos que explicaron la varianza de la satisfacción global con la vida y de la satisfacción escolar en un 6% y un 36%, respectivamente. Particularmente, la satisfacción con las notas y la satisfacción con los compañeros fueron los mejores predictores de los modelos evaluados. Mediante regresión logística binaria, el modelo ajustado explicó el 76% de la varianza de satisfacción escolar, clasificando correctamente un 87% de los casos. En general, estos resultados identifican algunos determinantes del contexto escolar que afectan la satisfacción de los escolares y que pueden ser usados en futuras investigaciones e intervenciones.Palabras clave: bienestar subjetivo, satisfacción escolar, satisfacción con la vida, infancia, adolescenciaThe aim of the study was to analyze the relationship between various aspects of the school experience with school satisfaction and overall life satisfaction. Data was collected from a stratified random sample of 1,433 students aged 10 to 14 years (791 men and 642 women) from 3 Chilean cities. The study used the Overall Life Satisfaction Scale (OLS), the General Index of Domains Satisfaction, and the International Survey on Children's Well-Being. Ten predictors were evaluated through multiple linear regression, adjusting models that explained 6% of the variance in OLS and 36% of the variance in school satisfaction. In particular, satisfaction with grades and satisfaction with peers were the best predictors of the models tested. Through binary logistic regression, the adjusted model explained 76% of the variance of school satisfaction, correctly classifying 87% of the cases. Overall, these results identify some determinants in school settings which can affect pupils' satisfaction and which may be used in future research and interventions.Keywords: subjective well-being, school satisfaction, life satisfaction, childhood, adolescence El bienestar subjetivo es un concepto que puede aportar a la comprensión de las dinámicas de la escuela. Los estudios en niñez pueden contribuir muchísimo a describir si las interacciones que suceden en la escuela son determinantes de bienestar o malestar. La literatura sobre bienestar subjetivo entrega distinciones relevantes para caracterizar las evaluaciones de satisfacción en la infancia. Noción de Satisfacción con la Vida y Relevancia de su Estudio en la NiñezSegún Cummins, Eckersley, Pallant, van Vugt y Misajon (2003), la esencia de la noción bienestar subjetivo se refiere a las evaluaciones que hace una persona sobre la satisfacción per...

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“…The BMSLSS demonstrates satisfactory psychometric qualities with Cronbach’s α=0.76–0.85 in normative samples 42 and α=0.77 for a clinical sample of 11–17 year olds. 43 …”

Section: Methods and Analysismentioning

confidence: 99%

Protocol: A grounded theory of ‘recovery’—perspectives of adolescent users of mental health services

et al. 2017

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IntroductionPolicies internationally endorse the recovery paradigm as the appropriate foundation for youth mental health services. However, given that this paradigm is grounded in the views of adults with severe mental illness, applicability to youth services and relevance to young people is uncertain, particularly as little is known about young people’s views. A comprehensive understanding of the experiences and expectations of young people is critical to developing youth mental health services that are acceptable, accessible, effective and relevant.AimTo inform development of policy and youth services, the study described in this protocol aims to develop a comprehensive account of the experiences and expectations of 12–17 year olds as they encounter mental disorders and transition through specialist mental health services. Data will be analysed to model recovery from the adolescents’ perspective.Method and analysisThis grounded theory study will use quantitative and qualitative data collected in interviews with 12–17 year olds engaged with specialist Child/Youth Mental Health Service in Queensland, Australia. Interviews will explore adolescents’ expectations and experiences of mental disorder, and of services, as they transition through specialist mental health services, including the meaning of their experiences and ideas of ‘recovery’ and how their experiences and expectations are shaped. Data collection and analysis will use grounded theory methods.Ethics and disseminationAdolescents’ experiences will be presented as a mid-range theory. The research will provide tangible recommendations for youth-focused mental health policy and practice. Findings will be disseminated within academic literature and beyond to participants, health professionals, mental health advocacy groups and policy and decision makers via publications, research summaries, conferences and workshops targeting different audiences. Ethical and research governance approvals have been obtained from relevant Human Research Ethics committees and all sites involved.

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Brief Multidimensional Students’ Life Satisfaction Scale—PTPB Version (BMSLSS-PTPB): Psychometric Properties and Relationship with Mental Health Symptom Severity Over Time

Cited by 42 publications

References 35 publications

German Translation of the Satisfaction With Life Scale for Children and Adolescents

German Translation of the Satisfaction With Life Scale for Children and Adolescents

Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

Protocol: A grounded theory of ‘recovery’—perspectives of adolescent users of mental health services

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