Children’s Life Satisfaction

Suldo, Shannon M.; Valois, Robert F.

doi:10.1007/0-387-23823-9_4

Cited by 32 publications

(32 citation statements)

References 45 publications

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“…Although past research demonstrated negligible effects of gender, girls in this study (M = 4.50) reported higher levels of LS than did boys (M = 4.27) at Time 2, yielding an effect size of .31. Although this was a statistically significant difference, the practical difference was thus "small" according to Cohen (1988), consistent with past research (Huebner et al, 2006). Neither race nor SES meaningfully related to any Time 2 variables of interest.…”

Section: Resultssupporting

confidence: 79%

“…In addition to the school context, Huebner et al (2004) have elaborated on numerous benefits of LS data in the broader public health care domain. Although the development of empirically validated interventions to directly enhance LS in youth awaits development, interventions that target the determinants of individual differences in LS may offer the most promising avenue at present (see Huebner et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…A burgeoning interest in youth LS has revealed a variety of correlates including demographic variables (e.g., socioeconomic status [SES]), personality traits (e.g., extraversion), cognitive processing (e.g., attribution styles), and interpersonal variables (e.g., parent and peer relationships; Huebner, Suldo, & Gilman, 2006). Similar to that of adults, child and youth perceptions of the quality of their interpersonal relationships, such as family and friends, are among the strongest correlates of their overall LS (see Huebner, Suldo, & Gilman, 2006, for a review). For an example related to interpersonal variables, Furr and Funder (1998) observed the interpersonal behavior of older youth (i.e., college students) paired with a target college student in a dyadic interaction.…”

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confidence: 99%

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Does life satisfaction predict victimization experiences in adolescence?

Martin

Huebner

Valois

2008

Psychology in the Schools

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Longitudinal relationships between adolescents' life satisfaction and peer victimization and prosocial experiences were assessed. A total of 417 students in Grades 6 -8 completed the Multidimensional Students' Life Satisfaction Scale (MSLSS: Huebner, 1994) and the Children's Social Experience Questionnaire -Self Report (SEQ-SR: Crick & Grotpeter, 1996) on two occasions (Time 1 and Time 2), 1 year apart. The results revealed that Time 1 life satisfaction scores did not add to the prediction of Time 2 overt victimization scores but did add to the prediction of Time 2 relational victimization scores and prosocial experiences. Additionally, Time 1 overt victimization, relational victimization, and prosocial experiences did not significantly add to the prediction of Time 2 general life satisfaction. However, the predictive equations for Time 1 relational victimization and prosocial experiences approached significance, suggesting the possibility of bidirectional effects between life satisfaction and relational victimization and prosocial peer experiences. Most interestingly, lower levels of life satisfaction appeared to be a newly identified risk factor for two qualitatively distinct types of adverse peer relationships (relational victimization and lack of prosocial experiences). C

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Section: Resultssupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Does life satisfaction predict victimization experiences in adolescence?

Martin

Huebner

Valois

2008

Psychology in the Schools

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“…This seven‐item measure uses a six‐point Likert scale ( strongly disagree to strongly agree ) to assess overall well‐being (e.g., “My life is going well” and “My life is just right”) for students ages 8–18 years old. According to prior research, internal consistency ranges between .73 and .86 [Huebner et al, 2005] and test–retest reliability is .76 across one to two weeks [Terry and Huebner, 1995]. Correlations of the SLSS with other life satisfaction scales meet expectations [Huebner, 1991], and studies support its construct, discriminant, and predictive validity [Huebner et al, 2005].…”

Section: Methodsmentioning

confidence: 79%

Getting precise and pragmatic about the assessment of bullying: The development of the California Bullying Victimization Scale

et al. 2011

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Accurate assessment of bullying is essential to intervention planning and evaluation. Limitations to many currently available self-report measures of bullying victimization include a lack of psychometric information, use of the emotionally laden term "bullying" in definition-first approaches to self-report surveys, and not assessing all components of the definition of bullying (chronicity, intentionality, and imbalance of power) in behavioral-based self-report methods. To address these limitations, we developed the California Bullying Victimization Scale (CBVS), which is a self-report scale that measures the three-part definition of bullying without the use of the term bully. We examined test-retest reliability and the concurrent and predictive validity of the CBVS across students in Grades 5-12 in four central California schools. Concurrent validity was assessed by comparing the CBVS with a common, definition-based bullying victimization measure. Predictive validity was examined through the co-administration of measures of psychological well-being. Analysis by grade and gender are included. Results support the test-retest reliability of the CBVS over a 2-week period. The CBVS was significantly, positively correlated with another bullying assessment and was related in expected directions to measures of well-being. Implications for differentiating peer victimization and bullying victimization via self-report measures are discussed.

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“…She emphasises its importance by simplifying an overview of the interconnection, "happy students learn better than unhappy students….and happy people, are rarely mean, violent or cruel" (p. 2). Huebner, Gilman and Suldo (2006) report that students with high levels of happiness display more appropriate behaviour, obtain higher school grades, have better peer and teacher relationships and engage at a greater level in classroom and extra-curricular activities (p. 3). Finally, O'Rourke and Houghton (2008) explored 28 classroom variables to determine what students with MD found helpful in terms of academic and social outcomes; the most positive of these for academic outcomes was the teacher making the subject "interesting and enjoyable".…”

Section: Interviewe: Is It Because Of What People Might Think?mentioning

confidence: 99%

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

O’Rourke¹,

Cooper²,

Gray³

2012

IJPS

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Little is known about the relationship between students' perceptions of their behaviour and intellectual status within the classroom and their happiness. Educational practitioners consistently confront misbehaviour and academic failure; whether this is an indicator of student happiness is unclear. In this exploratory research two hundred and fifty six students were asked to self-rate their happiness via a faces scale. These students also completed a self-concept scale focussed on behavioural adjustment and intellectual and school status to determine whether these were factors that impacted on their happiness. Additionally, parents and teachers rated the participant's happiness. The findings of this research indicate that the students' perceptions of their behaviour and academic capability accounted for variance in their self-rated happiness. Both sub-scales accounted for more variance in the students' self-reported happiness than the teachers' and parents' ratings. The findings of this research are consistent with the few previous studies that attribute social factors such as belonging to childhood happiness.

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Children’s Life Satisfaction

Cited by 32 publications

References 45 publications

Does life satisfaction predict victimization experiences in adolescence?

Does life satisfaction predict victimization experiences in adolescence?

Getting precise and pragmatic about the assessment of bullying: The development of the California Bullying Victimization Scale

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

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