Subjective Well-Being of Gifted American College Students

Abstract

This study examined the psychometric properties of the Personal Well-being Index for Adults (PWI-A), a measure of subjective well-being. The study used data from 533 high-ability American college students: honors students and participants in an early college entrance program. In earlier studies using the PWI-A, the instrument appeared to show differences in disaggregated aspects of well-being for these gifted college students. Unfortunately, the careful psychometric examination of the instrument done in this study showed that the PWI-A, as it currently is constituted, did not perform as hoped for assessing changes in the disaggregated aspects of well-being among groups of gifted college students. The single-factor structure of PWI-A showed support for convergent validity, but error correlations indicated lack of support for discriminant validity. The current analysis of the PWI-A scores showed good internal consistency, but the instrument lacked measurement invariance across honors and early entrance students. Four of the seven items exhibited differential item functioning across the two groups. The lack of full measurement invariance indicated room for refinement of the instrument as applied to measuring the well-being of high-ability college students. The results of the current study suggest that to measure accurately the disaggregated well-being of gifted and talented young people, a new, revised, or expanded instrument is necessary. More and diverse items per subscale in a new or revised instrument would allow a more accurate assessment of the specific aspects of the well-being of gifted and talented individuals.

Validity and reliability of the Arabic version of the "Personal Wellbeing Index-Adults" on adults with hearing impairment

“…On the other hand, the two-factor model (factor one: standard of living, health, achievement, and safety; factor two: relationships, community connectivity, future security) yield a poor model fit (RMSE > 0.08, CFI <0.95). 27 In this study, the OCFA validated the results suggested by the OEFA. The two-factor model had a more adequate fit rather than the single-model (AIC = 52.64 and 62.77, respectively, RMSE = 0.084 (90% CI = 0.01-0.14), and 0.119 (90% CI = 0.07-0.17), respectively, and CFI = 0.964, and 0.922, respectively).…”

Texas Academy of Mathematics and Science: 25 Years of Early College STEM Opportunities

“…Gifted students in honors and TAMS programs at the University of North Texas showed similar levels of personal well-being at admission to the programs as freshmen. Both groups scored above the expected homeostatic range of adolescents in general (Sayler, Boazman, Natesan, & Periathiruvadi, 2015). They differed in being more satisfied with their standard of living, achievement, and personal safety and they were less satisfied with personal relationships and their sense of community.…”

Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model

“…The present study considers giftedness as an essential personal factor that has an impact on well-being and psychosocial adjustment. All these issues are of importance for gifted children and adolescents and their families [5], as well as for the professionals working with them: teachers, psychologists, doctors, etc. [25].…”

“…SWB is particularly important in childhood and adolescence, as the foundation for mental health is being laid, and school is an important means to promote SWB [4]. These are all issues of importance for gifted children and adolescents and their families [5].…”

“…Studying the well-being of gifted students and understanding what improves it is important for their academic and personal development [5]. The literature distinguishes between psychological well-being (PWB) and SWB.…”