Date of Award

2015

Document Type

Open Access Thesis

Department

Psychology

Sub-Department

School Psychology

First Advisor

E. Scott Huebner

Abstract

A rise in the emphasis of positive aspects of functioning has led to increased attention paid to the field of positive psychology. Encompassed in this field is the recognition of subjective well-being (SWB) as an important factor in developing a holistic understanding of students. Established significant positive relations between SWB and academic engagement suggest that incorporating positive psychology variables, such as SWB, into assessment may be a useful and feasible tool to develop a comprehensive understanding of student strengths and difficulties. In this study, we investigated the reliability of three promising SWB measures for use within the school context. Results provided support for the internal consistency and test-retest reliability of the Students’ Life Satisfaction Scale (SLSS), an 30-item version of the Multidimensional Students’ Life Satisfaction Scale (MSLSS), and a school-based version of the Positive and Negative Affect Schedule for Children (PANAS-C) across 5-month, 7-month, and 1- year periods of time. Future research should focus on clarifying the sensitivity of the measures to planned and unplanned situational changes across varying time periods.

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