Full metadata record
DC Field | Value | Language |
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dc.contributor.author | Richard M. Ryan | - |
dc.date.accessioned | 2024-05-13T16:30:04Z | - |
dc.date.available | 2024-05-13T16:30:04Z | - |
dc.date.issued | 2024 | - |
dc.identifier.issn | 0361-476X | - |
dc.identifier.other | OAK-35271 | - |
dc.identifier.uri | https://dspace.ewha.ac.kr/handle/2015.oak/268090 | - |
dc.description.abstract | Enabling children's and youth's well-being is widely valued by families and communities worldwide. However, there is no general agreement about the structure and measurement of well-being in schooling contexts, nor in particular for Indigenous students who comprise some of the most educationally disadvantaged populations in the world. We theorised a multidimensional student well-being model and the Multidimensional Student Well-being (MSW) instrument, grounded on recent research. We investigated its structure, measurement, and relation to correlates of well-being for a matched sample of 1,405 Australian students (Indigenous, N = 764; non-Indigenous, N = 641) at three time-points, 10–12 months apart. Analyses supported an a priori multidimensional model of 6 higher-order domains of well-being, represented by 15 first-order factors. This structure was invariant across Indigenous and non-Indigenous, male and female, and primary and secondary schooling levels. Correlates provided support for convergent and discriminant validity. There was a downward trend in well-being over time, which calls for attention to multidimensional domains of students’ well-being to promote healthy development throughout school life and beyond. The results support a multidimensional model of student well-being appropriate for primary and secondary schooling and both Indigenous and non-Indigenous students. © 2024 The Author(s) | - |
dc.language | English | - |
dc.publisher | Academic Press Inc. | - |
dc.subject | Assessment | - |
dc.subject | Convergent and discriminant validity | - |
dc.subject | Factor analysis | - |
dc.subject | Indigenous research | - |
dc.subject | Subjective well-being | - |
dc.title | The Multidimensional Student Well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students | - |
dc.type | Article | - |
dc.relation.volume | 77 | - |
dc.relation.index | SSCI | - |
dc.relation.index | SCOPUS | - |
dc.relation.journaltitle | Contemporary Educational Psychology | - |
dc.identifier.doi | 10.1016/j.cedpsych.2024.102274 | - |
dc.identifier.scopusid | 2-s2.0-85190107739 | - |
dc.author.google | Franklin | - |
dc.author.google | Alicia | - |
dc.author.google | Barclay | - |
dc.author.google | Lily | - |
dc.author.google | van Westenbrugge | - |
dc.author.google | Annalies | - |
dc.author.google | Herbert W. | - |
dc.author.google | Yeung | - |
dc.author.google | Alexander S. | - |
dc.author.google | Vasconcellos | - |
dc.author.google | Diego | - |
dc.author.google | Dillon | - |
dc.author.google | Anthony | - |
dc.author.google | Ryan | - |
dc.author.google | Richard M. | - |
dc.author.google | Craven | - |
dc.author.google | Rhonda G. | - |
dc.author.google | Marsh | - |
dc.author.google | Mooney | - |
dc.author.google | Janet | - |
dc.contributor.scopusid | Richard M. Ryan(57216285849) | - |
dc.date.modifydate | 20240513115643 | - |