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The Multidimensional Student Well-being (MSW) instrument : Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students
Craven, Rhonda Gai Marsh, Herbert Warren Yeung, See Shing Cunha Vasconcellos, Diego Itibere Dillon, Anthony William Oswald Ryan, Richard Michael Mooney, Janet Franklin, Alicia Barclay, Lily van Westenbrugge, Annalies
Craven, Rhonda Gai
Marsh, Herbert Warren
Yeung, See Shing
Cunha Vasconcellos, Diego Itibere
Dillon, Anthony William Oswald
Ryan, Richard Michael
Mooney, Janet
Franklin, Alicia
Barclay, Lily
van Westenbrugge, Annalies
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.
Keywords
Subjective well-being, Indigenous research, Assessment, Convergent and discriminant validity, Factor analysis
Date
2024
Type
Journal article
Journal
Book
Volume
77
Issue
Page Range
1-16
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Health Sciences
Faculty of Education and Arts
Faculty of Health Sciences
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© 2024 The Author(s). Published by Elsevier Inc.
This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).