Differential Validity of Global and Domain-Specific Measures of Life Satisfaction in the Context of Schooling
We compared the validity of a global versus a domain-specific measure of life satisfaction in predicting behavioral and achievement outcome variables among a sample of adolescents in the context of schooling. The sample included 694 middle school students (7th and 8th grade) from a suburban school d...
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| Veröffentlicht in: | Child indicators research 2014-09, Vol.7 (3), p.671-694 |
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| creator | Long, Rachel F. Huebner, E. Scott |
| description | We compared the validity of a global versus a domain-specific measure of life satisfaction in predicting behavioral and achievement outcome variables among a sample of adolescents in the context of schooling. The sample included 694 middle school students (7th and 8th grade) from a suburban school district located in the Southeastern United States who completed self-report measures of life satisfaction, engagement, behavior, and grades. Actual grade point average (GPA) and standardized achievement test scores were reported by the school. Based on previous research and specificity matching theory, we hypothesized that compared to a measure of global life satisfaction, student scores on a measure of
school
satisfaction would demonstrate greater evidence of concurrent, short-term predictive, and incremental validity in relation to a variety of measures of academic performance and school-related behavior. The results did not uniformly support the hypotheses. Indeed, measures of global life satisfaction showed greater concurrent, predictive, and incremental validity across a variety of the school-based criterion measures. The need for further research is highlighted as well as the relevance of the findings for comprehensive assessments of child well-being. |
| doi_str_mv | 10.1007/s12187-013-9231-5 |
| format | Article |
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school
satisfaction would demonstrate greater evidence of concurrent, short-term predictive, and incremental validity in relation to a variety of measures of academic performance and school-related behavior. The results did not uniformly support the hypotheses. Indeed, measures of global life satisfaction showed greater concurrent, predictive, and incremental validity across a variety of the school-based criterion measures. The need for further research is highlighted as well as the relevance of the findings for comprehensive assessments of child well-being.</description><identifier>ISSN: 1874-897X</identifier><identifier>EISSN: 1874-8988</identifier><identifier>DOI: 10.1007/s12187-013-9231-5</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Academic achievement ; Achievement Tests ; Behavior ; Child and School Psychology ; Early Childhood Education ; Grade 8 ; Grade Point Average ; Life Satisfaction ; Middle School Students ; Middle Schools ; Quality of Life Research ; School Districts ; Self report ; Social Sciences ; Social Work ; Suburban Schools ; Test scores ; Validity</subject><ispartof>Child indicators research, 2014-09, Vol.7 (3), p.671-694</ispartof><rights>Springer Science+Business Media Dordrecht 2014</rights><rights>Child Indicators Research is a copyright of Springer, 2014.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c316t-3c00fa424442aca35bfc467b3f4e447f64ed6100c80487d0601a222c801d7453</citedby><cites>FETCH-LOGICAL-c316t-3c00fa424442aca35bfc467b3f4e447f64ed6100c80487d0601a222c801d7453</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12187-013-9231-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12187-013-9231-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,12846,27924,27925,30999,41488,42557,51319</link.rule.ids></links><search><creatorcontrib>Long, Rachel F.</creatorcontrib><creatorcontrib>Huebner, E. Scott</creatorcontrib><title>Differential Validity of Global and Domain-Specific Measures of Life Satisfaction in the Context of Schooling</title><title>Child indicators research</title><addtitle>Child Ind Res</addtitle><description>We compared the validity of a global versus a domain-specific measure of life satisfaction in predicting behavioral and achievement outcome variables among a sample of adolescents in the context of schooling. The sample included 694 middle school students (7th and 8th grade) from a suburban school district located in the Southeastern United States who completed self-report measures of life satisfaction, engagement, behavior, and grades. Actual grade point average (GPA) and standardized achievement test scores were reported by the school. Based on previous research and specificity matching theory, we hypothesized that compared to a measure of global life satisfaction, student scores on a measure of
school
satisfaction would demonstrate greater evidence of concurrent, short-term predictive, and incremental validity in relation to a variety of measures of academic performance and school-related behavior. The results did not uniformly support the hypotheses. Indeed, measures of global life satisfaction showed greater concurrent, predictive, and incremental validity across a variety of the school-based criterion measures. The need for further research is highlighted as well as the relevance of the findings for comprehensive assessments of child well-being.</description><subject>Academic achievement</subject><subject>Achievement Tests</subject><subject>Behavior</subject><subject>Child and School Psychology</subject><subject>Early Childhood Education</subject><subject>Grade 8</subject><subject>Grade Point Average</subject><subject>Life Satisfaction</subject><subject>Middle School Students</subject><subject>Middle Schools</subject><subject>Quality of Life Research</subject><subject>School Districts</subject><subject>Self report</subject><subject>Social Sciences</subject><subject>Social Work</subject><subject>Suburban Schools</subject><subject>Test scores</subject><subject>Validity</subject><issn>1874-897X</issn><issn>1874-8988</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1kEtLQzEQhYMoWKs_wF3AdTSv-1pKq1WouGgRdyHNTdqU26QmKdh_31yuiBtXM3P4zsxwALgl-J5gXD1EQkldIUwYaigjqDgDoyxwVDd1ff7bV5-X4CrGLcYlwZSOwG5qjdFBu2RlBz9kZ1ubjtAbOOv8KkvStXDqd9I6tNhrZY1V8E3LeAg69tjcGg0XMtlopErWO2gdTBsNJ94l_Z16ZqE23nfWra_BhZFd1Dc_dQyWz0_LyQuav89eJ49zpBgpE2IKYyM55ZxTqSQrVkbxsloxwzXnlSm5bvP_WNWY11WLS0wkpTSPpK14wcbgbli7D_7roGMSW38ILl8UpGFNSQte9xQZKBV8jEEbsQ92J8NRECz6UMUQqsihij5U0Xvo4ImZdWsd_mz-13QCIIZ5dA</recordid><startdate>20140901</startdate><enddate>20140901</enddate><creator>Long, Rachel F.</creator><creator>Huebner, E. 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school
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| subjects | Academic achievement Achievement Tests Behavior Child and School Psychology Early Childhood Education Grade 8 Grade Point Average Life Satisfaction Middle School Students Middle Schools Quality of Life Research School Districts Self report Social Sciences Social Work Suburban Schools Test scores Validity |
| title | Differential Validity of Global and Domain-Specific Measures of Life Satisfaction in the Context of Schooling |
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