The tripartite theory of subjective well-being (SWB) suggests that well-being in adults is a multidimensional construct comprised of three components: (1) the presence of PA; (2) the relative lack of NA; and (3) people's cognitive evaluations of their life circumstances (Diener et al., 1997). The literature suggests that a similar multidimensional construct of well-being also exists for children and adolescents (Huebner & Dew, 1996). In light of the large amount of time that children and adolescents spend in school, it seems reasonable to suggest the presence of a school-based SWB construct which might parallel multidimensional SWB in adults. As such, this study sought to employ a multidimensional, contextualized approach to the analysis of school-related SWB. Confirmatory factor analysis was conducted to analyze the factorial validity of three and four-part models of school-related SWB in a sample of 921 adolescents. In addition, the invariance of the structure was examined across gender. Results indicated that a four-factor model comprised of positive affect, negative affect, fear and school satisfaction best described the structure of school-related SWB in the current sample. Results also found the structural model of the school-based SWB construct to be invariant across gender suggesting that the construct is comprised of the same factors for both males and females. Overall, these results suggest that school-related SWB in adolescents does not parallel global SWB in adults; different mechanisms may underlie school-related SWB judgments in adolescents. This points to the possible benefits of a contextualized approach to SWB, which takes into account the specific environments in which adolescents live.
","abstract_html":"<p>The tripartite theory of subjective well-being (SWB) suggests that well-being in adults is a multidimensional construct comprised of three components: (1) the presence of PA; (2) the relative lack of NA; and (3) people's cognitive evaluations of their life circumstances (Diener et al., 1997). The literature suggests that a similar multidimensional construct of well-being also exists for children and adolescents (Huebner & Dew, 1996). In light of the large amount of time that children and adolescents spend in school, it seems reasonable to suggest the presence of a school-based SWB construct which might parallel multidimensional SWB in adults. As such, this study sought to employ a multidimensional, contextualized approach to the analysis of school-related SWB. Confirmatory factor analysis was conducted to analyze the factorial validity of three and four-part models of school-related SWB in a sample of 921 adolescents. In addition, the invariance of the structure was examined across gender. Results indicated that a four-factor model comprised of positive affect, negative affect, fear and school satisfaction best described the structure of school-related SWB in the current sample. Results also found the structural model of the school-based SWB construct to be invariant across gender suggesting that the construct is comprised of the same factors for both males and females. Overall, these results suggest that school-related SWB in adolescents does not parallel global SWB in adults; different mechanisms may underlie school-related SWB judgments in adolescents. This points to the possible benefits of a contextualized approach to SWB, which takes into account the specific environments in which adolescents live.</p>","abstract_has_math":false,"creators":["Long, Rachel Freeman"],"institution":null,"degree_name":"M.A.","degree_level":"Campus Access Thesis","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["E. Scott Huebner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:14Z","subjects":["Education","Educational Psychology","adolescent","affect","factor analysis","life satisfaction","school","subjective well-being"],"languages":[],"rights":["© 2010, Rachel Freeman Long"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/1881","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["E. 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The literature suggests that a similar multidimensional construct of well-being also exists for children and adolescents (Huebner & Dew, 1996). In light of the large amount of time that children and adolescents spend in school, it seems reasonable to suggest the presence of a school-based SWB construct which might parallel multidimensional SWB in adults. As such, this study sought to employ a multidimensional, contextualized approach to the analysis of school-related SWB. Confirmatory factor analysis was conducted to analyze the factorial validity of three and four-part models of school-related SWB in a sample of 921 adolescents. In addition, the invariance of the structure was examined across gender. Results indicated that a four-factor model comprised of positive affect, negative affect, fear and school satisfaction best described the structure of school-related SWB in the current sample. Results also found the structural model of the school-based SWB construct to be invariant across gender suggesting that the construct is comprised of the same factors for both males and females. Overall, these results suggest that school-related SWB in adolescents does not parallel global SWB in adults; different mechanisms may underlie school-related SWB judgments in adolescents. This points to the possible benefits of a contextualized approach to SWB, which takes into account the specific environments in which adolescents live.
"]},{"key":"dc:title","label":"Title","values":["A Factorial Analysis of School-Related Subjective Well-Being Among A Sample of Adolescents"]}]}],"canonical_facts":{"dc:contributor":["E. Scott Huebner"],"dc:creator":["Long, Rachel Freeman"],"dc:description.abstract":["The tripartite theory of subjective well-being (SWB) suggests that well-being in adults is a multidimensional construct comprised of three components: (1) the presence of PA; (2) the relative lack of NA; and (3) people's cognitive evaluations of their life circumstances (Diener et al., 1997). The literature suggests that a similar multidimensional construct of well-being also exists for children and adolescents (Huebner & Dew, 1996). In light of the large amount of time that children and adolescents spend in school, it seems reasonable to suggest the presence of a school-based SWB construct which might parallel multidimensional SWB in adults. As such, this study sought to employ a multidimensional, contextualized approach to the analysis of school-related SWB. Confirmatory factor analysis was conducted to analyze the factorial validity of three and four-part models of school-related SWB in a sample of 921 adolescents. In addition, the invariance of the structure was examined across gender. Results indicated that a four-factor model comprised of positive affect, negative affect, fear and school satisfaction best described the structure of school-related SWB in the current sample. Results also found the structural model of the school-based SWB construct to be invariant across gender suggesting that the construct is comprised of the same factors for both males and females. Overall, these results suggest that school-related SWB in adolescents does not parallel global SWB in adults; different mechanisms may underlie school-related SWB judgments in adolescents. This points to the possible benefits of a contextualized approach to SWB, which takes into account the specific environments in which adolescents live.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/1881"],"dc:rights":["© 2010, Rachel Freeman Long"],"dc:subject":["Education","Educational Psychology","adolescent","affect","factor analysis","life satisfaction","school","subjective well-being"],"dc:title":["A Factorial Analysis of School-Related Subjective Well-Being Among A Sample of Adolescents"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Campus Access Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T04:37:14Z"}