Revised and extended Polish version of the Student Subjective Well-being Questionnaire (SSWQ-PL-R): Psychometric evidence from two studies with adolescents
DOI:
https://doi.org/10.12775/PBE.2025.025Keywords
Student Subjective Well-being Questionnaire, school well-being, joy of learning, academic efficacy, teacher-student relationships, peer relationships, adolescents, psychometric validationAbstract
This study presents the development and psychometric validation of the Revised and Extended Polish Version of the Student Subjective Well-being Questionnaire (SSWQ-PL-R), designed to provide a comprehensive assessment of school well-being among Polish primary school students. Drawing on two independent samples (Study 1: N = 525; Study 2: N = 702), the study expanded the original SSWQ by incorporating new dimensions related to teacher-student relationships and peer relationships, guided by theoretical frameworks proposed by Konu and Rimpela (2002) and Soutter et al. (2014). In Study 1, exploratory factor analysis (EFA) and exploratory graph analysis (EGA) were conducted to identify the factor structure of the model. In Study 2, confirmatory factor analysis (CFA) was performer to validate the four-factor solution identified in Study 1 and confirm the presence of a higher-order factor representing overall school well-being. Across both studies, the SSWQ-PL-R demonstrated high factorial validity, internal consistency, and strong convergent validity, supported by significant associations with school-related stress, emotional difficulties, and self-regulation. Therefore, the SSWQ-PL-R can be applied in research and/or in psychological and educational practice to provide important information in a broader assessment of students’ psychosocial functioning in the school environment.
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