About the Measure
| Domains | Mental health and wellbeing, Motivation, goal orientation and perseverance, Perceptions of Self |
| Key stages | Key Stage 3 |
| Subscales | Joy of learning; School connectedness; Educational purpose; Academic efficacy |
| Description | A 16-item measure of school-specific wellbeing. |
| Example | I feel like I belong at this school |
| Link | http://tylerrenshaw.com/sswq/ |
| Psychometry | |
| Implementation |
Implementation details
| No. of items | 16 |
| Format | Likert |
| Respondent | Self |
| Scoring | Standardised |
| Time | 0 |
| Age | 11-14 |
| Cost single purchase | Free |
| Cost per child | Free |
Psychometric details
| UK norms | No |
| Cronbach's α | .72-.88 |
| Test retest | Not reported |
| Inter-rater reliability | Not reported |
| EFA | 4-factor oblique |
| CFA | Single higher-order 4-factor model Chi-square(100)=236.75 CFI=.94 TLI=.92 RMSEA=.05 |
| Criterion validity | Goal Valuation Scale, r= [.24,.68]; Motivation/Self-Regulation Scale, r= [.35,.69]; Attitude Toward School Scale, r= [.34,.57]; Attitude Toward Teachers Scale, r= [44,.65]; Academic Self-Perception Scale, r= [.35,.50]; Self-Reported Academic Achievement, r= [.16,.32] |
| Construct validity | Not reported |
| Concurrent validity | Student Prosociality Scale, r= .65; Academic Perseverance Scale, r= .72 |
| Predictive validity | Classification utility was assessed via Levene’s Test of Homogeneity of Variance. ANOVA findings indicated significant main effects for Student Subjective Wellbeing Levels (SSWL) across academic achievement (Fadj. = 19.34, df = 3, 137.71, p < .001, η2 = .12), cumulative risks (Fadj. = 13.38, df = 3, 148.40, p < .001, η2 = .08), and cumulative assets (F = 15.92, df = 3, 372, p < .001, η2 = .11). Predicts risks and assets measured by Youth Risks and Assets Survey e.g. odds ratio of self harm is .09 in above average wellbeing group and .31 in low average wellbeing group. |
| Responsiveness | Not reported |
| Floor/Ceiling | Not reported |
| References | Renshaw, T. L. (2015). A replication of the technical adequacy of the Student Subjective Wellbeing Questionnaire. Journal of Psychoeducational Assessment, 33(8), 757-768. doi:10.1177/0734282915580885 Renshaw, T. L., & Arslan, G. (2016). Psychometric properties of the Student Subjective Wellbeing Questionnaire with Turkish adolescents: A generalizability study. Canadian Journal of School Psychology, 31(2), 139-151. doi:10.1177/0829573516634644 Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. School Psychology Quarterly, 30(4), 534–552. doi:10.1037/spq0000088 |