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| 040 | _cLDD | ||
| 100 | _aCraven, Rhonda G. | ||
| 245 | 4 | _aThe Multidimensional Student Well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students | |
| 260 |
_aUnited States _bElsevier _c2024 |
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| 490 |
_aContemporary Educational Psychology _v77 |
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| 500 | _aEnabling 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. | ||
| 650 | _aSubjective well-beingIndigenous researchAssessment | ||
| 700 | _aMarsh, Herbert W.Yeung, Alexander S.Vasconcellos, Diego | ||
| 856 |
_yclick here to online access _uhttps://www.sciencedirect.com/science/article/pii/S0361476X24000195 |
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| 942 | _cARTICLES | ||
| 999 |
_c174877 _d174877 |
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