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The study proposes a multicomponent model of subjective well-being (SWB) in elementary school. The model includes satisfaction with school, affect toward school, well-being related to communication with peers, and subjective physical well-being. The aim of this study is to verify whether well-being related to different aspects of school life can be explained by a general SWB factor in school. A sample of 1,704 third-grade students (M age ϭ 8.89; SD ϭ 0.4; 48.4% girls) was asked to complete a survey consisting of Likert-type scales. The psychometric analysis investigated the internal structure of the data. Multidimensional models from the Rasch modeling framework of item response theory were applied. A correlated factors model, a bifactor model, and oblique bifactor models were compared. Two models fit the data well: the extended Rasch testlet model and the correlated factor model. The findings indicate that a general SWB factor can be extracted from the data through the extended Rasch testlet model. However, the extended Rasch testlet model provides only 1 usable general factor. For the extraction of detailed information by means of scales, the correlated factor model can be applied. Implications for practitioners and limitations of the study are also discussed. Impact and ImplicationsSubjective well-being (SWB) is considered 1 of the primary goals of modern educational systems. This study focuses on the investigation of a multicomponent model of SWB in the elementary school context. The study findings reveal that satisfaction with school, affect toward school, collaboration, hostility with classmates, and subjective physical well-being can be considered components of general SWB in school. It is possible to use both general SWB scores and subscale scores; however, it is not suggested that they be reported simultaneously. The proposed survey based on a multicomponent model of SWB can be used for monitoring in schools.

контактное лицо для переписки) Ларина Галина Сергеевна -кандидат наук об образовании, научный сотрудник Центра психометрики и измерений в образовании, Институт образования, Национальный исследовательский университет «Высшая школа экономики».

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Relational reasoning (RR) is believed to be an essential construct for studying higher education learning. Relational reasoning is defined as an ability to discern meaningful patterns within any stream of information. Nonetheless, studies of RR are limited by the psychometric structure of the construct. For many instances, the composite nature of RR has been described as a bifactor structure. Bifactor models limit possibilities for studying the inner structure of composite constructs by demanding orthogonality of latent dimensions. Such assumption severely limits the interpretation of the results when it is applied to psychological constructs. However, over the last 10 years, advances in the fields of Rasch measurement led to the development of the oblique bifactor models, which relax the constraints of the orthogonal bifactor models. We show that the oblique bifactor models exhibit model fit, which is superior compared to the orthogonal bifactor model. Then, we discuss their interpretation and demonstrate the advantages of these models for investigating the inner structure of the test of RR. The data are a nationally representative sample of Russian engineering students ( N = 2,036).