<p>The aim of this research was to develop a scale in order to measure psychological well-being in preschool children. Three hundred and seventy five to six year old children participated in the research from 5 regions of Tehran, using accidental sampling method. The participants were individually interviewed with the Well-Being in Preschool Children Scale, and their teachers completed Rutter’s Child Behavior Questionnaire about each of them. Data was analyzed with both exploratory and confirmatory factor analysis methods using WLSMV and GEOMIN oblique rotation, to examine factorial structure. <em>Samejima’s</em> graded response model was used to access psychometric features of the items. Test-retest reliability was measured and Pearson’s correlation was also used to assess divergent and convergent validity. Findings revealed that this scale has 3 main factors: self-concept, life satisfaction and resilience. The validity and reliability of the scale is also satisfactory. The well-being indicators in this scale are consistent with previous research on components of well-being in children. In addition there is a negative correlation between psychological well-being and behavioral problems, which is also illustrated in previous research. </p>

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Abstract:Values play a very significant role in individuals' lives. People use their value structure in order to judge the world around them, connecting to other people according to their value priority similarities. People prefer to have relations with those who have similar values as themselves. Schwartz categorizes 10 main values that are comprehensive amongst all cultures. Schwartz believes that the roots of all values stem from these 10 values but the priority of importance varies for different people and various cultures. Considering previous research, the aim of this research is to study the value priorities among Iranian and British university students. 150 Iranian and British university students completed Schwartz's Portrait Values Questionnaire (PVQ). Findings reveal that the priority for Iranian students is Self-direction, Achievement, and Benevolence, with the least important value being Tradition. British students value Self-direction, Benevolence and also Universalism and Achievement at the same level. Much like the Iranian group, they value Tradition least. According to these findings globalization is changing the direction of value transmission from vertical (parents to children) to horizontal (from peers), even in different nations.

Si bien se han desarrollado y validado algunos instrumentos para medir la calidad de vida en adolescentes y adultos colombianos, y en otros países también se han realizado investigaciones en niños; cabe mencionar que, no hay evidencia de estudios similares en Colombia. Por tal motivo, el objetivo de la siguiente investigación fue describir las propiedades psicométricas iniciales de la versión en español del Children Well-Being Scale [CPWS] en una muestra poblacional de 229 niños preescolares colombianos entre 3 y 6 años de edad. Se desarollaron análisis descriptivos, análisis de dimensionalidad de los modelos a través de análisis factorial confirmatorio, análisis de correlaciones de Pearson, y una serie de análisis de varianza y de pruebas t de los factores de la CPWS según la información sociodemográfica de los participantes. Los resultados indicaron que los análisis factoriales confirmatorios realizados apoyan la estructura factorial del CPWS propuesta en la validación original en Irán. Adicionalmente, los indicadores psicométricos obtenidos en la traducción colombiana corresponden con los criterios de bienestar psicológico en niños definidos por la teoría que sustenta este tipo de instrumentos. Finalmente, el CPWS como un cuestionario original, mantiene tres factores: autoconcepto, satisfacción con la vida y resiliencia, con validez y confiabilidad aceptables.

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