Psychometric properties of the personal wellbeing index in Brazilian and Chilean adolescents including spirituality and religion

Abstract

This study compared the 7-item Personal Wellbeing Index (PWI) with two other versions which include the domains "Spirituality" and "Religion", separately, in a sample of Brazilian (n = 1.047) and Chilean (n = 1.053) adolescents. A comparison of psychometric properties between the PWI versions was carried out through multigroup confi rmatory factor analysis showing adequate adjustments (CFI > .95, RMSEA < .08), whereas the item spirituality presented better performance. For the analysis of the differential contribution of each domain to the notion of global satisfaction, a regression on the item Overall Life Satisfaction (OLS) was applied using structural equations. It is recommended the inclusion of the item spirituality in the original scale, considering the importance of such domain in both cultures. Keywords: Personal wellbeing, spirituality, religion, adolescence. ResumoEste estudo comparou o Índice de Bem-estar Pessoal (PWI) de sete itens, com duas versões que incluem os domínios "espiritualidade" e "religião" separadamente em uma amostra de adolescentes brasileiros (n = 1,047) e chilenos (n = 1,053). A comparação das propriedades psicométricas entre as versões do PWI foi realizada através de análise fatorial confi rmatória multigrupo mostrando ajustes adequados (CFI > 0,95, RMSEA <0,08), sendo que o item espiritualidade apresentou melhor desempenho. Para a análise da contribuição de cada domínio para a satisfação global, foram realizadas regressões com o PWI e o item de Satisfação Global com a Vida por meio de equações estruturais. Recomenda-se a inclusão do item espiritualidade na escala, considerando a importância deste domínio em ambas as culturas.

Measurement Invariance of Personal Well-Being Index (PWI-8) Across 26 Countries

“…The model fit was examined using the most common fit indices: the Chi-square (χ 2 ), the CFI thresholds were used (Brown, 2015). In samples where the fit of the one-factor theoretical model was outside the acceptable range and a pronounced and interpretable outlier was found among the modification indices, suggesting an error covariance, the latter was added and the model was retested.…”

“…Even though the ∆CFI criterion was not reached (∆CFI = .024), the ΔRMSEA and ΔSRMR were quite small (< .010), and practical fit indices (Table 4) were within acceptable limits. Because these indices are to be interpreted in combination (Brown, 2015), we deemed the resulting partial scalar invariance model acceptable. The complete list of non-invariant parameters obtained from the final partial scalar invariance model is given in Supplementary Information (table SI.1).…”

Children's Religious Coping Scale: Adaptation and Psychometric Properties

“…Previous studies indicate the contribution of spirituality and religiosity to well-being in young people (Casas et al, 2015;Holder, Coleman, Krupa, & Krupa, 2016;Sarriera et al, 2014). This study intends to contribute to the research in this area, since the availability of an instrument that assesses religious coping may allow the investigation of possible relationships with other constructs and the impact on health and quality of life in the childhood.…”

Efecto del clima social escolar en la satisfacción con la vida en estudiantes de primaria y secundaria

“…Del mismo modo, variables que se han asociado a la satisfacción y pertenecientes al dominio de lo comportamental, han mostrado el impacto que posee la adquisición de hábitos y disciplinas de autocontrol en el estudiante (Orkibi y Ronen, 2017); y/o como la participación en actividades promotoras de la salud psicofísica promueven la satisfacción con la vida (Bungay y Vella-Burrows, 2013). Elementos de un carácter más afectivo han descrito la presencia de competencias socioemocionales se vinculan con una mayor autoestima y satisfacción con la propia vida (Reina y Oliva, 2015); como las disposiciones a la espiritualidad individual y familiar inciden en el desarrollo de una actitud positiva con la vida (Sarriera et al, 2014); y/o el efecto facilitador de la disposición al arte en la generación de mayores niveles de satisfacción del estudiante consigo mismo y el entorno (Zarobe y Bungay, 2017).…”