Indonesian adaptation of the Revised College Student Subjective Wellbeing Questionnaire
DOI:
https://doi.org/10.26555/humanitas.v18i2.19040Keywords:
college student, CSSWQ-R, Indonesian adaptation, reliability, validity.Abstract
The College Student Subjective Well-being Questionnaire Revised version (CSSWQ-R) was developed to assess university students' domain-specific well-being related to their academic lives. Previous research suggested that the validity and reliability of this scale should be tested in another cultural context. This study aimed to evaluate the psychometric features and structure of the CSSWQ-R in Indonesia. Five hundred eighty-six undergraduate students in Indonesia were recruited as participants with an accidental sampling technique. Confirmatory factor analysis (CFA) was used to determine which of four alternative construct structure models suited best, whether the correlated factor, single factor, 2nd order, or bifactor model. The bifactor model was shown to be the best fit for explaining the structure of the CSSWQ-R Indonesian version, with the total score interpretation being the most meaningful. Further convergent and discriminant validity test was proven, and as expected, this scale related positively with academic resilience and academic achievement (GPA). This research contributes to stimulating research in an educational context concerned with higher education students' subjective well-being.
References
Akmal, S. Z. (2018). Adaptabilitas karier dan well-being pada mahasiswa tahun pertama (Career adabtability and well-being among first year students). In W. Mangudjaya, N. Effendy, A. R. . Saleh, Rostiana;, & T. Amir (Eds.). In Positive psychology in dealing with multigeneration (pp. 543553). HIMPSI.
Aldridge, J. M., Fraser, B. J., Fozdar, F., Alai, K., Earnest, J., & Afari, E. (2016). Students perceptions of school climate as determinants of wellbeing, resilience and identity. Improving Schools, 19(1), 526. https://doi.org/10.1177/1365480215612616
Bardo, J. W., Yeager, S. J., & Klingsporn, M. J. (1982). Preliminary assessment of format-specific central tendency and leniency error in summated rating scales. Perceptual and Motor Skills, 54(1), 227-234. https://doi.org/10.2466/pms.1982.54.1.227
Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments for promoting human well-being. The American Psychologist, 67(4), 257271. https://doi.org/10.1037/a0026796
Bcker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94. https://doi.org/10.1016/j.jrp.2018.02.007
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge/Taylor & Francis Group.
Canivez, G. L. (2016). Bifactor modeling in construct validation of multifactored tests: Implications for understanding multidimensional constructs and test interpretation. In K. Schweizer & C. DiStefano (Eds.). Principles and methods of test construction: Standards and recent advances (pp. 247271). Hogrefe Publishing.
Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
Chen, F. F., West, S. G., & Sousa, K. H. (2006). A comparison of bifactor and second-order models of quality of life. Multivariate Behavioral Research, 41(2), 189225. https://doi.org/10.1207/s15327906mbr4102_5
Dueber, D. M. (2017). Bifactor indices calculator: A Microsoft excel-based tool to calculate various indices relevant to bifactor CFA models. https://doi.org/10.13023/edp.tool.01
Folkman, S., & Moskowitz, J. T. (2000). Positive affect and the other side of coping. American Psychologist, 55(6), 647654. https://doi.org/10.1037/0003-066X.55.6.647
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate Data Analysis (8th ed.). Cengage Learning.
Hallford, D. J., & Mellor, D. (2016). Brief reminiscence activities improve state well-being and self-concept in young adults: A randomised controlled experiment. Memory, 24(10), 13111320. https://doi.org/10.1080/09658211.2015.1103875
Hanley, A. W., & Garland, E. L. (2017). Clarity of mind: Structural equation modeling of associations between dispositional mindfulness, self-concept clarity and psychological well-being. Personality and Individual Differences, 106, 334339. https://doi.org/10.1016/j.paid.2016.10.028
Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018). Resilience and well-being. In E. Diener, S. Oishi, & L. Tay (Eds.). Handbook of well-being. DEF Publishers.
Ingarianti, T. M., Fajrianthi, & Purwono, U. (2019). Adaptasi instrumen komitmen karier (Adaptation of career commitment intrument). Jurnal Psikologi, 18(2), 199217.
Kelifa, M. O., Yang, Y., Carly, H., Bo, W., & Wang, P. (2020). How adverse childhood experiences relate to subjective wellbeing in college students: The role of resilience and depression. Journal of Happiness Studies, 22(21032123). https://doi.org/10.1007/s10902-020-00308-7
Kumalasari, D., Lurhfiyanni, N. A., & Grasiaswaty. (2020). Analisis faktor adaptasi instrumen resiliensi akademik versi Indonesia: Pendekatan eksploratori dan konformatori (Factor analysis of adaptation Indonesian version academic resilience instrument: Exploratory and confirmatory approaches). Jurnal Penelitian Dan Pengukuran Psikologi, 9(2), 84-95. https://doi.org/10.21009/JPPP.092.06
Kuntz, J. R. C., Nwall, K., & Malinen, S. (2016). Resilient employees in resilient organizations: Flourishing beyond adversity. Industrial and Organizational Psychology: Perspectives on Science and Practice, 9(2), 456-462. https://doi.org/10.1017/iop.2016.39
Lee, J. W., Jones, P. S., Mineyama, Y., & Zhang, X. E. (2002). Cultural differences in responses to a Likert scale. Research in Nursing and Health, 25(4), 295-306. https://doi.org/10.1002/nur.10041
Li, M., Yang, D., Ding, C., & Kong, F. (2015). Validation of the Social Well-being Scale in a Chinese sample and invariance across gender. Social Indicators Research, 121(2), 607-618. https://doi.org/10.1007/s11205-014-0639-1
Mazumder, Q. H. (2014). Analysis of quality in public and private universities in Bangladesh and USA. International Journal of Evaluation and Research in Education (IJERE), 3(2), 99-108. https://doi.org/10.11591/ijere.v3i2.2886
McCrea, R., Walton, A. M., & Leonard, R. (2016). Developing a model of community wellbeing and resilience in response to change. Social Indicators Research, 129(1), 195-214. https://doi.org/10.1007/s11205-015-1099-y
Posselt, J. R., & Lipson, S. (2016). Competition, anxiety, and depression in the college classroom: Variations by student identity and field of study. Journal of College Student Development, 57(8), 973-989. https://doi.org/10.1353/csd.2016.0094
Reise, S. P., Scheines, R., Widaman, K. F., & Haviland, M. G. (2013). Multidimensionality and structural coefficient bias in structural equation modeling: A bifactor perspective. Educational and Psychological Measurement, 73(1), 5-26. https://doi.org/10.1177/0013164412449831
Renshaw, T. L. (2016). Psychometric properties of the Social and Emotional Health Survey with a small sample of academically at-risk adolescents. Journal of Psychoeducational Assessment, 34(5), 487-495. https://doi.org/10.1177/0734282915614495
Renshaw, T. L. (2018). Psychometrics of the Revised College Student Subjective Wellbeing Questionnaire. Journal of School Psychology, 33(2), 136-149. https://doi.org/10.1177/0829573516678704
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. https://doi.org/10.1177/0829573516634644
Renshaw, T. L., & Bolognino, S. J. (2016). The College Student Subjective Wellbeing Questionnaire: A brief, multidimensional measure of undergraduate's covitality. Journal of Happiness Studies, 17(2), 463-484. https://doi.org/10.1007/s10902-014-9606-4
Renshaw, T. L., & Chenier, J. S. (2018). Further validation of the Student Subjective Wellbeing Questionnaire: Comparing first-order and second-order factor effects on actual school outcomes. Journal of Psychoeducational Assessment, 36(4), 392-397. https://doi.org/10.1177/0734282916678494
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. https://doi.org/10.1037/spq0000088
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016a). Applying bifactor statistical indices in the evaluation of psychological measures. Journal of Personality Assessment, 98(3), 223-237. https://doi.org/10.1080/00223891.2015.1089249
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016b). Evaluating bifactor models: Calculating and interpreting statistical indices. Psychological Methods, 21(2), 137-150. https://doi.org/10.1037/met0000045
Stucky, B. D., & Edelen, M. O. (2015). Using hierarchical IRT models to create unidimensional measures from multidimensional data. In S. P. Reise & D. A. Revicki (Eds.). Handbook of item response theory modeling: Applications to typical performance assessment (pp. 183-206). Routledge/Taylor & Francis Group.
Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101(4), 853-866. https://doi.org/10.1037/a0016306
Warr, P. (2012). How to think about and measure psychological well-being. In Sinclair, R.R., Wang, M., & Tetrick, L.E. (Eds.). In Research methods in occupational health psychology: Measurement, design and data analysis. https://doi.org/10.4324/9780203095249
Wicaksono, T. Y., & Friawan, D. (2011). Recent developments in higher education in Indonesia: Issues and challenges. In S. Armstrong & B. J. Chapman (Eds.). Financing higher education and economic development in East Asia (pp. 159-170). ANU E Press.
Wilcox, G., & Nordstokke, D. (2019). Predictors of university student satisfaction with life, academic self-efficacy, and achievement in the first year. Canadian Journal of Higher Education, 49(1), 104-124. https://doi.org/10.7202/1060826ar
Zhang, D. C., & Renshaw, T. L. (2020). Personality and college student subjective wellbeing: A domain-specific approach. Journal of Happiness Studies, 21(3), 997-1014. https://doi.org/10.1007/s10902-019-00116-8
Zheng, X., Zhu, W., Zhao, H., & Zhang, C. H. I. (2015). Employee well-being in organizations: Theoretical model , scale development , and cross-cultural validation. Journal of Organizational Behavior, 36(5), 621-644. https://doi.org/10.1002/job.1990
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic License.
