Peer-reviewed article
The Italian validation of the Stirling Child Well-being Scale
Artuso C., Sacchi E., David Giofrè, Paola Palladino ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study tests an Italian version of the Stirling Child Well-being Scale, a questionnaire that measures two aspects of children's well-being: hedonic (feeling good) and eudaimonic (functioning well and having meaning). It was tested with 1130 children aged 8 to 13. The statistical results showed good model fit and acceptable reliability. The authors conclude it can be used in clinical and educational settings and allows the two types of well-being to be measured separately.
Key points
- The sample included 1130 participants (540 male, 590 female) aged 8 to 13.
- Fit indexes were good (RMSEA = .048, SRMR = .045, CFI = .971, NNFI = .965).
- Reliability was satisfactory (Cronbach's alpha = .762).
- The scale separately measures hedonic and eudaimonic well-being.
- The authors describe it as useful in clinical and educational contexts, beyond scales that measure school-related well-being only.
Limitations
The abstract does not describe how the sample was drawn or where in Italy children were recruited, so it is unclear how far results apply to all Italian children. It also reports no results on other kinds of validity, such as stability over time or comparison with other measures, and it does not evaluate any intervention.
Abstract
The aim of the current work is to validate the Italian adaptation of the Stirling Child Well-being Scale, a questionnaire created by Liddle and Carter (2015) to assess the two psychological dimensions of hedonic and eudaimonic well-being. The questionnaire was validated on a sample of 1130 participants (540 male and 590 females, aged 8 to 13 years). It showed good fit indexes (χ2(87) = 317.01, p<.001, RMSEA =.048, SRMR =.045, CFI =.971, NNFI =.965), and a satisfactory reliability (Cronbach’s alpha =.762). The questionnaire revealed as a useful tool to assess well-being in several contexts (such as clinical, educational) other than traditional scales created to specifically evaluate the school-related well-being. Indeed, it allows separate measurement of the two dimensions of hedonic and eudaimonic well-being, constituting a benchmark for future research and comprehension of the composition of these two components, yet to be understood, especially in children