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Preliminary Validation of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) Among Chinese Elementary School Students

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Abstract

The aim of the present study was to provide further support for the validity of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS), using a sample of 1904 Chinese elementary school students (Grades 4–6). Toward this aim, we first performed item analysis and factor analyses to investigate the structure of the BMSLSS. Second, we examined its internal consistency reliability, convergent and discriminant validity, test-retest reliability and predictive validity. Last, we tested its measurement invariance across gender using multi-group analysis. The results provided preliminary evidence for the reliability and validity of the BMSLSS in assessing Chinese elementary school students’ life satisfaction. The potential applications of the BMSLSS for future research were discussed.

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Acknowledgments

This research was supported by the Project of Key Research Base for Humanities and Social Sciences Research of Ordinary Higher Institutions in Guangdong Province (No. 11JDXM19001) and “12th Five-Year” Plan of Philosophy and Social Science Development in Guangzhou City (No. 11Y24). This study was also supported by Key Laboratory of Mental Health and Cognitive Science of Guangdong Province, South China Normal University, and Research Center for Crisis Intervention and Psychological Service of Guangdong Province, South China Normal University. We gratefully acknowledge the reviewers for their very helpful comments and suggestions.

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  1. School of Psychology, South China Normal University, Guangzhou, 510631, People’s Republic of China

    Lili Tian & Jiayin Zhang

  2. Department of Psychology, University of South Carolina, Columbia, SC, USA

    E. Scott Huebner

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  1. Lili Tian
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  2. Jiayin Zhang
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Tian, L., Zhang, J. & Huebner, E.S. Preliminary Validation of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) Among Chinese Elementary School Students. Child Ind Res 8, 907–923 (2015). https://doi.org/10.1007/s12187-014-9295-x

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