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Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: http://dx.doi.org/10.17759/jmfp

License: CC BY-NC 4.0

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Adaptation and providing validity evidence for the Satisfaction with School Subscale and Satisfaction with Friends Subscale of Multidimensional Students’ Life Satisfaction Scale

Kanonire T.N., Doctor in Psychology, assistant professor, in institute of education, National Research University Higher School of Economics, Moscow, Russia, tkanonir@hse.ru
Uglanova , research intern at Laboratory of new constructs measurement and tests designing, Institute of Education, National Research University Higher School of Economics, Moscow, Russia, iuglanova@hse.ru
Federiakin , post-graduate student, research intern in the Centre for Monitoring the Quality in Education, Institute of Education, National Research University «Higher School of Economics», Moscow, Russia, dafederiakin@hse.ru
Abstract
The paper describes both the process and the results of adaptation and providing validity evidence for the Russian version of two subscales (Satisfaction with School and Satisfaction with Friends) of Multidimensional Students’ Life Satisfaction Scale (sample of third-grade pupils, N = 1729). Thisquestionnaireisoneofthemostsignificantscalesin the history of studying subjective well-being in primary schoolworldwide, although it has not been adapted in Russia yet. Adaptation has been carried according to the International Test Commission Guidelines for Translating and Adapting Test. ValiditywasinterpretedaccordingtotheDutch Committee on Testing (COTAN)practice. Psychometric analysis included applying of Classical Test Theory, Confirmatory Factor Analysis and Item Response Theory methods. It revealed high psychometric quality of the adapted subscales after deletion of the very three items the other studies suggest as problematic.

Keywords: Multidimensional Students’ Life Satisfaction Scale, Item Response Theory, Adaptation for Russian language, Validity evidence, primary school

Column: General psychology

DOI: http://dx.doi.org/10.17759/jmfp.2018070306

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