MSlSS手册 心理与教育测量.doc

2001 Version Scott Huebner, Ph.D. University of South Carolina Department of Psychology Columbia, SC 29208 Table of Contents Pages Introduction and Rationale 2 Scale Structure 3 Administration and Scoring 4 Normative Data 5 Reliability 5 Validity 5 Permission to Use 5 References 6-8 Multidimensional Students’ Life Satisfaction Scale: Introduction and Rationale The impetus for the construction of the Multidimensional Students Life Satisfaction Scale (MSLSS) was the increased interest in the promotion of positive psychological well-being in children and adolescents (Compass, 1993; Sarason, 1997). In contrast to models that infer well-being from the absence of psychopathological symptoms, the World Health Organization (1964) defined health as a state of complete physical, mental, and social well-being. Psychologists, such as Cowen (1991), shared this perspective, arguing that psychological well-being should be considered on the basis of positive indicators, including indicators like “a basic satisfaction with oneself and one’s existence…or life satisfaction” (p. 404). Life satisfaction has been defined as a “global evaluation by the person of his or her life” (Pavot, Diener, Colvin, Sandvik, 1991, p. 150). Although hundreds of studies of life satisfaction of adults have been conducted (see Diener, 1994; Veenhoven, 1993), life satisfaction in childhood has only recently become the focus of empirical work. Recent investigations have demonstrated the incremental importance of the life satisfaction construct in understanding children and adolescents’ psychological well-being. For example, life satisfaction reports have been differentiated from other well-being constructs such as self-esteem (Terry Huebner, 1995; Lucas, Diener, Suh, 1996; Huebner, Gilman, Laughlin, 1999), depression (Lewinsohn, Redner, Seely, 1991), positive affect (Lucas et al., 1996; Huebner, 1991c; Huebner, Dew, 1996), and others. Systematic research has been hindered by the lack of we