The purpose of this study was to test a measurement model of a new measure of quality of life for children and adolescents. The sample (n=3574) included males (n=1295) and females (n=1387); four age groups: 6-8 years (n=223), 9-11 years (n=1008), 12-14 years (n=949), 15 -18 years (n=539); inhabitants of small towns (n=1213), medium cities (n=1008) and big cities (n=1122; and ethnic groups (Jewish=2734; Arab=840). The Children's Quality of Life Questionnaire, administered to all participants, included 53 items, each with three response alternatives, assessing 15 scales: Functioning at school, Social functioning, Cognitive functioning, Functioning in the family, Physical state, Worries, Basic needs, Body image, Sense of Mastery, Self image, Negative feelings, Stress, Positive feelings, Fun, and Motivation. The results showed the validity of the measurement model in the Jewish sample: Chi sqare=646.605, df=75, p<.0001, chi square/DF=8.621, CFI=.988, NFI=.986, TLI=.983, RAMSEA=.053. It was confirmed in the ethnic, gender, age and residential subsamples. The scales differed significantly in rank order and standardized regression weights in the subsamples. Accordingly, the measurement model validates the questionnaire structure, and demonstrates its stability across subsamples defined in demographic terms, and is still sensitive enough to present differences in the standardized regression weights of the subsamples.

Among the instruments developed to assess meaning in life as a major component of well-being, the Meaning in Life Questionnaire (MLQ) measures both perceived presence of and search for meaning. The psychometric properties of the Italian version of MLQ were investigated. The moderating effect of resilient personality on the relationship between search for meaning and subjective well-being was explored. A group of 464 Italian volunteers aged 20-60 (M=39.34; SD=10.86; 254 female and 210 male) were administered MLQ, Big Five Inventory, Satisfaction with Life Scale, Positive and Negative Affect Schedule, and Short Form Health Survey. The MLQ structure was investigated through exploratory and confirmatory factor analyses after sample split. Internal reliability and construct validity were evaluated. Hierarchical regression analyses were employed to test the moderating role of personality. Results replicated the original MLQ two factor structure (S-Bχ2(34)=65.24, p<.01; SRMR=.059; CFI=.969; TLI=.959; RMSEA=.063, 90% CI=.039/.086, p=ns), also highlighting the instrument reliability in the Italian context. Search for meaning was associated with higher levels of negative affect and lower life satisfaction among non-resilient participants, but not among resilient ones. These findings provide a novel contribution to the understanding of the relationship between meaning and well-being.

Meaning in life has recently been positioned as a flagship indicator of well-being. The Meaning in Life Questionnaire operationalizes Steger et al.’s (2009) model of meaning in life, and involves two independent 5-item subscales: Presence and Search for Meaning. Respondents rate their degree of agreement with each item on a 7-point Likert scale, ranging from 1 (absolutely untrue) to 7 (absolutely true). The sample (n =635) contained participants from Australia, New Zealand, and South Africa who completed the English version of the scale. The data were analysed with Winsteps 3.81 and RUMM2030 using the Rasch rating scale model. For the Presence subscale, the only reversed-phrased item in the scale (“My life has no clear purpose”) was highlighted for possible removal, as it displayed misfit, deviation from unidimensionality, and differential item functioning among the countries. Addition of more difficult to endorse items was suggested. The items of the Search subscale was sufficiently unidimensional, locally independent and well-targeted for the sample. For both subscales, participants did not distinguish reliably among the seven response categories and a revised 4- or 5-point rating scale is suggested. Theoretical implications for understanding meaning in life and recommendations for future use of the scale are suggested.

In his Authentic Happiness Theory, Seligman (2002) proposed three basic orientations that lead to happiness: The life of pleasure, the life of engagement, and the life of meaning. The Orientations to Happiness Questionnaire (Peterson, Park, & Seligman, 2005) has been developed as a subjective measure for these three orientations. In 2011, Seligman revised his theory and added two new components; positive relationships and accomplishment. In three studies, we examine the construction and initial validation of two short scales for the assessment of the endorsement of positive relationships and accomplishment. Study 1 describes the scale construction and provides evidence for the factorial, convergent, and divergent validity in three samples (n = 233, n = 336, and n = 125). Study 2 showed that the new scales have high test-retest reliabilities over a period of 1, 3, and 6 months (r = .68 - .78). Study 3 examines the malleability of positive relationships and accomplishment in an intervention study that uses the two new scales as dependent measures. Overall, the three studies show that the new scales have satisfactory psychometric properties and possible applications are discussed.

Recently, there has been an increased focus on measuring childrens's and adolescents’ well-being at school, both as an important outcome as well as a factor that may influence school achievement. One widely accepted conceptualization of well-being at school encompasses both a cognitive (domain-specific satisfaction) and an affective component (domain-specific positive and negative affect, cf. Long, Huebner, Wedell, & Hills, 2012). In the present study, we investigate the psychometric properties of a daily measurement of well-being at school. A sample of 183 secondary school students (mean age = 14.3 years; 100 females, 83 males) completed measures of habitual school satisfaction (respective scale of the MSLSS, Huebner, 1994) and habitual positive (PA) and negative affect (NA) at school (modified from PANAVA-KS, Schallberger, 2005) as well as measures of school satisfaction and PA/NA at school that were adapted for measuring daily experiences. On five consecutive days, PA and NA were assessed each morning and each afternoon, and school satisfaction each afternoon. We will present results on the factor structure of the daily measurements, their reliability, their variability within and between persons, as well as within and between classrooms, and on their relationships with habitual well-being at school. Implications for further research will be discussed.