بناء مقياس الرفاهية الأكاديمية والتحقق من خصائصه السيكومترية لدى طلاب المرحلة الثانوية

نوال غرم الله  الغامدي*; جابر حمد جابر الحربي**

doi:10.53285/artsep.v8i3.3385

Authors

Nawal Gharm Allah * Alghamdi
Jaber Hamad Jaber **Alharbi

DOI:

https://doi.org/10.53285/artsep.v8i3.3385

Keywords:

Academic Well-Being Scale, scale development and validation, academic well-being, psychometric properties, secondary school students.

Abstract

This study aimed to develop an Academic Well-Being Scale for secondary school students within the Saudi educational context, establish evidence of its validity and reliability, and examine the extent to which the hypothesized theoretical model of academic well-being fit the observed data using confirmatory factor analysis (CFA). The sample comprised 200 secondary school students aged 16–18 years (M = 16.535, SD = 0.672). Developed by the researchers, the Academic Well-Being Scale consisted of 60 items distributed across six dimensions. Correlational analyses demonstrated statistically significant associations between the items and their respective dimensions, as well as between the dimensions and the total scale score, indicating high internal consistency. Confirmatory factor analysis supported the hypothesized six-dimensional structure, yielding good model-fit indices, statistically significant standardized factor loadings, and significant critical ratios. These findings provided evidence of the scale’s convergent and construct validity. Reliability estimates, including Cronbach’s alpha, McDonald’s omega, and composite reliability, were high across all dimensions, indicating a high level of measurement reliability. Overall, the findings support the psychometric adequacy of the Academic Well-Being Scale as a reliable and valid instrument for assessing academic well-being among secondary school students in the Saudi educational context.

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