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How I Feel about My...
How I Feel about My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden
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- Riad, Rasmus (författare)
- Stockholms universitet,Specialpedagogiska institutionen
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- Westling Allodi, Mara (författare)
- Stockholms universitet,Specialpedagogiska institutionen
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- Siljehag, Eva (författare)
- Stockholms universitet,Specialpedagogiska institutionen
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- Wikman, Carina (författare)
- Stockholms universitet,Specialpedagogiska institutionen
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Ford, Tamsin (författare)
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- Bölte, Sven (författare)
- Karolinska Institutet
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(creator_code:org_t)
- 2021-05-11
- 2021
- Engelska.
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI AG. - 1661-7827 .- 1660-4601. ; 18:10
- Relaterad länk:
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https://doi.org/10.3...
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https://www.mdpi.com...
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https://urn.kb.se/re...
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https://doi.org/10.3...
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http://kipublication...
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Abstract
Ämnesord
Stäng
- The well-being of children has received increasing attention in recent years. Nevertheless, we lack adequate brief self-report tools that enable us to consider young children’s well-being in policy evaluations and educational research. This study describes the adaptation and first validation of theSwedish version of How I Feel About My School (HIFAMS), a subjective well-being questionnaire suitable for children aged 4 to 12 years, which was originally developed in the United Kingdom (UK). Descriptive statistics with analysis of psychometric properties and confirmatory factor analysis (CFA) are based on the perceived well-being of 228 children in preschool and school aged 5 to 8 years old. The CFA endorsed a good fit to a one-factor model, and the scale showed moderate internal consistency (rα = 0.63). The results are largely in line with the findings of the original HIFAMS. We conclude that the Swedish version can be applied in early preschool/school settings and could provide first-hand information about children’s well-being from the first years of education until elementary school grades. Practitioners in early education settings might benefit from HIFAMS assessments when seeking to understand children’s current well-being to provide support to children with special educational needs or children at risk for mental health issues. Researchers could use the HIFAMS to standardize child well-being evaluations in policy evaluations and interventional studies.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- well-being
- child self-report measures
- young children
- early childhood education
- specialpedagogik
- Special Education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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