گزارش چند بعدی رضایت از زندگی نوجوانان: چند صفت - مطالعه چند روش

The convergent and discriminant validity of adolescents’ domain-specific life satisfaction reports (family, opposite-sex friends, same-sex friends, self, school, living environment) were investigated using the Students’ Multidimensional Life Satisfaction Scale-Adolescent version [Gilligan, T. D., Huebner, E. S., & Laughlin, J. E. (submitted)]. Analyses of the multitrait, multimethod matrix based on parent and adolescent ratings indicated support for convergent validity, but cautions with respect to discriminant validity. Implications for further research were discussed.

As highlighted in the January 2000 special issue of the American Psychologist ( Seligman & Csikzentmihalyi, 2000), psychologists have recently begun to emphasize the promotion of optimal human functioning, including positive subjective well-being, especially among adults. Investigations of optimal functioning have increased as researchers have begun to question the assumption that positive well-being is defined by the absence of psychopathological symptoms. Although the dimensions of psychological well-being are debated, happiness or life satisfaction judgments have been included among the various suggested indicators of positive well-being ( Cowen, 1991, Diener et al., 1998, Huebner, 1991 and Seligman, 1998). Life satisfaction has been defined as a person’s evaluation of various areas of life ( Diener & Diener, 1995). It has been studied from both a global (i.e. satisfaction with life as a whole) and domain-specific perspective (e.g. satisfaction with school experiences). To date, much life satisfaction research has relied upon measures of global (i.e. unidimensional) life satisfaction rather than multidimensional measures. Although both perspectives provide useful information, the multidimensional measures offer the promise of richer, more differentiated profiles for possible applied uses of such scales (e.g. Frisch et al., 1992 and Huebner et al., 1998).