The study proposes a multicomponent model of subjective well-being (SWB) in elementary school. The model includes satisfaction with school, affect toward school, well-being related to communication with peers, and subjective physical well-being. The aim of this study is to verify whether well-being related to different aspects of school life can be explained by a general SWB factor in school. A sample of 1,704 third-grade students (M age = 8.89; SD = 0.4; 48.4% girls) was asked to complete a survey consisting of Likert-type scales. The psychometric analysis investigated the internal structure of the data. Multidimensional models from the Rasch modeling framework of item response theory were applied. A correlated factors model, a bifactor model, and oblique bifactor models were compared. Two models fit the data well: the extended Rasch testlet model and the correlated factor model. The findings indicate that a general SWB factor can be extracted from the data through the extended Rasch testlet model. However, the extended Rasch testlet model provides only 1 usable general factor. For the extraction of detailed information by means of scales, the correlated factor model can be applied. Implications for practitioners and limitations of the study are also discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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小学学生主观幸福感的多元框架。

该研究提出了一个小学主观幸福感的多元模型。该模型包括对学校的满意度，对学校的影响，与同伴交流相关的幸福感以及主观的身体幸福感。这项研究的目的是验证是否可以通过学校中的一般SWB因素来解释与学校生活不同方面相关的幸福感。要求对1704名三年级学生（M年龄= 8.89； SD = 0.4； 48.4％的女孩）进行抽样，以完成由Likert型量表组成的调查。心理测量分析调查了数据的内部结构。应用了项目响应理论的Rasch建模框架中的多维模型。比较了相关因子模型，双因子模型和斜双因子模型。两种模型可以很好地拟合数据：扩展的Rasch睾丸模型和相关因子模型。研究结果表明，可以通过扩展的Rasch testlet模型从数据中提取一般的SWB因子。但是，扩展的Rasch testlet模型仅提供1个可用的一般因子。为了通过量表提取详细信息，可以应用相关因子模型。还讨论了对从业者的影响和研究的局限性。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。还讨论了对从业者的影响和研究的局限性。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。还讨论了对从业者的影响和研究的局限性。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。