Abstract
Cross-cultural researches on the Ryff’s Psychological Well-being (PWB) Scales are currently not available. The aim of the
paper was to investigate the measurement invariance of the 18-item version of the PWB Scales across 1,114 high school and
undergraduate Italian and Belarusian students. After identifying the six correlated first-order factors and one second-order
factor model of the Ryff’s PWB Scales, as baseline model for each sample, multi-groups confirmatory factor analyses were subsequently
performed. All analyses were performed using the Robust Diagonally Weighted Least Squares estimation procedures, entering
a polychoric correlation matrix. Multi-groups analyses showed that factor structure of the preferred model did not change
across the Italian and Belarusian samples. Although the obtained results provided a preliminary support for cross-cultural
structural invariance of the PWB Scales, further investigations are required to ensure its generalizability and applicability.
Limitations and suggestions for future researches as well as psychosocial applications for educational context were discussed.
paper was to investigate the measurement invariance of the 18-item version of the PWB Scales across 1,114 high school and
undergraduate Italian and Belarusian students. After identifying the six correlated first-order factors and one second-order
factor model of the Ryff’s PWB Scales, as baseline model for each sample, multi-groups confirmatory factor analyses were subsequently
performed. All analyses were performed using the Robust Diagonally Weighted Least Squares estimation procedures, entering
a polychoric correlation matrix. Multi-groups analyses showed that factor structure of the preferred model did not change
across the Italian and Belarusian samples. Although the obtained results provided a preliminary support for cross-cultural
structural invariance of the PWB Scales, further investigations are required to ensure its generalizability and applicability.
Limitations and suggestions for future researches as well as psychosocial applications for educational context were discussed.
- Content Type Journal Article
- Pages 1-14
- DOI 10.1007/s11205-012-0082-0
- Authors
- Saulo Sirigatti, Cognitive and Clinical Psychology Laboratory, European University of Rome, Via degli Aldobrandeschi, 190, 00163 Rome, Italy
- Ilaria Penzo, Cognitive and Clinical Psychology Laboratory, European University of Rome, Via degli Aldobrandeschi, 190, 00163 Rome, Italy
- Luca Iani, Cognitive and Clinical Psychology Laboratory, European University of Rome, Via degli Aldobrandeschi, 190, 00163 Rome, Italy
- Annamaria Mazzeschi, Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL UK
- Halina Hatalskaja, Francisk Skorina Gomel State University, Sovetskaya str., 104, 246019 Homyel’, Belarus
- Enrichetta Giannetti, Department of Psychology, University of Florence, Via di San Salvi, 12, Padiglione 26, 50135 Florence, Italy
- Cristina Stefanile, Department of Psychology, University of Florence, Via di San Salvi, 12, Padiglione 26, 50135 Florence, Italy
- Journal Social Indicators Research
- Online ISSN 1573-0921
- Print ISSN 0303-8300