@article{ref1,
title="A Rasch analysis of the School-Related Well-Being (SRW) scale: measuring well-being in the transition from primary to secondary school",
journal="International journal of environmental research and public health",
year="2021",
author="Raccanello, Daniela and Vicentini, Giada and Trifiletti, Elena and Burro, Roberto",
volume="18",
number="1",
pages="e23-e23",
abstract="Within educational systems, promoting well-being is an essential objective along with traditional aims focused on students' learning. However, scarce attention has  been devoted to school-related well-being in the transition from primary to lower  secondary school, also for the paucity of brief instruments deputed to measure it. We assessed well-being at school for fourth-graders and seventh-graders, by adapting  and validating the Italian version of the School-Related Well-Being (SRW) scale,  using in sequence exploratory factor analysis (EFA), confirmatory factor analysis  (CFA), and Rasch analysis. Through the Rasch analysis, we transformed the SRW scale  into an instrument that respects the properties of the fundamental measurement. We  measured well-being and achievement emotions at time 1 and grades at time 2. The SRW  scale correlated with another measure of well-being and with students' achievement  emotions. Grade-level differences emerged, with a decrease of well-being that  attested a maladaptive trend at increasing age; moreover, females reported higher  well-being than males. Well-being at school was positively linked to achievement. Beyond its methodological relevance, this study highlights the need for developing  interventions to support students in the transition from primary to lower secondary  school, which is such a pivotal time in their learning path.<p /> <p>Language: en</p>",
language="en",
issn="1661-7827",
doi="10.3390/ijerph18010023",
url="http://dx.doi.org/10.3390/ijerph18010023"
}