CONVERGENT AND DISCRIMINANT VALIDATION OF A CHILDRENS LIFE SATISFACTION SCALE - ITS RELATIONSHIP TO SELF-REPORTED AND TEACHER-REPORTED PSYCHOLOGICAL-PROBLEMS AND SCHOOL FUNCTIONING

Two studies are reported that provide additional validity evidence for the Students' Life Satisfaction Scale (SLSS: Huebner, 1991a). In the first study, evidence for the convergent validity of the SLSS is provided by significant negative correlations with measures of depression and loneliness and a significant positive correlation with a measure of self-esteem. Additionally, as evidence of discriminant validity, the SLSS failed to differentiate a normally achieving group of students from a group of at risk students. In the second study, the pattern of correlations between the SLSS, selected demographic variables, IQ scores, and a measure of teacher-reported school behavior problems provided evidence of cross-method convergent and discriminant validity. The SLSS was also able to differentiate a group of emotionally handicapped students from non-emotionally handicapped students. The implications of the findings for further study of the subjective well-being of children are discussed briefly.