Much debate exists concerning the factorial dimensionality of student well-being. We contribute to this debate by drawing on PISA 2018 data from a total of 61,722 students, 2528 schools, and nine countries. For our investigation, we test multiple associated measurement models for convergent, discriminant, and concurrent validity, model fit, and measurement invariance. For the PISA 2018 sample, we found very little variation in student well-being both between schools and between countries suggesting that variation in student well-being exists predominantly within respective school contexts. In addition, our findings support the notion that student life-satisfaction should be split into separate general and school-based factors in a Bi-Dimensional Life-Satisfaction Model. Moreover, results suggest that PISA 2018 data can be used to successfully measure a Four-Factor Hedonic Model of Student Well-being, tackling both cognitive (general life-satisfaction and satisfaction with school factors) and affective features (positive and negative affect). Finally, we propose a Five-Factor Integrative Model of Student Well-being that supports a broader conceptualization of student well-being that includes life-satisfaction, both positive and negative affect, and eudaemonia. We tested this model and found that it met the requirements for scalar invariance across male and female gender groups. However, for all 36 inter-country tests of measurement invariance, metric invariance was only reached nine times (25%), and scalar invariance was reached once (2.8%). Implications and recommendations for follow up research are provided.

中文翻译：

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衡量学生在青春期的幸福感：基于 PISA 2018 调查数据提出的五因素综合模型

关于学生幸福感的阶乘维度存在很多争论。我们利用来自 9 个国家/地区的 61,722 名学生、2528 所学校的 PISA 2018 数据为这场辩论做出贡献。对于我们的调查，我们测试了多个相关的测量模型的收敛、判别和并发有效性、模型拟合和测量不变性。对于 PISA 2018 样本，我们发现学校之间和国家之间的学生幸福感差异很小，这表明学生幸福感的差异主要存在于各自的学校环境中。此外，我们的研究结果支持这样一种观点，即学生生活满意度应该在二维生活满意度模型中分为单独的一般因素和基于学校的因素。而且，结果表明，PISA 2018 数据可用于成功衡量学生幸福感的四因素享乐模型，同时处理认知（一般生活满意度和对学校因素的满意度）和情感特征（积极和消极影响）。最后，我们提出了一个学生幸福感的五因素综合模型，该模型支持更广泛的学生幸福感概念化，包括生活满意度、积极和消极影响以及幸福感。我们测试了这个模型，发现它满足了跨男性和女性性别群体的标量不变性要求。然而，在所有36个国家间的测量不变性测试中，度量不变性仅达到9次（25%），标量不变性达到一次（2.8%）。提供了后续研究的启示和建议。