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Development and Validation of the Middle Years Development Instrument (MDI): Assessing Children’s Well-Being and Assets across Multiple Contexts

Author

Listed:
  • Kimberly Schonert-Reichl
  • Martin Guhn
  • Anne Gadermann
  • Shelley Hymel
  • Lina Sweiss
  • Clyde Hertzman

Abstract

Few instruments provide reliable and valid data on child well-being and contextual assets during middle childhood, using children as informants. The authors developed a population-level, self-report measure of school-aged children’s well-being and assets—the Middle Years Development Instrument (MDI)—and examined its reliability and validity. The MDI was designed to assess child well-being inside and outside of school on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and to adults at school, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well-being, and (5) Constructive use of time after school. This paper describes the theoretical framework, selection of items and scales for the survey, and four studies that were conducted to revise the MDI and examine its psychometric properties. The findings indicate a theoretically predicted factor structure, high internal consistency, and document the convergent and discriminant validity of the MDI scales. The discussion delineates a plan for future validation studies that address further validity questions, such as predictive validity, measurement invariance, and fairness/bias, and provides a brief outlook of how the MDI may be used by practitioners, educators, and decision makers in schools and communities to motivate and inform action in support children’s well-being. Copyright The Author(s) 2013

Suggested Citation

  • Kimberly Schonert-Reichl & Martin Guhn & Anne Gadermann & Shelley Hymel & Lina Sweiss & Clyde Hertzman, 2013. "Development and Validation of the Middle Years Development Instrument (MDI): Assessing Children’s Well-Being and Assets across Multiple Contexts," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 114(2), pages 345-369, November.
  • Handle: RePEc:spr:soinre:v:114:y:2013:i:2:p:345-369
    DOI: 10.1007/s11205-012-0149-y
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    References listed on IDEAS

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    1. Kenneth Land & Vicki Lamb & Hui Zheng, 2011. "How are the Kids Doing? How do We Know?," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 100(3), pages 463-477, February.
    2. Martin Guhn & Bruno Zumbo & Magdalena Janus & Clyde Hertzman, 2011. "Validation Theory and Research for a Population-Level Measure of Children’s Development, Wellbeing, and School Readiness," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 103(2), pages 183-191, September.
    3. Anne Gadermann & Kimberly Schonert-Reichl & Bruno Zumbo, 2010. "Investigating Validity Evidence of the Satisfaction with Life Scale Adapted for Children," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 96(2), pages 229-247, April.
    4. Anne Gadermann & Martin Guhn & Bruno Zumbo, 2011. "Investigating the Substantive Aspect of Construct Validity for the Satisfaction with Life Scale Adapted for Children: A Focus on Cognitive Processes," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 100(1), pages 37-60, January.
    5. E. Huebner & Gary Alderman, 1993. "Convergent and discriminant validation of a children's life satisfaction scale: Its relationship to self- and teacher-reported psychological problems and school functioning," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 30(1), pages 71-82, September.
    6. Asher Ben-Arieh, 2005. "Where are the Children? Children’s Role in Measuring and Monitoring Their Well-Being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 74(3), pages 573-596, December.
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    6. Mats Beckmann & Katharina Knüttel & Sören Petermann & Till Stefes, 2022. "The Role of Spatial Context in Shaping Adolescents’ Peer Relationships," Social Inclusion, Cogitatio Press, vol. 10(3), pages 262-272.
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    8. Mingyu Guo & Lingxiao Wang & Liang Zhang & Qingqing Hou & Jian Yang & Shumin Chang, 2023. "Placing Adolescents on a Trajectory to Happiness: The Role of Family Assets and Intentional Self-Regulation," Journal of Happiness Studies, Springer, vol. 24(3), pages 945-966, March.
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    12. T. Gregory & E. Dal Grande & M. Brushe & D. Engelhardt & S. Luddy & M. Guhn & A. Gadermann & K.A. Schonert-Reichl & S. Brinkman, 2021. "Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(1), pages 369-390, February.
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    14. Katie Breheny & Emma Frew & Iestyn Williams & Sandra Passmore & Joanna Coast, 2020. "Use of Economic Evidence When Prioritising Public Health Interventions in Schools: A Qualitative Study with School Staff," IJERPH, MDPI, vol. 17(23), pages 1-11, December.
    15. Eirini Leriou, 2022. "Understanding and Measuring Child Well-being in the Region of Attica, Greece: Round four," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(6), pages 1967-2011, December.

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