Research  |   Belonging Project   |   Wellbeing Project

Introduction & Background

Purpose: 

Wellbeing is not clearly defined in the literature, and researchers struggle to fully encapsulate the complexity of the contrust. Traditionally, wellbeing has often been described using uni- or bi-dimensional models that examine only the psychological, psychosocial, or mental health aspects of wellbeing. 

The primary aim of this study was to explore what other factors might be contributing to overall wellbeing, and to develop a novel scale that is more comprehensive and multidimensional than what has been previously available.

Other guidelines important to this research: 

The goal of this project was to develop a novel scale that was specific to the developmental stage that I was most interested in studying, emerging adulthood. Emerging adulthood is usually defined as the first decade of adulthood (~18 - 28 years old). At the time that I conducted an extensive literature review, I could not find any wellbeing measures that were specifically tailored for this age group that solicited the opinions of my target population, leaving a major gap in the research literature.

In normal-people language, researchers were generally using scales intended for either children or fully-fledged adults, and the majority of these measures did not actually ask emerging adults how they felt or what was important to their wellbeing.

Finally, most of scientific research is done on WEIRD populations (and acronym for individuals coming primarily from westernized, educated, industrialized, rich, & democratic countries). Cultural differences have largely been left out of the discussion on wellbeing, and while I could not account for all cultural diversity, I wanted to acknowledge its existence in my research by oversampling in traditionally marginalized populations to the best of my abilities.

Conceptual Framework

Due to the variance across definitions of wellbeing, it is important to include the specificities of the framework used for this study:

The Wellbeing Project

This project is broken into 3 distinct phases:

My dissertation project was conducted on Phase II, therefore that will be the focus for this section. 

All materials for Phase I are available upon request.

Primary Aims & Research Questions

Aim 1: Test the factor structure and reliability of a comprehensive, multidimensional measure of wellbeing

Aim 2: Assess the acceptability of the measure

Aim 3: Test the convergent validity of the new measure

Aim 4: Assess the relationship of multidimensional wellbeing for individuals coming from historically marginalized populations

Aim 5: Develop a final measure of comprehensive, multidimensional wellbeing utilizing the integration of both the quantitative and qualitative data

PHASE II - Abstract


DEVELOPMENT OF A MULTIDIMENSIONAL MEASURE OF WELLBEING FOR EMERGING ADULTS

UTILIZING A CONVERGENT PARALLEL MIXED METHOD DESIGN


Kelley M. Wick, PhD

Advisor: Caron A.C. Clark, PhD.


Attempting to conceptualize wellbeing is difficult, and the current research literature does not offer a standard definition that encapsulates the complexity of this construct (Oades et al., 2021; Ryff, 1989), nor has there been a thorough consideration the impact of culture and societal standards of behavior on wellbeing (Krasko et al., 2022; Maccagnan et al., 2019; Voukeltau et al., 2019). Additionally, the emergence of a new developmental period between adolescence and true adulthood (emerging adulthood) offers an additional layer of nuance, as many of the traditional scales currently used to measure wellbeing are inappropriate for emerging adults (Baggio et al., 2017; Hossain et al., 2022; Nezlek & Humphrey, 2021; O’Connor et al., 2011; Sofija et al, 2021; Yunusova et al., 2021). A major gap in the current research literature is the reluctance in developing measures with the help of the target population. This dissertation was designed to address this gap by inviting emerging adults to have direct input into all stages of development for a novel measure intended to measure the wellbeing of them and their peers.

The aim of this study was to develop a novel measure of multidimensional wellbeing with 8 dimensions for the developmental stage of emerging adulthood, specifically tailored for those enrolled in college or university. Additionally, the primary questions were to assess the acceptability of the new measure using a convergent parallel mixed method design, where both quantitative and qualitative data are collected and analyzed simultaneously through separate processes before being integrated into one dataset to be analyzed together. This process was done through analysis of data from quantitative surveys data (Nsurveys = 312; Mage = 19.79 years old, SD = 1.37 years) alongside qualitative data consisting of personal narratives from the target population through focus groups (Nfocusgroups = 34; Mage = 23.26 years old, SD = 3.12 years).

Participants included a total of 346 individuals (71.69% female) from a large Midwestern university. Results indicated that increased levels of multidimensional wellbeing showed robust positive correlations with higher levels of happiness (r = .641, p < .001) and positive mental health (r = .740, p < .001) , as well as strong negative relationships with measures assessing the severity of symptoms associated with depression (r = - .611, p < .001) and generalized anxiety (r = - .539, p < .001). While confirmatory factor analysis did not support the originally hypothesized 8-factor structure, an adjusted 8-factor structure resulting from exploratory factor analysis and integration of qualitative data was supported, suggesting that further adjustment needed to be made to the dimensions to reflect the factor loading of items.

A second important aim for this study was to examine if multidimensional wellbeing was lower for participants who self-identified as belonging to one of 4 historically marginalized populations when compared with their peers. Results revealed significantly lower levels of wellbeing for students of color (p < .001, Cohen’s d = .629), students living with disability (p < .001, d = .629), students identifying as members of the LGBTQIA+ community (p < .001, d = .636), and students who grew up in lower socioeconomic households (p < .001, d = .618) when they were compared to their peers. The effect sizes associated with these results suggest that a significant portion of the variance in wellbeing can be attributed to subscribing to one of these marginalized identities, and these results are consistent with other studies in the literature (Nezlek & Humphrey, 2021; Suh et al., 1998).

A finalized measure of multidimensional wellbeing was ultimately developed with 8 dimensions: physical, life satisfaction/meaning, empathy, belonging, academic, holistic, burnout, and financial. Final reliability analysis revealed a Cronbach’s alpha of .928 for the total scale and α ranging from .810 to .932 for the subscales, with the exception of empathy (α = .576), which will be explored with further adjustments. After adjusting question stems, this project culminated in the Multidimensional Wellbeing Scale for Emerging Adults (MWB-EA), which is ready to be piloted in a future study.


Keywords: wellbeing, comprehensive wellbeing, emerging adulthood, wellbeing measure, historically marginalized populations

Original Pilot Study

PHASE I

Purpose: Phase I consisted of an extensive literature review on current wellbeing measures in order to determine what dimensions would be included in a novel multidimensional scale. 

Participants (N = 93 participants)

PHASE I - Hypothesis & Measures

Hypothesis: A multidimensional measure of wellbeing will consist of 8 equally-weighted, contributing dimensions; there will be shared covariance for the dimension dyads:

Proposed Dimensions: The following 8 dimensions were identified as the foundation for a comprehensive, multidimensional measurement of wellbeing, as well as what defines them:

Measures: In this initial phase, all items from all scales were used. The following scales were utilized for the purpose of creating a question bank that the dimensions identified would draw from (click here to view complete scales):

PHASE I - Statistical Analyses

Software: IBM's Statistical Package for the Social Sciences (SPSS; version 27)

Statistical Methods: Initially, there were a total of 180 items in their original form. There were a total of 5 rounds of item analysis, with the goal of reaching 100 items for the total measure. Whether items were kept or removed was directly tied to the literature and theoretical framework of the wellbeing construct. Item removal was conducted in two parts; the first component consisted of 4 rounds of theory-driven removal, and the second component comprised of 1 round of reliability analysis repeated until reliability was satisfactory for the combined scale as well as the dimension subscales. The selection criteria for each round was as follows:

Once complete, reliability assessment was conducted for each subscale independently, and data from the measures were found to have acceptably reliability, reflecting Cronbach’s α of at minimum of .771, and majority of subscales reflecting an α > .900. Finally, reliability analysis was conducted for the full measure of multidimensional wellbeing, and results indicated an overall Cronbach’s α of .962 (α∆ = .001), suggesting that the removal of items from the subscales was not detrimental to the overall measure.  

At the completion of of Reliability Analysis: N  = 99 total scale items

Scaling: A 6-point Likert style scale was used for responses (1 = strongly disagree, 2 = disagree, 3 = somewhat disagree, 4 = somewhat agree, 5 = agree, 6 = strongly agree), and all items were adjusted or reworded so that they could utilize the same response scale. Items that may be candidates for removal were highlighted so that attention could be brought to them after factor analysis and item correlations were conducted. Permission was obtained for the purpose of modifying each of the scales used for this purpose.

Methodology

** PLEASE NOTE: This section reflects data from PHASE II of the study.

Participants

The following reflects data from both the quantitative and qualitative components of this mixed method project, as well as the combined total after integration:

Note. It is important to mention that this study was conducted at a large, midwestern R1 university, and the demographics reflect the diversity found within this area of the United States; therefore, replication studies are needed in other US markets to determine generalizability. This is covered in detail in the limitations and future directions sections of my dissertation (pp. 169 - 183). This complete document can be found below under the subsection 'Media'.

Overall Project Design

The flowchart above depicts the design of the overall project with 3 phases.

PHASE II - Research Design

PHASE II of The Wellbeing Project utilized a convergent parallel mixed method design; this means:

Protocols Followed for Ensuring Rigor & Guarding Against Bias

Preregistration: This study was preregistered with the Open Science Framework (https://doi.org/10.17605/OSF.IO/RBNPQ). Any deviations from the preregistration were noted (pg. 76-77), as well as were added to the online preregistration documents for transparency.

Missing Data Protocol: Clear, step-by-step protocol was followed to handle all missing data (pg. 80-82): 

Data Protection Protocol: Clear, step-by-step protocol was followed for handling all data (pg. 82-84):

a) Focus Groups via Zoom, videos deleted

b) Only PI had access

c) PI transcribed all transcripts

d) All identifiable data was saved to a password-protected external hard drive owned by the PI

e) Upon conclusion of the study, all identifiable data will be destroyed by PI

a) All data deidentified personally by PI

b) Deidentified data was saved to a protected folder on the PI’s personal OneDrive

c) Access to this file was granted by PI, and files were only available to members of the PI’s dissertation committee

Research Design & Statistical Analyses

Software: 

Power Analysis: A priori power analysis determined using G*Power version 3.1.9.4 (alpha set at .05, desired power of 80%) = 84 participants required to detect a moderate effect size (r = .3) with sufficiently acceptable statistical power; study N = 381 far exceeded requirement

Statistical Methods: x

Model Fit: χ2 = 18.692, df = 2, p = < .001; RMSEA = .223; NFI = .920; CFI = .924; IFI = .928. 

For More Detailed Results: x

Figure 5 can be found on page 62

Figure 6 can be found on page 63.

Outcomes & Statistical Results

** PLEASE NOTE: This section reflects data from PHASE II of the study.

Visual Representation of the Qualitative Data

Figure 20.

Combined Results from Question 1 of the 'Sticky Note' Activity 

Note. Participants were directed to jot down their immediate thoughts and feeling asssociated with the question, which they added to virtual sticky notes; this is a compilation of data collected across all focus groups

Figure 21.

Visual Representation of Wellbeing Created by Focus Groups

Note. All words included came directly from participants in the 6 focus groups in response to the following two questions: ‘what does wellbeing mean to you?’ and ‘what aspects of your life contribute to your wellbeing?’

Summary of Findings

Here, you will find a quick synopsis of findings from PHASE II of this study. If you would like further detail, including statistics, tables, & figures, please continue on to the next section.

Aim 1: 

An 8-factor structure was supported by the data (just not the structure from the original hypothesis)

Aim 2: 

Participants generally liked the scale & agreed that it was a good measure of wellbeing for emerging adults

Aim 3: 

Correlational analyses indicated that the new wellbeing measure did correlate as hypothesized (positively with subjective happiness & positive mental health, & negatively with symptoms associated with depression & anxiety)

Aim 4: 

Generally, participants from historically marginalized populations had lower levels of wellbeing when compared to their peers, suggesting that these populations could benefit from additional institutional support 

Aim 5: 

A novel measure of wellbeing was developed specifically for emerging adults enrolled in college by partnering directly with students throughout the process

A Deeper Look at the Primary Aims & Research Questions

Here, you can learn more about the results in far greater detail, including the more technical statistical reporting, as well as a selection of tables and figures for each specific aim. Interested in reading the full results? Please see Chapter IV of my doctoral dissertation (pg. 101).

Aim 1: Test the factor structure and reliability of a comprehensive, multidimensional measure of wellbeing

PARTIALLY SUPPORTED

The originally hypothesized factor structure stated that multidimensional wellbeing was comprised of 8 contributing factors. However, confirmatory factor analysis revealed that the originally hypothesized 8-factor structure indicated poor model fit. In order to examine other potential factor structures, exploratory factor analysis was conducted

Table 5.

PHASE II - Summary of Model Fit Indices for Confirmatory Factor Analyses

Note. MWB = Multidimensional Wellbeing; reliability analysis was conducted in SPSS between models 4 and 5; integration of qualitative data was conducted between models 7 and 8; ** indicates significance at the p < .001

Table 6.

Comparison of Internal Consistency for Multidimensional Wellbeing & Subscales at Three Timepoints

a Baseline reliability for originally hypothesized Wellbeing scale and subscales prior to any confirmatory or exploratory factor analysis

b Wellbeing scale and adjusted subscales after exploratory factor analysis conducted in step 2

c First reliability analysis conducted after steps 1-3 as outlined in results

d Final confirmatory reliability analysis conducted at the completion of all steps of the confirmatory factor analysis process 

Figure 18.

Integrated Hierarchical Model Featuring 8 Dimensions 

Note. Factor model produced using standardized indices via MPlus diagrammer

Aim 2: Assess the acceptability of the measure

SUPPORTED

Table 6.

Focus Group Responses Evaluating the Original Multidimensional Wellbeing Scale

Note. N = 34; all items were evaluated on a Likert scale of 1 to 6 (1 = strongly disagree, 2 = disagree, 3 = somewhat disagree, 4 = somewhat agree, 5 = agree, 6 = strongly agree

1: Is this an acceptable measure of multidimensional wellbeing?

Participants indicated that the scale was a good measure of wellbeing  (Mscore = 4.62 out of 6)

“I thought it was a delightful survey to take. I really liked it.”

“It was just visually inviting the moment that I clicked on the link – I felt that it was very easy to navigate.”

“I really like the questions and I felt it assessed for a lot of different types of wellbeing.”


2: Is this an acceptable measure of multidimensional wellbeing specifically for the target audience of emerging adults?

Participants indicated that the scale was a good measure of wellbeing for emerging adults  

(Mscore = 4.62 out of 6)

“The fact that you are actively pursing change regarding college student wellbeing by trailblazing the introduction of this and the appropriate measurement of this within psychological literature is in a way, revolutionary. 

Really grateful to have been a part of this project.”


3: Are there dimensions of wellbeing that can be omitted or reduced for emerging adults?

Occupational Wellbeing

“One of the things that came up was that not all students have jobs or have had jobs.”

Spiritual Wellbeing

“Maybe you're not a particularly spiritual person. And so that doesn't necessarily impact your wellbeing as much”

“Maybe it is just me, but the word ‘greater’ in greater purpose makes me immediately think of religion.”


4: Are there dimensions of wellbeing that need to be included or expanded on for emerging adults?

Quantity & Quality of Sleep

“I think there should be a question added about sleep, 

because I know that it really affects my wellbeing when I don’t get enough of it.”

Romantic Relationships & Sexual Health

“Sexual wellbeing? Sexual health is important for college students; 

drinking culture/partying; personal safety in regard to where you live, etc.”

Differing Experiences for International Students

Differing Experiences in Undergrad vs. Grad Students

Aim 3: Test the convergent validity of the new measure

SUPPORTED

Pearson’s r correlational analyses revealed that higher levels of multidimensional wellbeing had significant relationships with:

Table 7.

PHASE II - Correlation of Multdimensional Wellbeing with Validity Measures

** p < .001

Aim 4: Assess the relationship of multidimensional wellbeing for individuals coming from historically marginalized populations

SUPPORTED

A series of independent sample t-tests were conducted in order to compare the experiences of historically marginalized students with their peers

Significant differences were found for all tested historically marginalized populations, suggesting that students from these groups have differing experiences than their majority peers


Aim 5: Develop a final measure of comprehensive, multidimensional wellbeing utilizing the integration of both the quantitative and qualitative data

COMPLETE

Direct Link: Multidimensional Wellbeing Scale for Emerging Adults (v3; Wick & Clark, 2024)

Media & Publications

Please click any of the following thumbnails to view the document as a .pdf.

MANUSCRIPT (Currently in progress for 2025 publication)

Wick, K.M., & Clark, C.A.C. (TBD). Development of a novel measure of wellbeing for emerging adults. https://doi.org/10.17605/OSF.IO/M3RPV

OSF Preregistration: https://osf.io/rbnpq/ 

DOCTORAL DISSERTATION (2024)

Wick, K.M. (2024). Development of a multidimensional measure of wellbeing for emerging adults utilizing a convergent parallel mixed method design [Doctoral Dissertation]. University of Nebraska-Lincoln, Lincoln, NE. https://digitalcommons.unl.edu/dissunl/198/