Manual for the

Multidimensional Students’ Life

Satisfaction Scale

2001 Version

Scott Huebner, Ph.D.

University of South Carolina
Department of Psychology
Columbia, SC 29208
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Table of Contents

Pages
Introduction and Rationale.........................................................................................................2

Scale Structure ...........................................................................................................................3

Administration and Scoring .......................................................................................................4

Normative Data ..........................................................................................................................5

Reliability...................................................................................................................................5

Validity.......................................................................................................................................5

Permission to Use ......................................................................................................................5

References .............................................................................................................................. 6-8

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Multidimensional Students’ Life Satisfaction Scale:

Introduction and Rationale

The impetus for the construction of the Multidimensional Students Life

Satisfaction Scale (MSLSS) was the increased interest in the promotion of positive
psychological well-being in children and adolescents (Compass, 1993; Sarason, 1997).
In contrast to models that infer well-being from the absence of psychopathological
symptoms, the World Health Organization (1964) defined health as a state of complete
physical, mental, and social well-being. Psychologists, such as Cowen (1991), shared
this perspective, arguing that psychological well-being should be considered on the
basis of positive indicators, including indicators like “a basic satisfaction with oneself
and one’s existence…or life satisfaction” (p. 404).

Life satisfaction has been defined as a “global evaluation by the person of his or
her life” (Pavot, Diener, Colvin, & Sandvik, 1991, p. 150). Although hundreds of
studies of life satisfaction of adults have been conducted (see Diener, 1994;
Veenhoven, 1993), life satisfaction in childhood has only recently become the focus of
empirical work. Recent investigations have demonstrated the incremental importance
of the life satisfaction construct in understanding children and adolescents’
psychological well-being. For example, life satisfaction reports have been
differentiated from other well-being constructs such as self-esteem (Terry & Huebner,
1995; Lucas, Diener, & Suh, 1996; Huebner, Gilman, & Laughlin, 1999), depression
(Lewinsohn, Redner, & Seely, 1991), positive affect (Lucas et al., 1996; Huebner,
1991c; Huebner, & Dew, 1996), and others.

Systematic research has been hindered by the lack of well- validated instruments
for children and adolescents (Bender, 1977; Huebner, 1997). To date, children’s life
satisfaction instruments have been limited to unidimensional measures of global or
general life satisfaction, which yield only a single overall score (e.g., Perceived Life
Satisfaction Scale: Adelman, Taylor, & Nelson, 1989; Students’ Life Satisfaction
Scale: Dew & Huebner, 1994; Huebner, 1991a & b).

The MSLSS was designed to provide a multidimensional profile of children’s

life satisfaction judgments. Such differentiated assessments are expected to enable
more focused diagnostic, prevention, and intervention efforts. For example, students
who indicate relatively high levels of dissatisfaction with their family experiences
should necessitate different intervention strategies than students who indicate greater
dissatisfaction with their school experiences. Such differentiated assessments may
also yield more revealing comparisons with traditional objective indicators used to
assess the quality of life of children and adolescents (e.g., divorce rates, family income
levels, per pupil expenditures on schooling).

Specifically, the MSLSS was designed to (a) provide a profile of children’s

satisfaction with important, specific domains (e.g., school, family, friends) in their
lives; (b) assess their general overall life satisfaction; (c) demonstrate acceptable
psychometric properties (e.g., acceptable subscale reliability); (d) reveal a replicable
factor structure indicating the meaningfulness of the five dimensions; and (e) be used
effectively with children across a wide range of age (grades 3-12) and ability levels
(e.g., children with mild developmental disabilities through gifted children).
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Scale Structure

MSLSS Items

Family

I enjoy being at home with my family.

My family gets along well together.
I like spending time with my parents.
My parents and I doing fun things together.
My family is better than most.
Members of my family talk nicely to one another.
My parents treat me fairly.
Friends

My friends treat me well.

My friends are nice to me.
I wish I had different friends.*
My friends are mean to me.*
My friends are great
I have a bad time with my friends.*
I have a lot of fun with my friends.
I have enough friends.
My friends will help me if I need it.
School
I look forward to going to school.
I like being in school.
School is interesting.
I wish I didn’t have to go to school.*
There are many things about school I don’t like.*
I enjoy school activities.
I learn a lot at school.
I feel bad at school.*
Living Environment

I like where I live.

I wish there were different people in my neighborhood.*
I wish I lived in a different house.*
I wish I lived somewhere else.*
I like my neighborhood.
I like my neighbors.
This town is filled with mean people.*
My family’s ho use is nice.
There are lots of fun things to do where I live.
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Table 1 (continued)

Items

Self

I think I am good looking.

I am fun to be around.
I am a nice person.
Most people like me.
There are lots of things I can do well.
I like to try new things.
I like myself.

*reverse keyed items

Administration and Scoring

The 40- item MSLSS may be administered to children in groups as well as

individually. The instructions for the scale are provided prior to the rest of the scale,
With younger children, (grades 3-5), it is recommended that the examiner read the
directions aloud to the students and encourage them to ask questions as necessary.
With all students, it is essential to monitor their responses to ensure that they respond
appropriately (e.g., answer all questions, non-random and non-biased responding).
The readability of the scale is at the 1.5 grade level, so most students require little or
no assistance in responding to the questions.

Scoring is straightforward. The four response options are assigned points as

follows: (never = 1); (sometimes = 2); (often = 3); and (almost always = 4).
Negatively-keyed items must be reverse scored (see pp. 3-4 for the list of negatively-
keyed items). Hence, negatively-keyed items are scored so that almost always = 1,
and so forth. Higher scores thus indicate higher levels of life satisfaction throughout
the scale.

It should be noted that a 6-point agreement format has been used with middle
and high school students (Huebner et al., 1998). In this case, response options are
assigned points as follows: (1 = strongly disagree, 2 = moderately disagree, etc.).

Because the domains consist of unequal number of items, the domain and total
scores are made comparable by summing the item responses and dividing by the
number of domain (or total) items.
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Normative Data

Normative data obtained to date are available for elementary (grades 3-5)
(Huebner, 1994), middle (Huebner et al., 1998), and high school students (Gilman et
al., 2000; Greenspoon & Saklofske, 2997; Huebner, 1994; Huebner, Laughlin, Ash, &
Gilman, 1997).

Reliability

Internal consistency (alpha) coefficients have been reported in various

publications (Dew, 1996; Greenspoon & Saklofske, 1997; Huebner, 1994; Huebner,
Laughlin, Ash, & Gilman, 1997). The findings suggest that the reliabilities all range
from .70s to low .90s; thus they are acceptable for research purposes. Test-retest
coefficients for two- and four-week time periods have also been reported (Dew, 1996;
Huebner et al., 1997; Huebner & Terry, 1995) falling mostly in the .70 - .90 range,
providing further support for the reliability of the scale.

Validity

The results of exploratory factor analyses have supported the dimensionality of

the MSLSS (Huebner, 1994). Confirmatory factor analyses have provided further
support or the multidimensional, hierarchical model consisting of a general life
satisfaction higher-order factor at the apex of the hierarchy along with five specific
domains below (Gilman et al., 2000; Huebner et al., 1998). Findings have generalized
to school age students in Canada (Greenspoon & Saklofske, 1997) Korea (Park, 2000),
and Spain (Casas et al., 2000).

Convergent and discriminant validity have also been demonstrated through

predicted correlations with other self-report well-being indexes (Dew et al., 2001;
Gilman et al., 2000; Greenspoon & Saklofske, 1997; Huebner, 1994; Huebner et al.,
1998), parent reports (Dew et al., 2001; Gilman & Huebner, 1997), teacher reports
(Huebner & Alderman, 1993), and social desirability scales (Huebner et al., 1998).
Findings of weak relationships with demographic variables (e.g., age, gender) also fit
with theoretical expectations (Huebner, 1994; Huebner et al., 1998).

Nevertheless, additional validation research is needed to clarify the precise

boundaries of the life satisfaction construct as well as the range of applications for
particular children. For example, Ash and Huebner (1998) and Griffin and Huebner
(2000) reported on unique aspects of the validity and usefulness of the MSLSS in the
assessment of the well-being of two groups of exceptional children (i.e., academically
gifted and emotionally disordered middle school students). Studies of the usefulness
of the MSLSS and other life satisfaction scales with other groups of children (e.g.,
children with mental disabilities, ADHD) would be illuminating as well.

Permission to Use

The MSLSS is in the public domain. Researchers may use it without permission.
The author welcomes any feedback regarding its usefulness.
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References

Adelman, H. S., Taylor, L., & Nelson, P. (1989). Minors’ dissatisfaction with
their life circumstances. Child Psychiatry and Human Development, 20, 135-147.

Ash C, & Huebner, E. S. (1998). Life satisfaction reports of gifted middle-

school children. School Psychology Quarterly, 13, 310-321.

Bender, T. A. (1997). Assessment of Subjective Well- Being During Childhood

And Adolescence. In G. D. Phye (ed.) Handbook of classroom assessment:
Learning, Achievement, and Adjustment (pp. 199-225). San Diego, CA: Academic
Press.

Casas, F., Alsinet, F., Rossich, M., Huebner, E. S., & Laughlin, J. (2000, July).
Cross-cultural investigation of the Multidimensional Students’ Life Satisfaction Scale
with Spanish adolescents. Paper presented at the Third Conference of International
Quality of Life Studies, Girona, Spain.

Compas, B. (1993). Promoting positive mental health in adolescence. In S. G.

Millstein, A. C. Peterson, & E. O. Nightingale (Eds.), Promoting the health of
adolescents (pp. 159-179). New York: Oxford University Press.

Cowen, E. L. (1991). In pursuit of wellness. American Psychologist, 46,

404.408.

Dew, T., Huebner, E. S., & Laughlin, J. E. (2001). The development and
validation of a life satisfaction scale for adolescents. Manuscript submitted for
publication.

Dew, T. & Huebner, E. S. (1994). Adolescents perceived quality of life: An

exploratory investigation. Journal of School Psychology 32, 185-199.

Diener, E. (1994). Assessing subjective well-being: Progress and opportunities.

Social Indicators Research, 31, 103-159.

Gilman, R., Huebner, E. S., & Laughlin, J. (2000). A first study of the
Multidimensional Students' Life Scale with adolescents. Social Indicators Research,
52, 135-160.

Gilman, R., & Huebner, E. S. (1997). Children's reports of their well-being:

Convergence across raters, time, and response formats. School Psychology
International, 18, 229-243.

Greenspoon, P. J. & Saklofske, D. H. (1997). Validity and reliability of the

Multidimensional Students’ Life Satisfaction Scale with Canadian children. Jour nal of
Psychoeducational Assessment, 15, 138-155.
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Griffin, M., & Huebner, E. S. (2000). Multidimensional life satisfaction reports

of students with serious emotional disturbance. Journal of Psychoeducational
Assessment, 18, 111-124.

Huebner, E. S. (1991a). Initial development of the Students' Life Satisfaction

Scale. School Psychology International, 12, 231-240.

Huebner, E. S: (1991b). Correlates of life satisfaction in children. School

Psychology Quarterly, 6, 103-111.

Huebner, E. S. (1991c). Further validation of the Students' Life Satisfaction

Scale: The independence of satisfaction and affect ratings. Journal of
Psychoeducational Assessment, 9, 363-368.

Huebner, E. S. (1994). Preliminary development and validation of a

multidimensional life satisfaction scale for children. Psychological Assessment, 6,
149-158.

Huebner, E. S. (1997). Life satisfaction and happiness. In G. Bear, K. Minke,

& A. Thomas (Eds.), Children's needs - II (pp. 271-278). Silver Spring, MD:
National Association of School Psychologists.

Huebner , E. S., & Alderman, G. L. (1993). Convergent and discriminant

validation of a childrens' life satisfaction scale: Its relationship to self- and teacher-
reported psychological problems and school functioning. Social Indicators Research,
30, 71-82.

Huebner, E. S., & Dew, T. (1996). The interrelationships among life satisfaction,
positive affect, and negative affect in an adolescent sample. Social Indicators
Research, 38, 129-137.

Huebner, E. S., Gilman, R. & Laughlin, J. (1999). The multidimensionality of

children's well-being reports: Discriminant validity of life satisfaction and self-esteem.
Social Indicators Research, 46, 1-22.

Huebner, E. S., Laughlin, J. E., Ash C., & Gilman, R. (1998). Further validation
of the Multidimensiona l Students' Life Satisfaction Scale. Journal of Psychological
Assessment, 16, 118-134..

Lewinsohn, P. M., Redner, E., & Seeley, J. R. (1991). The relationship between
life satisfaction and psychosocial variables: New perspectives. In F. Strack, M.
Argyle, & N. Schwarz (Eds.), Subjective well-being: An interdisciplinary perspective
(pp. 193-212). New York: Pergamon.

Lucas, R. E., Diener, E., & Suh, E. (1996). Discriminant validity of well-being
measures. Journal of Personality and Social Psychology, 71, 616-628.

Park, N. (2000). Life satisfaction of school age children: Cross-cultural and

cross-developmental comparisons. Unpublished doctoral dissertation, University of
South Carolina.
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Pavot, W., & Diener, E. (1993). Review of the Satisfaction With Life Scale.
Psychological Assessment, 5, 164-172.

Sarason, S. D. (1997). Forward. In R. Weissberg, T. P. Gullotta, R. L.

Hampton, B. A. Ryan, & g. R. Adams (Eds.), Enhancing children’s wellness (Vol. 8)
(p. ix-xi).