Reliability
Internal Consistency
The MSLSS exhibited a Cronbach alpha coefficient of α5.92 for the total scale (in both samples), and alpha
coefficients between α5.82 and α5.85 (sample 1), and between α5.78 and α5.83 (sample 2) for the domain-
specific subscales ( Huebner, 1994 ).
Test/C0Retest
Test/C0retest coefficients for two- and four-week time periods have been reported falling mostly in the rtt5.70
tortt5.90 range (cf. Huebner, 2001 ).
Validity
Convergent/Concurrent
Convergent validity was evaluated through the pattern of correlations between the MSLSS and a self-concept
measure ( Self Description Questionnaire-I ;Marsh, 1990 ). For example, school-related and self-related self-concept
measures were expected to show the highest correlations with the corresponding subscales of the MSLSS
(i.e., school-related satisfaction, and self-related satisfaction), confirmed by correlations of r5.45 and r5.62,
respectively ( Huebner, 1994 ). Also, the friends-related subscale of the MSLSS showed the highest correlation with
another measure of satisfaction with friendships ( r5.56; Children’s Loneliness and Social Dissatisfaction Scale ;
Asher, Hymel, & Renshaw 1984 ), and the school-related subscale of the MSLSS showed the highest correlations
with a measure on quality of school life ( r5.68;Quality of School Life Scale ;Epstein & McPartland, 1977 ).
Divergent/Discriminant
The analyses also provided evidence for the discriminant validity of the MSLSS as lower coefficients with
respect to non-targeted measures were also found (e.g., a correlation between satisfaction with friendships and
school-related self-concept of r5.22). Likewise, the MSLSS friends-related subscale and the peer relations
self-concept measure exhibited a modest correlation of r5.27 (cf. Huebner, 1994 ). Other validity evidence
(e.g., correlations with parents and teachers reports, and measures of social desirability) was summarized by
Huebner (2001) .
Construct/Factor Analytic
In sample 1, a principal components analysis with oblique rotation yielded a five-dimensional solution. This
five-factorial solution explained 49.5% of the total variance. Huebner (1994) reported congruence coefficients of
the solution in sample 1 with a solution computed for sample 2 showing coefficients of between .98 and .99,
indicative of a very high degree of congruence between both solutions.
Criterion/Predictive
Predictive validity of a brief version of the MSLSS was investigated by Huebner, Antaramian, Hills, Lewis,
and Saha (2011) who reported, for example, that the scale is longitudinally predictive of ‘multiple indices of stu-
dents’ engagement in their schooling’ (p. 161).
Location
Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for
children. Psychological Assessment ,6, 149/C0158.
Results and Comments
Research has provided considerable evidence for the reliability and validity of the MSLSS with elementary,
middle, and high school students. Children as young as 8 years of age appear to be able to differentiate satisfac-
tion across important life domains. Measures of domain-based life satisfaction are thus expected to complement
global measures, providing more nuanced measures of subjective quality of life for research and practice
purposes (e.g., counseling). Some cross-cultural validation research has been done (e.g., Gilman et al., 2008 ).
Nevertheless, additional validation studies are needed to determine its meaningfulness in other nations.
Recently, an abbreviated version of the MSLSS has been presented ( Huebner, Zullig, & Saha 2012 ), which con-
sists of 30 items, excluding the 10 reverse keyed items from the original MSLSS ( Huebner, 1994 ). Although the
research is limited, this abbreviated version showed a good fit with the expected factor structure and promising125 OVERVIEW OF THE MEASURES
II. EMOTIONAL DISPOSITIONS