Flourishing Scale: Adaptation and Evidence of Validity in a Chilean High School Context

Marcos Carmona-Halty; Mauricio Marín-Gutierrez; Patricio Mena-Chamorro; Geraldy Sepulveda-Páez; Rodrigo Ferrer-Urbina

doi:10.3389/fpsyg.2022.795452

Flourishing Scale: Adaptation and Evidence of Validity in a Chilean High School Context

Front Psychol. 2022 Mar 31:13:795452. doi: 10.3389/fpsyg.2022.795452. eCollection 2022.

Authors

Marcos Carmona-Halty¹, Mauricio Marín-Gutierrez¹, Patricio Mena-Chamorro¹, Geraldy Sepulveda-Páez¹, Rodrigo Ferrer-Urbina¹

Affiliation

¹ Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Chile.

Abstract

This study aimed to adapt the Flourishing Scale to a Chilean high school context and provide evidence of its validity. Data were collected from 1,348 students (52% girls) from three different Chilean schools. The results of confirmatory factor analysis (CFA) supported a one-factor solution, multiple-group CFA supported gender invariance, and structural equation model indicated that the FS is related to positive and negative academic feelings. Overall, the evidence indicates that the Flourishing Scale adapted to the high school context is an instrument that produces valid and reliable scores in our high school Chilean sample.

Keywords: Chilean students; flourishing; gender invariance; high school students; psychometric analyses.