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The present study aims to validate the Flourishing Scale (FS) in a convenience sample of 233 special education teachers. The FS's psychometric properties were investigated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA had a one‐factor solution that explained 49.9% of the variance, a Cronbach's alpha internal consistency of.83, and a McDonald omega coefficient of.83. For the scale validity, the FS had a 0.36 to 0.56 correlation with the Satisfaction with Life Scale (SLWS), Happiness Measures (HM), and Life Satisfaction (LS), indicating convergent validity. The FS was also correlated with the Center for Epidemiological Studies Depression Scale, implying its discriminant validity. The FS's one‐factor model produced good fit indices when running the CFA. Multi‐group confirmatory factor analysis (MGCFA) was used to evaluate measurement invariance. With one non‐invariant item, the result revealed partial scalar invariance across gender and marital status groups. There were no differences across gender and marital status when the latent mean differences were also evaluated. The results revealed no statistically significant differences in FS between males and females, or between single and married participants. The limitations and implications of the study are discussed. Practitioner points: Findings of this study indicated that the Arabic version of the Flourishing Scale has acceptable reliability and construct validity for the sample of special education teachers.The scores of positive perceptions of special education teachers were lower compared with those reported in previous studies with different samples.The Flourishing Scale with one‐factor model produced good fit and measurement invariance revealed partial scalar invariance across gender and marital status groups. [ABSTRACT FROM AUTHOR]

Likert-type rating scales are among the most widely used tools in psychological research. Different numbers of response categories would likely affect response style, data distribution, reliability, and construct validity. There is a lack of research in factor structure invariance under Likert scales with different numbers of categories. The purpose of this study is to examine the effects of varying numbers of Likert points (4-11) on scale properties such as factor structure, external validity, and latent means based on the Rosenberg Self-Esteem Scale (M. Rosenberg, 1989). The sample consists of 1,807 students from secondary schools in Macau. Confirmatory factor analysis shows that the correlated two-factor model is the most appropriate one; longitudinal invariance analysis reveals that measurement invariance across Likert scales was satisfied at the scalar level. In addition, latent mean scores on the two factors as well as observed means on the subscales are comparable across Likert scales. Moreover, the measurement model across Likert scales exhibit similar external validity. Although psychometric properties are mostly similar among a different number of points, the 4-point Likert scale is not recommended for its higher skewness and lower loadings; the 11-point Likert scale from 0 to 10 is slightly preferred for its higher loadings and composite reliability. [ABSTRACT FROM AUTHOR]

Abstract: Based on Jessor''s theory (1987) the comparability of a second-order problem behavior model (SPBM) was investigated across gender and grade-level among adolescents. In addition, gender and grade-level differences in problem behavior engagement were addressed examining latent mean differences. Using a sample of 6504 adolescents drawn from the National Longitudinal Study of Adolescent Health, a series of invariance tests evidenced partial invariance. The non-invariance of SPBM resulted from aggression across gender and grade-level. Latent mean difference test results showed greater differences in academic failure, aggression, substance use, and risky sexual activity among males compared to females. Results also showed greater engagement in academic failure, substance use, and risky sexual activity among upper vs. lower grade students. Overall, analyses revealed that both gender and grade-level differences could be explained by the common cause problem behavior syndrome (PBS), offering further support for Jessor''s theory. [Copyright &y& Elsevier]