Article Sidebar

PDF
Date Published: 30/05/2025
Abstract Views: 120
Views PDF: 62
DOI: https://doi.org/10.54607/hcmue.js.22.5.4691(2025)
Issue
Vol. 22 No. 5 (2025)
Section
Articles
How to Cite
Nguyen, P. C. T., Nguyen, T. V., & Nguyen, N. Q. A. (2025). VALIDATING THE SCALE OF HAPPINESS STRATEGIES FOR CHILDREN TO THE VIETNAMESE CONTEXT. HCMUE Journal of Science, 22(5), 957-965. https://doi.org/10.54607/hcmue.js.22.5.4691(2025)

VALIDATING THE SCALE OF HAPPINESS STRATEGIES FOR CHILDREN TO THE VIETNAMESE CONTEXT

Nguyen Phuoc Cat Tuong1, Nguyen Tuan Vinh1, , Nguyen Ngoc Quynh Anh2
1 Trường Đại học Sư phạm, Đại học Huế
2 Đại học RMIT Việt Nam

Main Article Content

Abstract

This study aims to validate the “Scale of Happiness Strategies for Children Used by Preschool Teachers,” developed by Bakkaloğlu (2019), for use in the Vietnamese context, to test its reliability and cultural appropriateness. The original scale consists of 12 items, categorized into three dimensions: building positive relationships, meeting children's needs, and engaging in joyful play. Using confirmatory factor analysis (CFA), this research compared the original three-factor model with a proposed two-factor model, in which “meeting children's needs” is incorporated into “building positive relationships.” Both models showed good fit, with slightly better indices for the three-factor model. The two-factor model, however, also demonstrated sufficient construct validity and internal consistency, with Cronbach's Alpha coefficients exceeding 0.89 for both subscales. These findings suggest the use of this validated scale to assess preschool teachers' strategies for promoting children's happiness in Vietnam, addressing gaps in early childhood education research and practice.

Keywords

happiness, preshool teachers, strategies, validation, young children

Article Details

References

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. https://doi.org/10.1007/BF02310555
Eryılmaz, A., & Altınsoy, F. (2016). Relationships between motivation to study lesson and classroom engagement. International Journal of Educational Researchers, 7(2), 56-68.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications.
Fabozzi, F., Focardi, S., Rachev, S., & Arshanapalli, B. (2014). The basics of financial econometrics: tools, concepts, and asset management applications (1st edition). John Wiley & Sons.
Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology, 39(4), 289-301. https://doi.org/10.1016/S0022-4405(01)00074-7
Kim-Prieto, C., Diener, E., Tamir, M., Scollon, Christie N., & Diener, M. (2005). Integrating the diverse definitions of happiness: A time-sequential framework of subjective well-Being. Journal of Happiness Studies, 6(3), 261-300. http://ink.library.smu.edu.sg/soss_research/922
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford Press.
Longman (nd.). [strategy]. https://www.ldoceonline.com/dictionary/strategy
Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Lawrence Erlbaum Associates.
Sapsağlam, Ö., Bakkaloğlu, A. B., & Eryılmaz, A. (2019). The scale of happiness strategies for children used by preschool teachers. Journal of Computer and Education Research, 7(13), 171-182. https://doi.org/10.18009/jcer.535593
Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: A clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268-274. https://doi.org/10.1111/j.1365-2753.2010.01434.x