French Adaptation of the Strengths Use Scale.

educational psychology factor analysis < measurement strengths-based assessment < assessment of interventions/outcomes test adaptations < culture/crosscultural

Journal

Journal of psychoeducational assessment
ISSN: 0734-2829
Titre abrégé: J Psychoeduc Assess
Pays: United States
ID NLM: 8405006

Informations de publication

Date de publication:
Feb 2024
Historique:
medline: 22 1 2024
pubmed: 22 1 2024
entrez: 22 1 2024
Statut: ppublish

Résumé

Positive psychology focuses on enhancing attitudes and behaviors that support well-being, with a key pillar being the use of psychological strengths for optimal functioning. This is linked to positive outcomes such as increased happiness and life satisfaction. This study aimed to evaluate the psychometric validity of the French adaptation of the Strengths Use Scale (SUS), a self-report tool measuring how individuals use their strengths in daily life. The original SUS, developed by Govindji and Linley (2007), has not been thoroughly assessed across languages and cultures. The French SUS's psychometric properties were examined using data from six independent French-speaking Canadian samples ( Both EFA and CFA supported a unidimensional structure of the scale. The French SUS demonstrated good internal consistency (α = .94). The one-factor model yielded an RMSEA of .122, indicating some model misspecification. However, allowing residuals of some items to covary improved the model fit (RMSEA = .077). The adapted French SUS exhibits similar properties to the original and presents no new consistency issues. This study contributes to adapting and validating the SUS in French for research and clinical practice. Future research should focus on developing a shorter version by eliminating redundancies and adapting the scale for children to evaluate positive psychology interventions' efficacy in youth.

Sections du résumé

Background UNASSIGNED
Positive psychology focuses on enhancing attitudes and behaviors that support well-being, with a key pillar being the use of psychological strengths for optimal functioning. This is linked to positive outcomes such as increased happiness and life satisfaction.
Objective UNASSIGNED
This study aimed to evaluate the psychometric validity of the French adaptation of the Strengths Use Scale (SUS), a self-report tool measuring how individuals use their strengths in daily life. The original SUS, developed by Govindji and Linley (2007), has not been thoroughly assessed across languages and cultures.
Method UNASSIGNED
The French SUS's psychometric properties were examined using data from six independent French-speaking Canadian samples (
Results UNASSIGNED
Both EFA and CFA supported a unidimensional structure of the scale. The French SUS demonstrated good internal consistency (α = .94). The one-factor model yielded an RMSEA of .122, indicating some model misspecification. However, allowing residuals of some items to covary improved the model fit (RMSEA = .077).
Conclusion UNASSIGNED
The adapted French SUS exhibits similar properties to the original and presents no new consistency issues. This study contributes to adapting and validating the SUS in French for research and clinical practice. Future research should focus on developing a shorter version by eliminating redundancies and adapting the scale for children to evaluate positive psychology interventions' efficacy in youth.

Identifiants

pubmed: 38249359
doi: 10.1177/07342829231205811
pii: 10.1177_07342829231205811
pmc: PMC10798869
doi:

Types de publication

Journal Article

Langues

eng

Pagination

119-125

Informations de copyright

© The Author(s) 2023.

Déclaration de conflit d'intérêts

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Auteurs

Nicolas Bressoud (N)

Valais University of Teacher Education, St-Maurice, Switzerland.
Department of Special Education, University of Fribourg, Fribourg, Switzerland.

Rebecca Shankland (R)

Laboratoire DIPHE (Développement, Individu, Processus, Handicap, Education), Department of Psychology, Education and Vulnerabilities, Université Lumière Lyon 2, Lyon, France.
Institut Universitaire de France, Paris, France.

Philippe Dubreuil (P)

Department of Human Resources Management, Université du Québec à Trois-Rivières, Trois-Rivières, Canada.

Jacques Forest (J)

Department of Organization and Human Resources, ESG UQAM, Montréal, Québec, Canada.

Karel Belleville (K)

Department of Psychology, Université de Sherbrooke, Sherbrooke, QC, Canada.

Andrea C Samson (AC)

Department of Special Education, University of Fribourg, Fribourg, Switzerland.
Faculty of Psychology, UniDistance Suisse, Brig, Switzerland.

Philippe Gay (P)

UER EN, Vaud University of teacher education, Lausanne, Switzerland.

Classifications MeSH