Measurement of School Happiness: An Analysis from the SOPHIE Model in Schools in Colombia

Abstract

Objective: To design and validate a multidimensional instrument to measure school happiness in Colombian adolescents. Methods: Instrumental study with 963 students (10–17 years) from two schools in Valle del Cauca, Colombia. A 37-item Likert (1–5) scale was developed; content validity was examined; an exploratory factor analysis (EFA) using generalized least squares with Promin rotation and parallel analysis (n=200) and an independent confirmatory factor analysis (CFA) (n=200) were conducted. Model fit indices (RMSEA, RMSR, TLI/CFI, GFI/NNFI), Cronbach’s alpha, and convergent validity against a single-item happiness question were estimated. Results: The final version retained 23 items across five dimensions (relationships with friends; purposes and goals; relationship with family; diet; altruism), with total α=0.906 (dimension alphas: 0.871; 0.798; 0.856; 0.768; 0.791), acceptable fit in EFA (RMSEA=0.059; RMSR=0.044; TLI=0.829; CFI=0.885) and CFA (RMSEA=0.063; RMSR=0.061; GFI=0.966; NNFI=0.899; CFI=0.912). No differences were found by sex or school (p>0.05). The strongest correlations with self-reported happiness were family, friends, and purposes. Conclusions: The instrument shows a stable factor structure, high reliability, and convergent validity, and is useful for monitoring school happiness and guiding adolescent well-being interventions.