Validation of the Gratitude Questionnaire in Filipino Secondary School Students

Most studies have assessed the psychometric properties of the Gratitude Questionnaire – Six-Item Form (GQ-6) in the Western contexts while very few research has been generated to explore the applicability of this scale in non-Western settings. To address this gap, the aim of the study was to examine...

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Bibliographic Details
Published in:The Spanish journal of psychology 2017-10, Vol.20, p.E45-E45, Article E45
Main Authors: Valdez, Jana Patricia M., Yang, Weipeng, Datu, Jesus Alfonso D.
Format: Article
Language:English
Subjects:
Academic achievement
Academic Success
Adolescent
Affect (Psychology)
Confirmatory factor analysis
Female
Gender
Gratitude
Humans
Likert scale
Male
Methodology and Psychometrics
Middle school students
Middle schools
Motivation
Philippines
Philippino
Psychology
Psychometrics - instrumentation
Quantitative psychology
Questionnaires
Reproducibility of Results
Schools
Secondary school students
Secondary schools
Social sciences
Students - psychology
Surveys and Questionnaires - standards
Validation studies
Validity
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Summary:Most studies have assessed the psychometric properties of the Gratitude Questionnaire – Six-Item Form (GQ-6) in the Western contexts while very few research has been generated to explore the applicability of this scale in non-Western settings. To address this gap, the aim of the study was to examine the factorial validity and gender invariance of the Gratitude Questionnaire in the Philippines through a construct validation approach. There were 383 Filipino high school students who participated in the research. In terms of within-network construct validity, results of confirmatory factor analyses revealed that the five-item version of the questionnaire (GQ-5) had better fit compared to the original six-item version of the gratitude questionnaire. The scores from the GQ-5 also exhibited invariance across gender. Between-network construct validation showed that gratitude was associated with higher levels of academic achievement (β = .46, p
ISSN:1138-7416
1988-2904
DOI:10.1017/sjp.2017.51