ERIC Number: EJ1152197
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Validation and Use of the Multidimensional Wellness Inventory in Collegiate Student-Athletes and First-Generation Students
Mayol, Mindy Hartman; Scott, Brianna M.; Schreiber, James B.
American Journal of Health Education, v48 n5 p338-350 2017
Background: In some professions, "wellness" has become shorthand for physical fitness and nutrition but dimensions outside the physical are equally important. As wellness models continue to materialize, a validated instrument is needed to substantiate the characteristics of a multidimensional wellness model. Purpose: This 2-pronged study focused on the testing of the factor structure of the Multidimensional Wellness Inventory (MDWI) and comparisons between student-athletes (SAs) and nonathletes (NAs) as well as first-generation (FGs) and non-first-generation students (NFGs). Methods: Part I tested the construct validity of the instrument using confirmatory factor analysis (N = 1699). Part II compared wellness scores among SAs, NAs, FGs, and NFGs using independent sample "t" tests (N = 990). Results: Part I revealed that a revised factor structure for the MDWI was preferred. Part II showed statistically significant differences in 5 of 9 wellness constructs. FGs did not have statistically significant different scores than NFGs. Discussion: Outcomes demonstrate that a multidimensional approach and a valid instrument are imperative within the college population regardless of their involvement in athletics and their FG/NFG designation. Translation to Health Education Practice: The study is significant to college Health Educators for planning and evaluation purposes to gauge students' multidimensional wellness status.
Descriptors: Wellness, Measures (Individuals), Test Validity, Test Use, College Students, Athletes, First Generation College Students, Factor Structure, Comparative Analysis, Construct Validity, Factor Analysis, Scores, Undergraduate Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A